Children and Climate Justice: A New Perspective on the Role of Children as Leaders in a Worldwide Debate

Abstract

Access justice is a fundamental right recognised in international law. Children, generally without legal capacity, do not have the ability to act directly. Nevertheless, international human rights protection mechanisms offer a new opportunity to act upon violations of their rights and the creation of a specific complaint mechanism for children before the CRC Committee represents one of the most important developments, as it was created especially for children. The recent decision before the CRC Committee on climate change which was brought by a group of 15 children is a landmark case in this field. For the first time, a group of children submitted an international complaint showing that they are real agents of change, and not passive victims. Their message is powerful, in line with their actions and growing movement. Since 2018, they organised several climate strikes all around the world and the one of 2019 was considered as one of the largest demonstrations in history. Children and young people have also filed several petitions at the national level. They are acting as leaders, raising their voices to secure respect for the rights of children and protect the environment. The adoption of the CRC 25 years ago encouraged the development of a new conception of childhood: children are not only seen as vulnerable objects in need of protection, but as rights holders and agents in their own lives. The new complaint mechanism before the CRC Committee, in particular, gives children a real opportunity to take action for themselves and for others, highlighting their growing role in the field of environmental justice, and more generally, peaceful activism and advocacy.

Citation

Graziani, L. (2022), "Children and Climate Justice: A New Perspective on the Role of Children as Leaders in a Worldwide Debate", Frankel, S. (Ed.) Establishing Child Centred Practice in a Changing World, Part A (Emerald Studies in Child Centred Practice), Emerald Publishing Limited, Leeds, pp. 123-132. https://doi.org/10.1108/978-1-80117-406-020221009