| dc.description.abstract | Bolivia is one of the poorest countries in Latin America. Children living in rural areas
face challenges in gaining access to services such as education. For families living in
poverty, the costs associated with education can be one prohibitive factor. In ensuring
children’s right and thus access to education, civil society organizations play a role in
‘filling’ the gap for populations living in poverty such as the one included in this study.
This paper aims to explore the experiences and attitudes of children attending two
boarding schools run by a non-governmental organization in rural Bolivia. Qualitative
data was generated through the use of multiple methods including semi-participant
observation, drawings, sentence completion, ranking and semi-structured interviews with
both children and adults. This study explores several key concepts in the Social Studies
of Childhood Studies related to structure and agency. Set schedules and routines as well
as inter-generational relations heavily define children’s daily lives in the boarding
schools. These structures reinforce several socio-cultural values while promoting modern
values such as education and equality. The research found that despite increased
constraints on children’s space and time, children employ strategies to exercise agency
and gain control over the use of their time. Children experience many benefits in the
boarding schools such as food and shelter, social interaction with peers and adults and
participating in group activities. Children are generally placed in the boarding schools
for their best interest. Yet, most children are not consulted on their family’s decision and
if given the option, many children would choose to return home to be with their families.
Realizing children’s rights requires more than implementing the Articles in the UNCRC.
Children are placed in the House for their right to education as well as for the provision
of food and other needs. Nevertheless, education should not be a reason for children
having to forego being with family. The boarding schools juxtapose children’s rights and
well-being or what the Convention refers to as the best interest of the child. A holistic
approach is therefore needed in order to assess both objective and subjective factors that
play a role in children’s lives. A key component to this is to understand children’s
perspectives as they fully comprehend their lived experiences and the factors they value
for their well-being and better quality of life. | nb_NO |
