| Abstract: | The implementation of child rights legislation in the African nation of Sierra Leone has revealed children articulating novel values for education and labor. Corporal punishment was used to reinforce for children the importance of schooling and uncompensated household labor to their development as people. With its legal banning, children are forming values that conflict with those held by elders and with rights doctrine itself. They differentiate between productive “work,” useful because it is remunerated and skilled or improves their social connections, and the drudgery of uncompensated “labor,” which reinforces their low social position. Toil such as road works and mining can be “work” if it is valued and remunerated, while the desultory job market, equally desultory classroom experience, low social status, and poor pay of teachers renders formal education subjected “labor.” This highlights children as strategic users of rights and as agents in determining what comprises their own best interests. |
