Representation and reality : a sociological exposition of ethical issues that arise from how identities of children are constructed using narratives and photographs in humanitarian discourse

Abstract

A question addressed in this study is; how are identities of children constructed using narratives and photographs in humanitarian discourse? This study is a sociological exposition of ethical issues that arise from representations of children within humanitarian discourse. Humanitarian discourse is treated as a special type of cultural representation. This discourse entails uses of a special form of language that constructs represents and portrays stereotypical identities of children. Such cultural representation illustrates how children’s identities are socially constructed realities. Constructions of realities of children are shaped, influenced and ‘controlled’ by intentions of humanitarian professionals as social actors. Humanitarian professionals’ actions as agents are also located within socio-cultural structures and contexts that give rise to the humanitarian discourse. This means reality is not ‘unified’ but a product of intentional and conscious inter-subjective human actions in specific contexts. Such is an assumption of phenomenological sociological theory that situates this study. This assumption also influenced qualitative research methods of this study. Qualitative methods emphasise the significance of individual perceptions and interpretations when analysing social issues. Identified ethical issues arise from practical program situations causing humanitarian professionals to collect children’s narratives and photographs in the first instance. Those situations include; conducting child focused researches, designing children’s programs, writing child rights advocacy articles and policy briefs, marketing children’s issues, media publishing, writing project proposals, monitoring and evaluating projects. Ethical issues that arise from the above include; violations of children’s privacies, lack of informed consent to collect and use children’s narratives and photographs, uses of enticements to induce information from children, disclosures of sensitive data, exaggerations, sensationalising and manipulations of children’s identities. Based on study findings, knowledge or academic contribution situated within phenomenological sociology is proposed. The study’s knowledge contribution is that constructions of children’s identities reveal how perceptions and interpretations of identities create socially determined realities within humanitarian discourse.