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Paths To Participatory Autonomy

The meanings of work for children in Germany

University of Applied Sciences Magdeburg-Stendal, Germany

Manfred Liebel

Technical University of Berlin and member of the International Academy at the Free University of Berlin, mliebel{at}ina-fu.org

Anja Liesecke

Technical University of Berlin

Anne Wihstutz

Martin-Luther University of Halle-Wittenberg, Germany

This article examines the experiences of working children aged between 9 and 14 years in a German city, and the meanings the children ascribe to their work. This qualitative study is based upon a broad concept of work, which includes both unpaid and paid work. As far as work is concerned, the most important thing for children is being able to act independently and find approval for their work. They prefer to receive adequate payment as a form of recognition, but money is not a necessary motive nor the only motive for working. Children's attitude towards their work differs according to a number of factors: whether it offers the opportunity to perform their skills; the concrete use it has for others, and how far that work is appreciated by adults in their social environment. Work is not regarded as being in competition with school, but is seen as an additional opportunity for children to gain new experiences and expand their scope of activities. Work experience can become an important element in children's participative autonomy. Thus it can potentially strengthen their social status and encourage girls and boys to play an active role in society.

Key Words: autonomy • childhood • child work • participation • qualitative research

Childhood, Vol. 14, No. 2, 257-277 (2007)
DOI: 10.1177/0907568207078343


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