Children’s Rights from International Educational Perspectives: Wicked Problems for Children’s Education Rights (Transdisciplinary Perspectives in Educational Research, 2)

✍ Scribed by Jenna Gillett-Swan (editor), Nina Thelander (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 263
• Category: Library

✦ Synopsis

This book critically examines contemporary educational practices with a children’s rights lens. Through investigating the factors that contribute to (or hinder) the realisation of children’s 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 children’s 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 children’s 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 children’s 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 children’s 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 children’s education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning children’s education related rights. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

✦ Table of Contents

Preface
Contents
About the Contributors
Chapter 1: Setting the Scene for Children’s Rights and Education: Understanding the Aims of Education
Introduction
Education Rights
Rights Articles as a Research Focus
‘Wicked Problems’ and Critical Questions
Conclusion
References
Chapter 2: Article 29 and Its Translation into Policy and Practice in Scotland: An Impossible Right to Education?
Introduction
Article 29: The Aims of Education
The Issue of Translation
Case Study: Translating Rights Within Educational Contexts in Scotland
Decolonising Article 29: Towards a New Ecology?
Conclusion
References
Chapter 3: “Teaching and Learning Together”: One Model of Rights-Centred Secondary Teacher Preparation in the United States
The Rights of the Child in a U.S. Context
Narrow Conceptions of Success
Hostile Immigration & White Supremacist Rhetoric and Policies
Working from Within: Teacher Education
Discussion and Concluding Thoughts
References
Chapter 4: The Educational Rights of Children with Disability in Australia
Introduction
Issues Identified by the CRC Committee
Disability and Educational Rights Under the Convention on the Rights of the Child
The Right to Education for Children with Disability Under the UNCRC
Rights in Education for Children with Disability Under the UNCRC
Rights Through Education for Children with Disability Under the UNCRC
Critique: A Case Study of Disability and Educational Rights in Australia
The Right to Education in Australia
Barriers in Implementation
Rights in Education in Australia
Barriers in Implementation
Quality Teaching and Curriculum
Special Care and Assistance
Inclusive Education
Financial Resources
Consultation
Dignity
Rights Through Education
Barriers in Implementation
Conclusion
References
Chapter 5: Children’s Educational Rights in Poland: Policy, School Realities and Ideological Tensions
Introduction
Access to Education: Social Challenges and Political Tensions
Access and Content: Institutions’ Priorities
The Content of Education: Gaps and Tensions
Education About Human Rights
Religious Instruction and Practices
Nationalism
The Development of Respect for the Natural Environment
Filling the Gaps Through Non-Governmental Initiatives
Relations: Exclusion and Discrimination
Conclusion
References
Chapter 6: Children’s Education: From a Right to a Capability
Children’s Right to Education and Sustainable Development
Education as Right, Education as Just
Conclusion: The Right to Be Educated in One’s Own Rights
References
Chapter 7: It Takes a Village to Overcome School Failure and Dropout: Innovative Educational Practices Promoting Children’s Educational Rights in Portugal
Introduction
A School of One’s Own: A Framework on Overcoming Barriers to Participation in Education and Learning
Methodology
Overcoming School Failure and Dropout: Inclusion and Children’s Rights in Education, in Their Own Words
Closing Remarks
References
Chapter 8: The Education of First Nations Children in Australian Educational Contexts: Some Children Are More Equal Than Others
Introduction
Interpretation of Article 29 – The Rights of First Nations Children (Australia)
Australian Government Response – Closing the Gap
Considering the Cultural Implications – Power and Hegemonic Practices
Agency, Education and the Lived Reality of First Nations Boys
Case Study – Don Dale Youth Detention Centre
Manoeuvring Cultural Identity Constructs – Looking Forward
Culture, Curriculum and the Rights of First Nations Children
Conclusion
References
Chapter 9: Ability-Grouping and Rights-Based Education in the Neoliberal Era: An Irresolvable Combination?
Introduction
Competing Pressures in the School Marketplace
The Research
Methodology
Vignette: Streamed Classes as a Form of Structural Inequality
Elite Class
Basic Class
Discussion: The Better Gets Better, the Worst Gets Worse
Conclusion
References
Chapter 10: Participation and Social Exclusion – Are They Mutually Exclusive Phenomena?
Introduction
Participation and Social Exclusion – Two Phenomena Influencing School Climate
Participation
Social Exclusion
Participation as a Means to Alter Exclusionary School Culture?
Examining Student Participation
Perspectives of Students and Teachers
Exclusion as Part of Everyday School Life – Examples of Social Exclusion
How Teachers Perceive Participation – Beliefs and Attitudes
Discussion
Conclusion
References
Chapter 11: Education Rights and the Convergence of Provision and Participation
Introduction
Defining Participation
Being Physically Present in School (P1)
Involved in School Activities (P2)
Involved in Formal School Decision Making (P3)
Children’s Initiation of Ad Hoc Forms of Participation (P4)
Community and Social Activism Through the School (P5)
Participation as Co-Presence: The Case of One English School
Community Activism as a Precondition of Co-Presence
The Case of the African Movement of Working Children and Youth (AMWCY)
Discussion and Conclusion
References
Chapter 12: Small Voices Bring Big Messages. Experiences of Student Voice and Inclusion in Spanish Schools
Introduction
Can all Children Participate?
Has Everyone “The Right to Express Their Views Freely”?
Has Everyone the Right to Participate “in all Matters Affecting the Child”?
Discussion
References
Chapter 13: Inclusive and Exclusionary Practices Concerning a Child’s Voice in Preschool: The Perspectives and Experiences of Polish Student Teachers
Introduction
Children’s Right to Speak as a Key Aspect of Creating Educational Discourse in Preschool
Methodological Background
Distribution of the Child’s Voice in Preschool
Discussion
Conclusions
References
Chapter 14: How to Recognise and Support Participation in Schools: Critical Considerations
Introduction
Practice Architectures of Schools
Participation
Understanding the Practice
CASE 1: Stairs May Lead Astray
CASE 2: Digital Visual Artefacts
Conclusion
References
Chapter 15: Children’s Human Rights and Intercultural Education: Curricular Prescriptions and Teachers’ Practices in Switzerland
Introduction
Article 29: A Meeting Point Between Children’s Human Rights and Intercultural Education
The Aims of Education
Article 29 and CHRE
Values, Cultural Diversity and Intercultural Dialogue
Implementing Article 29 in Swiss Multicultural Contexts
Curricular Prescriptions
Teachers’ Practices
Conclusion
References
Chapter 16: Countering Scepticism and Mistrust Towards Children’s Rights Within Education: Fulfilling Article 29 in Mexico Through Teachers’ Training on Human Rights
Introduction
The Aims of Education and Human Eights
Teachers’ Role Securing Rights and the Aims of Education
Children Rights and Education in Mexico
Research Design and Methods of Data Collection
Findings
Scepticism and Mistrust Towards Rights
Dealing with Criticisms
Fostering Commitment
Discussion and Conclusion
References
Chapter 17: Perspectivising Children’s Rights and Education in Research: Analysing the Teaching and Learning of Children’s Rights on the Basis of Human Rights Education (HRE) Theory
Introduction
Human Rights Education (HRE)
Three Examples of HRE Theory
The Liberal and Critical Tradition of HRE
Ideological Approaches to HRE
Location
Discussion and Conclusions
References
Chapter 18: Child Rights Knowledge and Children’s Education Rights
Introduction
Revisiting Education Rights Issues as Wicked Problems
Rights Translation
From Rights Incompetent to Rights Competent
Connecting Rights Knowledge to the Aims of Education
Supporting Children’s (Human) Rights Education in Education
Where to from Here?
Conclusion
References
Correction to: Participation and Social Exclusion – Are They Mutually Exclusive Phenomena?
Correction to: Chapter 10 in: J. Gillett-Swan, N. Thelander (eds.), Children’s Rights from International Educational Perspectives, Transdisciplinary Perspectives in Educational Research 2, https://doi.org/10.1007/978-3-030-80861-7_10