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Master Reference Master Droits de l'enfant et changements climatiques: analyse des discours des jeunes activistes pour le climat à la lumière des droits de l'enfant MARTINEAU, Milena Abstract Ce travail vise à appréhender les mobilisations récentes des jeunes pour le climat – considérées alors comme un « nouveau mouvement social » – à la lumière du « projet » des droits de l’enfant qui a pris forme en 1989 suite à l’adoption par les Nations Unies de la Convention internationale relative aux droits de l’enfant (CDE). À travers une analyse thématique des discours de Greta Thunberg, Anuna De Wever et Adélaïde Charlier, ainsi que de deux grilles de lecture, qui sont les écoles de pensée en droits de l’enfant théorisées par Karl Hanson et le système de l’acteur formulé par Daniel Stoecklin, nous nous interrogeons sur la manière dont ces deux luttes – climatique et pour les droits de l’enfant – peuvent se rejoindre et se compléter. Au cours de notre recherche, nous verrons que ces jeunes activistes pour le climat ont des capacités d’action importantes, une « agency politique », qui répondent à la promesse faite par les Nations Unies en proclamant l’enfant acteur.rice et sujet de droits. Reference MARTINEAU, Milena. Droits de l’enfant et changements climatiques: analyse des discours des jeunes activistes pour le climat à la lumière des droits de l’enfant. Master : Univ. Genève, 2020 Available at: http://archive-ouverte.unige.ch/unige:150924 Disclaimer: layout of this document may differ from the published version. 1 / 1 Sous la direction de Daniel Stoecklin DROITS DE L’ENFANT ET CHANGEMENTS CLIMATIQUES ANALYSE DES DISCOURS DES JEUNES ACTIVISTES POUR LE CLIMAT À LA LUMIÈRE DES DROITS DE L’ENFANT Présenté au Centre interfacultaire en droits de l’enfant (CIDE) de l’Université de Genève en vue de l’obtention de la Maîtrise universitaire interdisciplinaire en droits de l’enfant par Miléna MARTINEAU de Breitenbach, Soleure Mémoire No CIDE 2020/MIDE 18-20/28 Jury : Professeur Daniel Stoecklin Madame Ludivine Richner SION Septembre 2020 Résumé Ce travail vise à appréhender les mobilisations récentes des jeunes pour le climat – considérées alors comme un « nouveau mouvement social » – à la lumière du « projet » des droits de l’enfant qui a pris forme en 1989 suite à l’adoption par les Nations Unies de la Convention internationale relative aux droits de l’enfant (CDE). À travers une analyse thématique des discours de Greta Thunberg, Anuna De Wever et Adélaïde Charlier, ainsi que de deux grilles de lecture, qui sont les écoles de pensée en droits de l’enfant théorisées par Karl Hanson et le système de l’acteur formulé par Daniel Stoecklin, nous nous interrogeons sur la manière dont ces deux luttes – climatique et pour les droits de l’enfant – peuvent se rejoindre et se compléter. Au cours de notre recherche, nous verrons que ces jeunes activistes pour le climat ont des capacités d’action importantes, une « agency politique », qui répondent à la promesse faite par les Nations Unies en proclamant l’enfant acteur.rice et sujet de droits. Mots-clés : droits de l’enfant ; changements climatiques ; mouvement social ; participation ; analyse thématique de discours ; agency politique ; capabilité participative Ce travail est rédigé de manière inclusive et épicène. Le pronom « iels » (forme contractée de « ils » et « elles ») permet de désigner un groupe de personnes de manière inclusive et sans distinction de genre. Remerciements Je tiens à remercier les personnes suivantes qui ont contribué d’une manière ou d’une autre à la réalisation de ce présent travail : Le Professeur Daniel Stoecklin, directeur de mémoire, pour l’intérêt qu’il a tout de suite eu pour cet objet de recherche, ainsi que pour ses précieux commentaires ; Elodie Frauche et Coline Deschenaux, étudiantes au MIDE également, pour leur relecture et leurs conseils toujours avisés ; Ma famille et mes ami.es pour leur écoute et soutien tout au long de mon parcours universitaire ; Finalement, ces jeunes activistes pour le climat qui mois après mois continuent à se mobiliser en faveur de meilleures politiques climatiques. Greta Thunberg, Anuna De Wever et Adélaïde Charlier qui, de par leurs prises de parole disponibles sur Internet, ont permis la réalisation de cette recherche. MÉMOIRE MILÉNA MARTINEAU Table des matières INTRODUCTION ............................................................................................................................................. 2 CADRE THÉORIQUE ....................................................................................................................................... 3 La participation sur la scène internationale....................................................................................... 3 Les grèves scolaires pour le climat, un nouveau mouvement social .......................................... 5 Droits de l’enfant et changements climatiques ................................................................................ 7 Impacts sur l’exercice effectif des droits de l’enfant ..................................................................... 12 Cadre juridique et institutionnel sur le droit à un environnement ................................................ 14 PROBLÉMATISATION ................................................................................................................................... 20 APPROCHE MÉTHODOLOGIQUE ............................................................................................................... 21 La production et l’analyse de discours ............................................................................................. 21 Présentation du terrain de recherche ............................................................................................... 22 Considérations éthiques ...................................................................................................................... 27 Traitement et analyse des données .................................................................................................. 28 ANALYSE DE DISCOURS ............................................................................................................................. 30 Analyse sur la construction globale des différents discours......................................................... 31 Analyse de discours centrée sur les revendications...................................................................... 34 Analyse fondée sur les droits de l’enfant.......................................................................................... 37 1.1.1 Les « 3P » ................................................................................................................................ 38 1.1.2 L’accent sur l’équité et l’égalité ...................................................................................... 38 1.1.3 Les principes généraux ...................................................................................................... 40 1.1.4 Les droits participatifs ......................................................................................................... 41 1.1.5 Le droit à l’éducation ......................................................................................................... 42 1.1.6 Le droit à un avenir ? .......................................................................................................... 42 Grilles de lecture ................................................................................................................................... 45 1.1.7 Les écoles de pensée en droits de l’enfant .................................................................. 45 1.1.8 Le système de l’acteur ....................................................................................................... 51 DISCUSSION ................................................................................................................................................. 54 CONCLUSION .............................................................................................................................................. 59 BIBLIOGRAPHIE ............................................................................................................................................ 62 ANNEXES ...................................................................................................................................................... 72 MÉMOIRE MILÉNA MARTINEAU INTRODUCTION La Convention des Nations Unies relative aux droits de l’enfant (ci-après la Convention ou la CDE), adoptée après un long processus le 20 novembre 1989 par l’Assemblée générale des Nations Unies et ratifiée quasi universellement, est « un texte hors norme de par sa portée dans l’espace et de par l’enthousiasme spontané qu’elle a suscité » (Zermatten & Stoecklin, 2009, p.7). Ce texte réaffirme « children as full members of the human family » (Hanson, 2012, p.71), renforce leurs droits humains en reconnaissant leurs capacités de développement tout comme leurs vulnérabilités et rajoute des droits spécialement adressés aux enfants (ibid.). En réaffirmant, renforçant et rajoutant ainsi des droits pour les enfants (à savoir les personnes de moins de 18 ans), l’enfant devient alors acteur.rice et sujet de droits dépassant la vision prédominante de l’enfant objet de droits. Considérer l’enfant de par son statut juridique apporte un changement complet dans les relations qu’entretiennent les enfants et les adultes et amène ainsi, dès 1989, une « nouvelle dynamique
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