Abstract:
This study investigates parents’ awareness of children's right to participate in family
decision-making within the context of Akropong-Akuapem, Ghana. Anchored in the
principles of the UNCRC and the Lundy Model of Participation, the research explores
how parents' understanding of childhood shapes their awareness of and support for
their children's right to participate. Employing a qualitative case study approach, the
study engages 33 participants through semi-structured interviews, utilising purposive
and convenience sampling techniques. The investigation reveals that parents
understand childhood as a period of dependency, identity formation and
empowerment, deeply tied to cultural traditions and family dynamics. This
understanding of childhood has profound implications for parents' awareness of
children's right to participate. Findings underscore diverse parents’ viewpoints on
children's participation in family decisions. While some parents consider participation
as inherent, recognising children's voices within ongoing decision-making, others
exhibit a lack of awareness and encounter the concept for the first time. Sociocultural
norms, historical perspectives and evolving notions of childhood shape parents’
viewpoints, emphasising the challenge of translating theoretical ideals into practical
application. The study highlights the significance of bridging the gap between
theoretical principles and practical implementation. It recommends culturally
sensitive awareness campaigns, training programs, community dialogues and
collaboration with educational institutions and policymakers. These efforts aim to
foster an environment where children's participation is not only valued but also
actively integrated into family decisions, aligning with the UNCRC and the Lundy
Model of Participation. Ultimately, this research contributes to the promotion of
informed awareness and meaningful children's participation in family decision making within the unique sociocultural context of A
Description:
A thesis in the Centre for Conflict, Human Rights and Peace Studies,
Faculty of Social Sciences Education, Submitted to the School of
Graduate Studies in Partial Fulfilment
of the Requirements for the Award of the Degree of
Master of Philosophy
(Human Rights, Conflict and Peace Studies)
in the University of Education, Winneba.
