3071-The political economy of new slavery

142 Child Labour in Latin America
tackle the problem, although this has slowly been changing (Boyden
and Rialp, 1995, p. 183; Lansky, 1997, p. 241). This is demonstrated by
the international concerted efforts that have been undertaken – at least
in theory – to combat the worst forms of child labour. Since poverty is
cited time and again as the main reason why children work, the link
between the two merits a closer examination. 15 Poverty and child
labour are linked in that child labour is a response to poverty; children
have to work to support themselves and their families. 16 However, the
ILO argues that child labour perpetuates poverty in that it generates
poorly skilled adults who will only be able to work in low-wage labour
and it might also stunt the physical and intellectual development of the
new generation of workers. This is referred to as the ‘life-cycle poverty
trap’ (ILO, 1997).
Relationship between children and work
Two main views on the relationship between children and work
emerge from the literature. The first view, which has determined much
of the discourse on child labour, holds that childhood and work are
incompatible. The second view, which is more progressive than the first,
holds that children have a right to work, while work is understood as
a valued and meaningful activity which gives children ‘a status within
society’ (Renteln, as cited in De Feyter, 1996, p. 439). Indeed, Salazar
argues that traditionally child labour was perceived as ‘an essentially
socializing activity intended to impart skills [for every-day life]’. This
was particularly important in the rural sector, where families often rely
on subsistence farming and the whole family is expected to contribute
(Salazar, 2001, p. 175). 17 These skills would basically prepare children
for adulthood, which was seen much more as a gradual process and not
a complete separation of childhood and adulthood, as it often is perceived
of in the West (although the West is slowly moving back towards
including work experience in education). Furthermore, many Western
children grow up doing the shopping, washing the car or helping out
on the family farm during summer holidays. These skills develop the
child’s sense of belonging and a sense of responsibility both for him or
herself and for the wider family unit. Child labour is acceptable, as long
as the child is not subjected to hazardous and exploitative forms of work.
This becomes more problematic in an economic context where there
has been a shift in the purpose of the child’s work away from a socializing
and educative function to that of earning a wage (Salazar, 2001).
The changes brought about by globalization in the trade and labour