Childrens Rights from International Educational Perspectives (häftad)
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Format
Inbunden (Hardback)
Språk
Engelska
Antal sidor
254
Utgivningsdatum
2021-12-02
Upplaga
1st ed. 2021
Förlag
Springer Nature Switzerland AG
Medarbetare
Thelander, Nina
Illustrationer
1 Illustrations, black and white; XV, 254 p. 1 illus.
Dimensioner
234 x 156 x 16 mm
Vikt
558 g
Antal komponenter
1
Komponenter
1 Hardback
ISBN
9783030808600

Childrens Rights from International Educational Perspectives

Wicked Problems for Childrens Education Rights

av Jenna Gillett-Swan, Nina Thelander
Inbunden,  Engelska, 2021-12-02
1224
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This book critically examines contemporary educational practices with a childrens rights lens. Through investigating the factors that contribute to (or hinder) the realisation of childrens rights in and through education in different contexts, it discusses how using a rights framework for education furthers the agenda for achieving international educational aims and goals. Using diverse international examples, the book provides a snapshot of the complexity of childrens rights and education. It draws on the expertise of international research teams from Australia, England, Finland, Italy, Mexico, Poland, Portugal, Scotland, Spain, Sweden, Switzerland, and the United States, and highlights wide-ranging interpretations of the same mandate across different national contexts. Beginning with a critical overview of the broader context of childrens rights in education, the book explores obligations for States and their representatives, tensions and convergences in implementation, and implications for teaching and learning. Using underutilised educational and theoretical concepts, it contributes to broadening understandings of childrens rights, education and associated theoretical frameworks. Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the right to education (Article 28) dominates discussions about childrens rights and education. As such, equally important rights including the aims of education (Article 29) are often less considered or absent from the conversation. Recognising that childrens education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning childrens education related rights. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
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Övrig information

JENNA GILLETT-SWAN, PhD. is an Associate Professor and Researcher at the Queensland University of Technology, Australia. Her research has a social justice orientation and focuses on wellbeing, rights, voice, and educational participation. She also specialises in qualitative child-centred participatory research methodologies. NINA THELANDER, PhD. is a senior lecturer and researcher in educational work at Karlstad University, Sweden. Her main research interest concerns childrens rights in education in various international educational contexts. Another research focus is on teaching and learning human rights, democracy and teacher education.

Innehållsförteckning

Chapter 1. Setting the scene for childrens rights and education: understanding the aims of education.- Chapter 2. Article 29 and its translation into policy and practice in scotland: an impossible right to education?.- Chapter 3. teaching and learning together: one model of rights-centred secondary teacher preparation in the United States.- Chapter 4. The educational rights of children with disability in Australia.- Chapter 5. Childrens educational rights in Poland: policy, school realities and ideological tensions.- Chapter 6. Childrens education: from a right to a capability.- Chapter 7. It takes a village to overcome school failure and dropout: innovative educational practices promoting childrens educational rights in Portugal.- Chapter 8. The education of first nations children in Australian educational contexts: some children are more equal than others.- Chapter 9. Ability-grouping and rights-based education in the neoliberal era: an irresolvable combination?.- Chapter 10. Participation and social exclusion are they mutually exclusive phenomena?.- Chapter 11. Education rights and the convergence of provision and participation.- Chapter 12. Small voices bring big messages. Experiences of student voice and inclusion in Spanish schools.- Chapter 13. Inclusive and exclusionary practices concerning a childs voice in preschool: the perspective of polish student teachers experiences.- Chapter 14. How to recognise and support participation in schools critical considerations.- Chapter 15.- Childrens human rights and intercultural education: curricular prescriptions and teachers practices in Switzerland.- Chapter 16. Countering scepticism and mistrust towards childrens rights within education: fulfilling article 29 in Mexico through teachers training on human rights.- Chapter 17. Perspectivising childrens rights and education in research: analysing the teaching and learning of childrens rights on the basis of human rights education (hre) theory.- Chapter 18. Child rights knowledge and childrens education rights.

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