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Children and the Capability Approach This Page Intentionally Left Blank Children and the Capability Approach Children and the Capability Approach This page intentionally left blank Children and the Capability Approach Edited by Mario Biggeri University of Florence, Italy Jérôme Ballet Université de Versailles Saint-Quentin-en-Yvelines, France Flavio Comim St Edmund’s College, University of Cambridge, UK Selection and editorial matter © Mario Biggeri, Jérôme Ballet & Flavio Comim 2011 Individual chapters © their respective authors 2011 Prologue © Kaushik Basu 2011 Foreword © Mozaffar Qizilbash 2011 Softcover reprint of the hardcover 1st edition 2011 978-0-230-28481-4 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2011 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-32998-4 ISBN 978-0-230-30837-4 (eBook) DOI 10.1057/9780230308374 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Children and the capability approach / edited by Mario Biggeri, Jérôme Ballet, Flavio Comim. p. cm. Includes index. 1. Child development—Developing countries. 2. Child labor— Developing countries. 3. Poor children—Developing countries. I. Biggeri, Mario. II. Ballet, Jérôme. III. Comim, Flavio. HQ772.C46 2011 331.31091724—dc22 2011013737 10987654321 20 19 18 17 16 15 14 13 12 11 Contents List of Figures vii List of Tables viii Prologue xi Acknowledgements and Dedication xiv Foreword xv Notes on Contributors xvi Part I Introduction and Theoretical Perspectives on Children and the Capability Approach 1 Introduction – Theoretical Foundations and the Book’s Roadmap 3 Flavio Comim, Jérôme Ballet, Mario Biggeri and Vittorio Iervese 2 Children’s Agency and the Capability Approach: A Conceptual Framework 22 Jérôme Ballet, Mario Biggeri and Flavio Comim 3 Child Poverty as Capability Deprivation: How to Choose Domains of Child Well-being and Poverty 46 Mario Biggeri and Santosh Mehrotra Part II Understanding Children’s Capabilities: Methods and Case Studies 4 From Valuing to Evaluating: Tools and Procedures to Operationalize the Capability Approach 79 Mario Biggeri and Renato Libanora 5 Street Children in Kampala and NGOs’ Actions: Understanding Capabilities Deprivation and Expansion 107 Rudolf Anich, Mario Biggeri, Renato Libanora and Stefano Mariani 6 Sen’s Capability Approach: Children and Well-being Explored through the Use of Photography 137 Anne Kellock and Rebecca Lawthom v vi Contents 7 Child Agency and Identity: The Case of Peruvian Children in a Transitional Situation 162 Marisa Horna Padrón and Jérôme Ballet 8 Micro-finance, Street Children and the Capability Approach: Is Micro-finance an Appropriate Tool to Address the Street Children Issue? 175 Badreddine Serrokh 9 ‘Good for Children’? Local Understandings versus Universal Prescriptions: Evidence from Three Ethiopian Communities 200 Laura Camfield and Yisak Tafere 10 Children’s Capabilities and Family Characteristics in Italy: Measuring Imagination and Play 222 Tindara Addabbo and Maria Laura Di Tommaso Part III Policy Implications 11 Rethinking Children’s Disabilities through the Capability Lens: A Framework for Analysis and Policy Implications 245 Jean-Francois Trani, Parul Bakhshi and Mario Biggeri 12 Rethinking Access to Education through the Capability Approach: The Case of Street Children 271 Jérôme Ballet, Augendra Bhukuth and Katia Radja 13 Re-examining Children’s Economic and Non-Economic Activities Using the Capability Approach 286 Mario Biggeri, Augendra Bhukuth and Jérôme Ballet 14 Children’s Capabilities: Toward a Framework for Evaluating the Built Environment 304 JungA Uhm, Ferdinand Lewis and Tridib Banerjee Part IV Conclusions 15 Developing Children’s Capabilities: The Role of Emotions and Parenting Style 331 Flavio Comim 16 Final Remarks and Conclusions: The Promotion of Children’s Active Participation 340 Mario Biggeri, Flavio Comim and Jérôme Ballet Author Index 346 Subject Index 348 List of Figures 2.1 Capability Approach framework and evolving capabilities 24 A.3.1 From unidimensional to multidimensional child poverty measures 65 4.1 The four main passages (core section of the questionnaire) 86 4.2 Proportion of children who consider the project results positive or very positive in terms of capability expansion (%) 91 4.3 Project impact in terms of capabilities expansion/reduction according to the achieved functionings in two dimensions: education and respect (averages) 92 4.4 The project’s impact on beneficiaries’ capabilities (mean) 93 5.1 Pavement drawing by K., a 12-year-old street child 130 5.2 Photo by S. (14) and L. (12), street children 130 5.3 Mobility map elaborated by a group of rehabilitated street children, 10–15 years old 131 6.1 “This is where I read” (free choice reading corner) 145 6.2 “I took a picture of the football area because I like football” (football play area) 149 6.3 “Thisiswherewegototalkintheplayground” (quiet part of the playground) 150 6.4 “I like it here because we get to use different instruments” (musical instrument storage area in hall) 152 6.5 “I like this other bit of Class 1 because we got to play in the water” (water play area in Reception) 153 6.6 “I love this area because it’s brill!!!” (the home corner in Reception) 154 6.7 “Me and my friends go under the coats” (coat hooks in a classroom) 156 6.8 “This is my seat” (child’s seat in a classroom) 157 8.1 Micro-finance for street children framework 196 11.1 The capability framework for policy implications 252 13.1 Average hours for which children are involved in economic activities (work) and household chores by activity status, age and gender (Guatemala, 2000) 293 vii List of Tables 3.1 Preliminary list of capabilities relevant for children (domains/dimensions) 51 3.2 Availability of information/data (for indicators or proxies) about children’s achieved functionings by type of household survey 56 3.3 Terms of childhood considering children’s rights 58 3.4 CRC articles versus capabilities domains 59 3.5 Children’s selected domains (Nepal, 2008) 62 A.3.1 Level of deprivation considering each dimension (5–14) 66 A.3.2 Level and breadth of poverty for age 8–14 67 4.1 Results of the First Children World Congress on Child Labour and Education (as percentages) 87 5.1 Percentage of children identifying individual capabilities dimensions (survey 2005, Kampala, Uganda) 118 5.2 Percentage of functionings achieved by children (survey 2005, Kampala, Uganda) 119 5.3 Relevance of capabilities for children, by percentage (survey 2005, Kampala, Uganda) 122 5.4 Three most relevant capabilities for children, by percentage (survey 2005, Kampala, Uganda) 124 5.5 Participatory Rapid Assessment and the perception of capability deprivation: Thematic drawings 126 5.6 Participatory Rapid Assessment and the perception of capability deprivation: Mobility mapping, photo-essays and life histories 128 6.1 Children’s perspectives: Comparison of capabilities resulting in functioning or restricted functioning 146 8.1 Sample structure 183 8.2 Factors determining demand for financial services 184 8.3 Summary of survey results 189 9.1 Caregivers’ preferences regarding the timing of key transitions 207 9.2 Mean scores for current and future position on the “ladder of life” 210 viii List of Tables ix 9.3 Differences in understandings of well-being between male and female groups in different sites 213 9.4 Differences in understanding of ill-being between male and female groups in different sites 214 9.5 Specification of Nussbaum’s list of central capabilities using data from children and adults in three Ethiopian communities 216 10.1 Attitudes towards education, by sex (percentages) 229 10.2 Ordered probit estimates on attitudes towards education 230 10.3 Paid activity attendance (%) by child’s sex, age and area 231 10.4 Probit models on paid activity attendance, by child’s age 232 10.5 Average weekly hours in activities: whole sample by age group and gender for Italy as a whole 233 10.6 Average weekly hours in activities: whole sample by age group and gender, Centre-North of Italy 233 10.7 Average weekly hours in activities: whole sample by age group and gender, South of Italy 234 10.8 Playing activities by gender and
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