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The aims of child rights education are to make children and their primary duty-bearers aware of child rights so that they both can be empowered to together advocate for and apply them at their family, school and community levels. This sourcebook focuses on child rights education for primary prevention with reference to participation and development. The introductory chapter covers child rights values of peace, dignity, tolerance, freedom, equality and justice and child rights principles of dignity of the child, primary consideration to the best interests of the child, universality and non-discrimination, and state and societal accountability. Child rights to participation focuses on child rights for playing a decisive and responsible role in their own life and a participatory role in the family, schools, associations, community and with the state as citizens. Child rights to development includes child rights to free, compulsory, comprehensive and quality education, free of discrimination and violence; child rights to play, recreational, cultural, and artistic activities and media literacy; child rights to health with reference to physical health and hygiene, healthy and hygienic food and nutrition, sexual health and prevention of substance abuse; and child rights to environmental education with reference to child rights to environmental harmony and hygiene and child rights to sustainable environment. This is a must-read for researchers, trainers, and other professionals working on child rights issues across the world, and especially in developing countries.
‘Children’s Rights, Educational Research, and the UNCRC’ provides international perspectives on contemporary issues pertaining to children’s rights in education. The global context, relevance and implications of children’s rights, educational research and the United Nations Convention on the Rights of the Child (UNCRC) are explored from multiple perspectives. Since the development of the UNCRC over 25 years ago, significant changes have occurred in the way that children’s rights are considered, conceptualised and enacted. Even so, there remains a continued debate surrounding the extent to which the children’s rights agenda is embraced within education, as researchers, teachers and other educational professionals continue to consider the degree to which the UNCRC informs practice. This book provides critical and focused discussion on the challenges of enacting children’s rights in educational research contexts and alerts readers to the ways in which children’s rights provide a provocation to think and practise differently. Chapter contributions from scholars in Australia, Finland, Portugal, Sweden and the United Kingdom provide diverse contexts from which subsequent educational and research practice can be derived. Each chapter problematises different aspects of children’s rights within the context of educational research with both broad and specific wide-ranging implications and provides examples of different ways that these aspects are considered in practice.
A comprehensive analysis and innovative, holistic interpretation of the child's right to development.
Focuses on Norway and U.S.
Children's Rights explores the relevance of children's participatory rights in education, particularly at a time when there are competing demands in meeting the rigid curriculum frameworks whilst taking into account children's entitlement to participate in matters affecting their lives. It engages with theoretical and practical models of participation with an aim to support reflective practice. The chapters are informed by wider academic debates and examples from research and everyday practice in early year settings, making it an accessible read for students, practitioners as well as researchers.
Approved by the General Assembly of the United Nations in 1989, the United Nations Convention on the Rights of the Child affirms that children in all countries have fundamental rights, including rights to education. To date, 192 states are signatories to or have in some form ratified the accord. Children are still imperilled in many countries, however, and are often not made aware of their guaranteed rights. In Empowering Children, R. Brian Howe and Katherine Covell assert that educating children about their basic rights is a necessary means not only of fulfilling a country's legal obligations, but also of advancing education about democratic principles and the practice of citizenship. The authors contend that children's rights education empowers children as persons and as rights-respecting citizens in democratic societies. Such education has a 'contagion effect' that brings about a general social knowledge on human rights and social responsibility. Although there remain obstacles to the implementation of children's rights in many countries, Howe and Covell argue that reforming schools and enhancing teacher education are absolutely essential to the creation of a new culture of respect toward children as citizens. Their thorough and passionate work marks a significant advance in the field.
A timely look at children's rights, the young activists who fought for them, and how readers can do the same by Amnesty International, Angelina Jolie, and Geraldine Van Bueren
Young people’s participation is an urgent policy and practice concern across countries and context. This book showcases original research evidence and analysis to consider how, under what conditions and for what purposes young people participate in different parts of Europe. Focusing on the interplay between the concepts of youth, inequality and participation, this book explores how structural changes, including economic austerity, neoliberal policies and new patterns of migration, affect the conditions of young people’s participation and its aims. With contributions from a range of subject experts, including young people themselves, the book challenges current policies and practices on young people’s participation. It asks how young people can be better supported to take part in social change and decision-making and what can be learnt from young people’s own initiatives.
People's relationship to nature is the greatest issue facing the world at the turn of the millennium, and all over the world young people have shown enormous enthusiasm for environmental action. Many countries are radically reassessing both the role of citizens in managing their environment and the rights and responsibilities of children to be involved in shaping their own and their communities' futures. This book, by one of the world's leading authorities on environmental education, is written in the conviction that children can play a valuable and lasting role in sustainable development, if their participation is taken seriously and planned with thought for their developing capabilities and unique strengths. Through direct participation, children can develop a genuine appreciation of democracy and a sense of their own competence and responsibility. The planning, design, monitoring and management of the physical environment is an ideal domain for their participation, in part because their commitment to it is so strong. The book is for planners, educationalists and environmentalists, introducing the theory and the practice of children's participation, and its importance for developing democracy and sustainable communities. It emphasises genuine participation, where children are themselves involved in defining problems and acting as reflective, critical participants in issues affecting their communities. The 'environment' is interpreted broadly to include, for example, the planning of housing areas and the management of playgrounds. Detailed case studies are provided from urban and rural, poor and middle class communities from both the North and South. For teachers, group facilitators and community leaders, it presents organising principles, successful models, practical techniques and resources for involving young people in environmental projects.
In 2014 the world’s most widely ratified human rights treaty, one specifically for children, reached the milestone of its twenty-fifth anniversary. The UN Convention on the Rights of the Child was adopted after the fall of the Berlin Wall, and in the time since then it has entered a new century, reshaping laws, policies, institutions and practices across the globe, along with fundamental conceptions of who children are, their rights and entitlements, and society’s duties and obligations to them. Yet despite its rapid entry into force worldwide, there are concerns that the Convention remains a high-level paper treaty without the traction on the ground needed to address ever-continuing violations of children’s rights. This book, based on papers from the conference ‘25 Years CRC’ held by the Department of Child Law at Leiden University, draws together a rich collection of research and insight by academics, practitioners, NGOs and other specialists to reflect on the lessons of the past 25 years, take stock of how international rights find their way into children’s lives at the local level, and explore the frontiers of children’s rights for the 25 years ahead.