Contemplating the Lundy Model as a Framework for Children’s Participation in Peace Negotiations

Abstract

Peace agreements attempt to do more than end war. Ostensibly, they can also serve as the foundation for a new post-conflict state, one underpinned by fairness, equality and inclusion. Ensuring that children’s issues are included in a peace accord is, therefore, viewed as essential for the realisation of their rights in the post-conflict state. Yet there is scant consideration dedicated to understanding or theorising how and whether the perspectives of children can be heard during peace negotiations. This is despite research demonstrating that who is included in peace talks can impact the content of the subsequent peace agreement. This article considers the potential benefits and challenges associated with applying the Lundy Model of child participation to peace negotiations. It argues that while difficulties are likely to exist, this framework could provide a useful starting point for thinking more seriously about the possibilities and avenues that exist for the inclusion of children’s voices during peace talks.