1. td-conference 2010 Implementation in Inter- and Transdisciplinary Research, Practice and Teaching University of Geneva, 15-17 September 2010 Frédéric Darbellay & Karl Hanson, IUKB

2. Three strategic questions in children’s rights research  Why and how can children’s rights be considered as an inter- and transdisciplinary field of research?  Which disciplines can contribute to understand the field’s complexity? How do these disciplines interact?  What role can the concept of “implementation” and its methods and practices play for analysing and understanding the complexity of children’s rights?

3. Children’s rights a) An emerging, complex and multidimensional academic field of teaching and research b) Multiple fields (education, institutions, culture, media, politics, health care, etc.) and stakeholders (children, families, educators, NGOs, States, Intergovernmental organisations, etc.) c) Several disciplines studying children and childhood : interaction, dialogue and integration of disciplines in an inter- and transdisciplinary perspective.

5. Children’s rights as an inter- and transdisciplinary process Discipline N + 7 […] Legal studies History Anthropology Sociology Psychology Children’srights

6. From implementation to translations Implementation: concept which expresses a single, one way direction. Translation(s): concept which embraces a continuous process taking place both between and within the local and the international levels. Implementation in action as a co-productive, non- linear, non-hierarchical and reverse process of translation. A new integration of theories, methods and practices of teaching and research across and beyond scientific disciplines and paradigms in order to describe, analyze and understand the complexity of theoretical and practical questions in children’s rights.

7. Living rights/Translations research project International children’s rights have primarily been approached and studied as forming part of a top- down process, whereby principles and rights enshrined in international human rights documents need to be implemented at the national and local levels. Within this view, the ultimate aim of human rights implementation is for international norms to have an impact on the ground, in children’s real lives Implementation is here considered as the translation of international norms into practice, from top to bottom.

8. International children’s rights International children’s rights Children’s lived realities Living rights ParticipationImplementation Children’s lived realities Living rights Implementation – participation

9. Translation processes Our ongoing interdisciplinary research project, Living Rights/Translations, inverts this perspective. The project adopts a bottom up approach to children’s rights by starting with children’s own conceptualisations of their rights, i.e. their living rights, described as how children themselves define and make use of what they consider being their important human rights. Rather than relying on the implementation concept which expresses a single, one way direction, we put forward the concept translations which embraces a continuous process taking place both between and within the local and the international levels. It is within this understanding of translation processes as dynamic, circular and continuous practices that the project will explore space for taking into account children’s living rights.

10. International children’s rights Translation processes Children’s lived realities Living rights Translation processes

11. Translations: an interdisciplinary concept The concept translations relies on interdisciplinary concepts of complexity, circularity and interrelations and is a central component of our theory-developing in the children’s rights field. The translations concept has a strong potential to serve as a rallying concept for encouraging an interdisciplinary dialogue amongst socio- legal studies, communication sciences, human geography, social anthropology, sociology, psychology and political sciences, which are perspectives that all will be engaged with during the research project. Instead of implementation, we propose the concept translation as a co-productive, non-linear, non-hierarchical and reverse process, which involves a new integration of theories, methods and practices of teaching and research across and beyond scientific disciplines and paradigms in order to describe, analyze and understand the complexity of theoretical and practical questions in children’s rights.

12. Translation processes #§