Possibilities and quandaries for young children's active citizenship

Abstract

Concepts of children's citizenship are highly contested. Contemporary policy and rhetoric increasingly includes the concept of citizenship in relation to children, yet there is considerable ambiguity as to what children's citizenship actually means. Unlike other marginalised groups it is not children claiming citizenship rights for themselves, but adults claiming rights for children on their behalf. Practice or Policy This paper draws from a doctoral study that inquired into possibilities for young children’s active citizenship through analysis of the participation of a class of children aged five to six years in a social justice storytelling program. Possibilities and quandaries for young children's active citizenship are proposed from critical and post-structuralist readings of young children's comments and actions in response to unfair treatment of others experienced through live storytelling. Implications of these possibilities and quandaries are suggested for those who work with young children in early childhood education and citizenship contexts.