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AbstractIn this article, we explore how fifth graders (9–10‐year‐olds) and their teachers view children's participation in a parliamentary election for children arranged by Save the Children Norway in 2017. The participants draw on available discursive resources when making sense of children's political positions in society. In the discursive resources, longstanding tensions surrounding children, childhood and politics come to the surface. We conclude that although children's position in politics remains marginal, there are ways to move beyond the tensions to be able to imagine children as political actors.

I forbindelse med stortingsvalget 2017 organiserte Redd Barna i Norge et valg for barn i form av en nettbasert stemmeavgivning. Barnas valg var inspirert av artikkel 12 i FNs Barnekonvensjon, og et av de uttalte målene var å synliggjøre «hvordan Norge ville sett ut om barna fikk bestemme». Denne artikkelen presenterer empiri fra et prosjekt hvor 25 femteklassinger (9–10 år) i en offentlig barneskole i Trondheim deltok i intervju om Barnas valg. Målet med artikkelen er todelt: For det første å utforske barns opplevelse av hvordan de posisjoneres som medborgere. For det andre å kartlegge barns oppfatning av sine kapasiteter og muligheter for å delta i politiske og demokratiske prosesser. Artikkelen viser at tiltak som Barnas valg kan bidra til en styrket følelse av tilhørighet i samfunnet for barn, samtidig som det opprettholdes en tendens til at barns deltakelse foregår på separate arenaer, uten reelle politiske konsekvenser. Barna i undersøkelsen argumenterer for barns rett til å bli hørt og anerkjent, men beskriver også det å gi barn for mye politisk ansvar som potensielt uheldig. Barnas refleksjoner rundt eget medborgerskap gjenspeiler dermed en ambivalens rundt barnemedborgerens rolle, som også preger barnekonvensjonen og samfunnet for øvrig. ; publishedVersion ; Copyright (c) 2020 Marit Ursin, Linn Cathrin Lorgen Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.

In the fall of 2019, Trøndelag County Council, Norway, organized a Climate Workshop for children and youth. The intention of the workshop was to include children's and youth's perspectives as a foundation for a policy document titled "How we do it in Trøndelag. Strategy for transformations to mitigate climate change". The workshop involved a range of creative and discussion tools for input on sustainable development and climate politics. In this article, we aim to (1) describe and discuss innovative practices that include children and youth in policymaking related to climate action, and (2) discuss the theoretical implications of such policymaking in relation to children's rights, young citizenship, and intergenerational justice. We employ a generational framework and perceive climate politics as inherently ingrained in intergenerational justice, where no generation has a superior claim to the earth's resources, yet power is unfairly concentrated and accumulated among adult generations. We draw on contributions by various stakeholders involved: Two young workshop participants, two county council policymakers, and an interdisciplinary team of researchers from Childhood Studies and Design. ; publishedVersion

In the fall of 2019, Trøndelag County Council, Norway, organized a Climate Workshop for children and youth. The intention of the workshop was to include children's and youth's perspectives as a foundation for a policy document titled "How we do it in Trøndelag. Strategy for transformations to mitigate climate change". The workshop involved a range of creative and discussion tools for input on sustainable development and climate politics. In this article, we aim to (1) describe and discuss innovative practices that include children and youth in policymaking related to climate action, and (2) discuss the theoretical implications of such policymaking in relation to children's rights, young citizenship, and intergenerational justice. We employ a generational framework and perceive climate politics as inherently ingrained in intergenerational justice, where no generation has a superior claim to the earth's resources, yet power is unfairly concentrated and accumulated among adult generations. We draw on contributions by various stakeholders involved: Two young workshop participants, two county council policymakers, and an interdisciplinary team of researchers from Childhood Studies and Design.