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State violence against children in British Empire and former settler colonies

Generally, a national State is considered the guarantor of protection and safety of the people living within its borders or who are subjected to its sovereignty. Yet history is full of examples in which State authorities not only neglect their responsibility toward at-risk people, but also actively contribute to threatening and endangering the lives of the latter. This is especially manifest within State policies referring to people considered ‘foreign’, or whose benefit towards society is questioned. This chapter reviews some historical examples, in which poor and indigenous children have been affected by such violent, exclusionary and discriminatory policies with racist connotations, of which consequences can still be felt today. Particularly, it reconstructs cases from the British Empire and from States emerging from settler colonies, namely United States of America, Canada, Australia and New Zealand.

Manfred Liebel

The trajectory of educational justice in Zimbabwe's post-independence education policies and reforms (1980-2026): Implications for future educational reforms

Purpose This study examines the evolution of Zimbabwe’s post-independence education policies through the lens of educational justice. Drawing on Rawls’ theories of distributive justice and equality of opportunity, and Fraser’s theories of recognition and participatory parity, the study explains how conceptions of educational justice and corresponding policy priorities evolved over time. Methodology Situated within interpretive and transformative research paradigms, the study employs historical research and interpretive policy analysis to examine major national education policies enacted from 1980 to 2026. Policies and reforms were purposively selected based on their significance to educational justice. These include universal education reforms, the Basic Education Assistance Module, Early Childhood Development initiative, language-in-education reforms, the Inclusive Education policy, and the Policy on the Re-entry of Pregnant Learners. Policy documents were analyzed using deductive coding guided by four analytical domains: redistribution, equality of opportunity, recognition, and participation. The Capability Approach subsequently informed the interpretation of the developmental trajectory by assessing the extent to which successive reforms expanded learners’ capabilities to achieve valued educational outcomes. Findings The findings reveal that Zimbabwe’s post-independence education policies reflect a progressive broadening of educational justice. Early reforms primarily addressed colonial inequalities through the redistributive expansion of educational access. Subsequent policies increasingly targeted socioeconomic disadvantage, promoted fair equality of opportunity, recognized learner diversity, and strengthened conditions for meaningful participation. Collectively, the reforms demonstrate a cumulative developmental trajectory in which educational justice evolved from a predominantly distributive concern toward a multidimensional policy discourse. Although the developmental trajectory represents important normative progress, interpretation through the Capability Approach suggests that persistent structural and contextual constraints continue to limit learners’ ability to translate educational opportunities into valued life outcomes. Significance This study contributes to education policy scholarship by introducing the Developmental Trajectory of Educational Justice as a conceptual framework for explaining how educational justice evolves across successive policy reforms. Beyond its theoretical contribution, the framework offers practical guidance for policymakers by demonstrating that educational justice is a dynamic concept requiring continual adaptation as new forms of educational disadvantage emerge. As educational systems respond to new challenges such as curriculum reform, digital inequalities, and the growing integration of artificial intelligence, the framework can inform the design of future educational reforms that anticipate and address emerging injustices.

Angellar Manguvo

CHEMICAL CASTRATION AGAINST PEOPLE SEXUAL VIOLENCE AGAINST CHILDREN

Cases of sexual violence against children increase every year in Indonesia. Based on data from the Ministry of Women's Empowerment and Child Protection (Kempppa), the total number of children who were victims of sexual violence from 2019 to 2021 increased. From 2019 to 2020, cases of sexual violence against children increased to 6,980 cases, then from 2020 to 2021 there was another increase to 8,730 cases. This study aims to determine and analyze the imposition of prison sentences for perpetrators of sexual intercourse with children in Indonesia; about chemical castration for perpetrators of sexual violence against children in Indonesia; about children as victims of sexual violence against children. The research method used is normative juridical which is sourced from secondary data, the material legal analysis is qualitative. The results of the study found that the imposition of prison sentences for perpetrators of sexual intercourse with children is threatened with a minimum prison sentence of 5 (five) years to the death penalty (in certain cases), as well as how many additional chemical castration sentences meet the requirements as decisions that cannot be accepted by human reason. Sexual violence against children is a criminal act regulated in several Constitutions and other laws in Indonesia. The punishment of chemical castration is a decision that has become positive law, but several parties consider it inhumane, including the statement of Komnas HAM.

Hartanto

Crime of Sexual Violence Against Children (Study at Kebumen Police Station)

In Indonesia, cases of sexual violence have increased every year, the victims are not only adults but now have spread to teenagers, children and even toddlers. The purpose of this research focuses on identifying and analysing the obstacles faced by investigators and the efforts made by investigators in revealing cases of sexual violence against children. This research uses empirical methods through interview data and field observations, then conceptually analysed to find obstacles and efforts of investigators in overcoming cases of sexual violence in children. The results of the study found that the main obstacle for investigators in uncovering criminal acts of sexual violence against children is the lack of information from children who experience sexual violence due to trauma. The absence of a psychologist in the investigating team, difficulties in bringing in a psychologist when a case of child abuse occurs. Efforts made by Kebumen Police investigators are to call a psychologist when there is a case of sexual violence against a child. Efforts to provide assistance by psychologists, and traumatic recovery for children who experience sexual violence. It is hoped that the Kebumen police will have a field of psychology experts who specialise in handling child sexual abuse crimes in Kebumen.

Deni Setiyawan, Noor Rahmad

Video and digital games: Historical controversies, benefits, and risks for children and adolescents

Video and digital games have been the focus of sustained public and scientific debate since their commercial emergence in the late 1970s, particularly regarding their effects on children and adolescents. Early public and scientific discourse frequently portrayed gaming as a source of physical injury, addiction, aggression, social isolation, academic problems, and moral decline. However, subsequent empirical research has produced a substantially more differentiated picture of both the benefits and risks of gaming. This review examines the historical foundations of controversies surrounding video and digital games and synthesizes contemporary evidence concerning their cognitive, emotional, social, therapeutic, and physical effects. . Research indicates that moderate, purposeful gaming may improve visuospatial abilities, attentional control, problem-solving, mood regulation, social connection, and selected educational outcomes. Gaming-based interventions have also demonstrated therapeutic potential, particularly for depressive symptoms and attention-related difficulties among young people. At the same time, important risks remain, especially when gaming becomes excessive, compulsive, or disruptive to everyday functioning. These include repetitive-strain injuries, sleep disruption, problematic gaming, and adverse mental-health and academic outcomes. Evidence concerning violent games and serious real-world aggression remains more contested, with recent research emphasizing relatively small effects and the importance of individual and contextual factors. Overall, the evidence suggests that the developmental consequences of gaming for children and adolescents depend less on gaming itself than on the duration, content, context, and pattern of engagement.

Hanna David

Prevention of Violence against Children: Challenges and Opportunities

This book is a compilation of papers authored by academicians, practitioners, researchers who are the witnesses to increasing challenges in mitigating violence against children. Children are considered to be the backbone of human development. Violence against children is a multi-dimensional phenomenon which consists of all forms of physical, mental torture, injury, abuse, neglect, maltreatment and sexual abuse perpetrated on them. It is very evident that children experience certain forms of violence at their various stages of life. Global evidence suggests that girls and boys in certain contexts are more vulnerable to violence (UNICEF, 2017). For instance, vulnerability may be heightened for children living with disabilities, in institutional care and deprived of liberty; those living in extreme poverty, unaccompanied or separated from family; children on the move (migrants, refugees, asylum seekers and internally displaced children); and children living with HIV, facing discrimination for their sexual orientation or gender identity, belonging to marginalized social or ethnic groups, and those living with other social and economic disadvantages. While individual factors that increase the risk of violence are clearly important, there is broad consensus in the field that violence prevention and response must not focus too narrowly on individual characteristics of victims and perpetrators rather the focus should be enlarged to give more attention to broader social, economic, normative and institutional environments in which children and adolescents live.

Debotosh Sinha

Edutainment to Prevent Violence Against Women and Children

<span>Edutainment has potential to promote behavior change at scale, however effectiveness in addressing violence against women and children is still emerging. This review summarizes evidence from 21 rigorous evaluations measuring impacts on violence-related attitudes, norms and behaviors. Overall, 71% of 21 studies show promising increases in anti-violence attitudes and norms, while 64% of 11 studies show reductions in violent behaviors. Violence against women has the largest body of evidence with 13 studies yet with comparatively weak findings (57 – 62% show protective impacts across outcomes), while evidence on child, early and forced marriage is comparatively stronger, however with fewer studies (with 63 – 75% show protective impacts across outcomes). Findings for female genital mutilation show promise, however with limited evidence. Only one study with null effects was found for violence against children. Few studies contain adverse impacts, however numerous studies show variable impacts, depending on study arm, follow-up period or target group. There is evidence for mechanisms related to acquisition of information, individual persuasion, norm diffusion and increases in service linkages. Despite promising impacts, there are numerous open research questions and methodological challenges to tackle before the power of edutainment can be maximized for violence-related behavior change at scale.</span>

Amber Peterman

Interpersonal Violence Against Children and Youth

Interpersonal Violence Against Children and Youth uses empirical research to provide an overview of the risk factors, different types of violence against children and youth, their victimizations (online and offline), as well as prevention practices and strategies. Pulling together researchers, practitioners, and educators from around the world, this book addresses the various practices and efforts different countries use to protect children and prevent interpersonal violence. These forms of violence include parental or caregiver initiated, actions of peers, intimate partner-related, or that among strangers and are not limited to maltreatment, bullying, emotional strife, sexual assault, or homicidal violence. This book would be of interest to those studying criminology, criminal justice, sociology, social work, law, forensic pathology and others.

The effect of the violence against children and ıts prevention course on university students’ awareness of domestic violence and their sensitivity to violence against children

Aim: This study aimed to evaluate the effect of the "Violence Against Children and Its Prevention" course on university students' awareness of domestic violence and their sensitivity to violence against children. Material and Method: The study was conducted during the 2021-2022 academic year at a state university located in the Mediterranean region. One hundred students who enrolled in the elective course "Violence Against Children and Its Prevention" participated in the study, with 81 students completing it. Data were collected using the Student Identification Form, the Domestic Violence Awareness Scale (DVAS), and the Sensitivity to Violence Against Children Scale (SVACS) through a Google survey. Descriptive statistics, Shapiro-Wilk, Man-Whitney U, Kruskal Wallis, and Wilcoxon tests were used for data analysis. Ethical approval was obtained before the study. Results: The average age of the students was 21.1±2.2 years, with 23.5% male and 90.1% second-year undergraduate students. DVAS scores showed statistically significant differences based on gender and family type before the course, but these differences disappeared afterward. SVACS scores showed differences based on gender, class level, and parental education level before the course, but only gender and father's education level differences persisted after the course. DVAS scores significantly increased after the course (p<0.05), whereas SVACS scores did not show statistically significant changes (p>0.05). Conclusion: Future randomized controlled studies are recommended to evaluate the effectiveness of different educational programs aimed at increasing sensitivity to violence against children.

Nevin Uslu, Mustafa Belli