Today, children in Turkey are losing their “child” status. We are surrounded by a bleak picture in which children disconnected from education are forced to become adults, where we hear about children in work-related fatalities, and where we witness the collapse of the protection system.
One of the main issues creating this situation is the structural contradiction in perceptions of childhood. On the one hand, children are defined as “beings who need protection,” but on the other, they are regarded as individuals who can work, marry, and be punished on par with adults when accused of a crime.
This contradiction produces a view that fails to see children as rights-bearing subjects, while also at times forcing children to “grow up” depending on the situation. At its core lies a power asymmetry that leaves all decisions about a child’s life entirely in the hands of adults, stripping the child of the status of a rights-holder.
In a webinar last week, where we hosted Emrah Kırımsoy and Hatice Kapusuz, we discussed this disproportionate power relationship, our perception of children, how we can balance the power dynamic in our relationships with children, and how we can support their empowerment. Here, we have compiled notes from our meeting, held in memory of children’s rights advocate Dilek Kumcu.
From “investment object” to “cheap labor”: the historical transformation of childhood
Today, we live in a world where children are not seen as individuals with rights, but rather, most often as part of the workforce, or as a part of social structures from a utilitarian and instrumental perspective.
At the start of the webinar, Hatice Kapusuz highlighted the structural contradiction in perceptions of children, reminding us that issues such as child labor fatalities, disappearances, abuse, and poverty put children in the spotlight.
In other words, children today are, on paper, “beings to be protected,” yet in reality, they are “objects of production” who are punished like adults when accused of a crime and seen as cheap labor in industry.
“Modernization saw the child as an ‘object of investment,’ reasoning that ‘if we educate them, they’ll become good citizens.’ In the 1980s, the concept of the ‘consumer child’ emerged. Today, we are in the ‘producer child’ phase. If the child is not cheap labor or part of household production, the system pushes them out. We are in a historical process in which beings with no economic value are excluded and children are increasingly marginalized.”
Emrah Kırımsoy drew attention to the language supporting the perception of childhood, and reminded us that the language we use is not just a means of expression, but a way of shaping reality: Every adjective we attach to children actually shapes our perspective and defines the system’s responsibility towards them.
Explaining that words related to children are not merely a means of expression but also a social tool that determines how we see children, Emrah Kırımsoy says, “Language can construct the child as a rights holder, or it can turn them merely into an object that needs to be protected or controlled.”
“Are we saying ‘disadvantaged child,’ or ‘child rendered disadvantaged’? This is not just a matter of word choice; it is a fundamental shift that takes responsibility off the child and places it on the system and institutions. If we only label children as ‘victims’ or ‘in need of protection,’ we deny their subjectivity and agency.”
Facing power asymmetry: must the “young tree” be bent or helped to stand tall?
Adults very often decide what is right for children. Hatice Kapusuz describes the relationship established with children as the “litmus test” of democracy.
“How we use our power is critical for our freedom and responsibility. Using our power concerning children, nature, and our environment to foster mutual liberation and autonomy is a choice,” says Kapusuz, emphasizing that this approach encompasses not only individual but also institutional and social responsibility in the field of children’s rights.
“The child is the first domain where we confront power. Across from us is a being who is existentially weaker than us. Will we use our power to oppress, to suppress, or will we allow growth? For a long time in Turkey, the education system aimed to ‘oppress’ children; now it is in a ‘suppression’ mode. We, on the other hand, are fighting for a system that allows children to grow.”
Being a companion to change: not a savior, but a companion on the journey
While discussing how the language we use to define children also reflects the power relations we establish, we also addressed the concept of “accompaniment in change.”
This concept emphasizes contributing to the transformation process by centering the child’s experiences—not deciding on their behalf, but thinking along with them and facilitating the process. As Emrah Kırımsoy underscores here:
“Accompanying means thinking together with the child, taking their experiences seriously and making space for them, facilitating the process, journeying together in overcoming life’s challenges, and at the same time confronting obstacles and striving to transform them. This is not personal sensitivity, but a relational, institutional, and political domain of responsibility.”
So how is this accompaniment possible?
- First, by adopting a critical approach, investigating root causes and being aware of political shortcomings,
- taking responsibility for the issue and showing the will to address deficiencies,
- avoiding rigid templates, maintaining individuality, and contributing one’s own strengths to the process,
- walking together with the child without establishing hierarchy,
- and finally, by facilitating the process, fostering coexistence, and removing barriers.
When accompanying change, our guide is clear: to accept, internalize, and implement language and approaches based on children’s rights.
Because a children’s rights-based approach enables us to see children not only as individuals who need protection, but as subjects with opinions, experiences, and agency. In this way, it becomes possible to walk together with children, empower them, and ensure their rights become visible. As Hatice Kapusuz says:
“Stories do not tell children that dragons exist; they show that dragons can be defeated. If we allow children to tell stories in which they are the heroes, we can write new stories together.”
So, let’s be companions who don’t silence, but rather amplify the voices of children on that adventure where they believe in pink clouds and pistachio-green cows.
