Living apart together: child participation in the context of peace process theory and practice

Abstract

Child participation in peace processes is receiving growing attention, but remains largely disconnected from the broader, more established field of peace process research. This article argues that for efforts to support child involvement to be effective, they must be grounded in wider peacebuilding discourse. It proposes using Complexity Theory to reconceptualize child participation, moving beyond static, linear models. This approach can help identify both barriers to and opportunities for meaningful child engagement, aligning with evolving practices in peace studies.