Last updated 5 March 2025
Talcott
Parsons' Grand Theory of Action emphasizes the importance of social structures
and the roles individuals play within them. In the context of domestic child
labor, this theory can be applied to understand the dynamics and motivations
that lead to the perpetuation of this practice.
Theory
of Action and Domestic Child Labor
Domestic
child labor refers to employment within the home of a third party or employer. Typically,
those involved in domestic child labor are assigned various household
responsibilities, including cleaning, cooking, washing dishes and clothes etc. The
educational experiences of child domestic workers are often fraught with
challenges; However, these people often show a strong inclination towards
education, which can lead to positive results.
It
has been found that there has been a significant increase in the number of
domestic child laborers, especially in the Kathmandu region. Driven by
aspirations for an improved future, children often opt for domestic work, where
a "better future" is associated with access to schooling and
educational opportunities.
Public
educational institutions in Kathmandu Metropolitan City report a significant
presence of domestic child laborers in their student population. According to
the statistics of the Metropolitan Education Department, a large part of the
students studying in 86 public schools of the city are involved in domestic
child labor, although the exact statistics of the number of child laborers have
not been ascertained. Saraswati Pokharel, assistant director of the education
department, said that many students of the metropolis are involved in child
labour. Inquiring after instructing the principals of various government
schools revealed that they too have identified the prevalence of child labor
among their students. Anil Jha, principal of Bansbari High School, said some
students of class three and four have work experience, while many students from
classes six to ten are known as child labourers, while few examples have been
seen in classes eleven and twelve grades.
1. Actors and Goals: In the case of domestic child labor, the primary actors include the children, their families, employers, and society at large. Each of these actors has specific goals:
- Children: Often seek to support their families financially or fulfill familial obligations. In addition to the challenges associated with their education, domestic child laborers often exhibit a high level of discipline in their role. Despite their educational activities, these children remain largely unorganized, with few willing to disclose their identities due to the stigma surrounding domestic child labor, which can lead to harmful social reactions. The opportunity for these children to enjoy the rights normally associated with childhood has been significantly curtailed. They often lack sufficient time for leisure and nourishment, often wake up early to fulfill household duties, thus following self-imposed routines.
- Families: May rely on the income generated by their children to meet basic needs, especially in impoverished conditions.
- Employers: Look for cheap labor to reduce costs and increase efficiency in household tasks.
- Society: May have mixed views on child labor, with some advocating for children's rights and others accepting it as a norm in certain socio-economic contexts.
2.
Established Rules: Parsons posits that actors must navigate
established social norms and rules to achieve their goals. The logic underlying
domestic child labor aligns with the principles outlined in Talcott Parsons'
Grand Theory of Work. According to Parsons' theoretical framework, each
participant, or "actor," whether an individual or a group, must
navigate established rules to achieve their defined goals. Domestic child
laborers embody this concept, as their roles are performed with the goal of
achieving educational achievements. They often face many challenges in pursuing
their studies, often participating in academic responsibilities only after
completing their homework; However, these individuals derive a sense of
fulfillment from their experiences, which contributes to their focus on
academic goals.
In
terms of Parsons' theory, these actors acknowledge the constraints they face.
In the face of obstacles, they remain prepared and resilient, viewing their
domestic labor as a pathway to educational opportunities. The act of going to
school is inherently linked to the acquisition of knowledge. The opportunity to
engage in literacy and numeracy while fulfilling household chores should be
seen as a positive development, as education enables individuals to navigate
the complexities of written language.
In the context of domestic child labor:
- Cultural Norms: In some societies, it is culturally accepted for children to contribute to household income, which can normalize the practice of child labor.
- Legal Frameworks: Inadequate enforcement of child labor laws can allow domestic child labor to persist, as families may not face legal repercussions for employing children.
- Economic Pressures: Economic conditions can create a situation where families feel compelled to send their children to work rather than school, as immediate financial needs take precedence over long-term educational benefits.
3.
Socialization and Role Expectations: Parsons' theory also
highlights the role of socialization in shaping individual behavior. Children
in environments where domestic labor is common may internalize the expectation
that they should contribute to the family’s income, thus perpetuating the cycle
of child labor.
4.
Functionalism: From a functionalist perspective, domestic
child labor can be seen as fulfilling certain functions within the family and
society. For instance, it may provide immediate economic relief for families,
but it can also have detrimental long-term effects on children's education and
well-being, ultimately impacting societal development.
5.
Conflict and Change: While Parsons' theory emphasizes
stability and order, it is also important to consider the potential for
conflict and change. Advocacy against domestic child labor highlights the
tensions between economic necessity and children's rights. Social movements and
legal reforms can challenge the established norms and push for a re-evaluation
of the role’s children play in the workforce.
Conclusion
The logic underlying domestic child labor, when viewed through the lens of Parsons' Grand Theory of Action, reveals a complex interplay of actors, goals, and established rules. Understanding these dynamics is crucial for addressing the root causes of child labor and developing effective interventions that prioritize children's rights and well-being while considering the socio-economic realities faced by families. Thus, children's motivation to perform domestic labor can be analyzed through the lens of Parsons theory, which emphasizes the pursuit of educational goals. If there is easy access to education, the need for child labor is likely to be reduced. In essence, it is imperative that domestic child laborers receive equal treatment compared to their peers. Employers should extend the same level of care and consideration to these children as their own.
