Motivations for paying regard to children’s right in relation to democracy and education: An analysis of Swedish and Italian policy investigations

Abstract

Approaches to human and children’s right are in many European countries politically interlinked with human rights and democracy. Human rights are considered as an essential ethical tool to secure sustainable democracies through enhancing cultures where people protect the rights of others. However, the relationship between rights and democracy in education remains elusive. This paper addresses this gap by conducting a comparative analysis of the most recent political investigations on children’s right in Sweden and Italy, two countries with distinct cultural and political landscapes. The study employs a methodology of comparison and thematic content analysis to unravel themes on democracy and children’s right in policy documents. The paper contributes to the field by pioneering an international comparative analysis of these themes, shedding light on the nuanced approaches in the Italian and Swedish contexts. The findings reveal multifaceted themes emphasizing democracy as foundational to recognizing and upholding children’s rights. Both countries exhibit a commitment to democracy as a safeguard for children’s rights, yet challenges persist in translating formal recognition into active participation, highlighting the need for a pedagogical shift in perceiving children as active contributors to democratic processes.