Description
Book SynopsisThis book compares ways in which children's rights in, to, and through education, formal and informal, are viewed and implemented in a variety of social and political contexts, aiming to shed light on how policies and practices can improve equal access to high quality education in an environment which is respectful of children's rights. Chapters focus on understanding the opportunities for and challenges of addressing children's rights to participation and to inclusion. Authors draw from a variety of disciplines, including critical and cultural studies of childhood, and bring internationally comparative policy perspectives to share nuanced and contrasting examples of ways in which a rights-based approach to education might empower children and youth. The book deepens and complicates research on children's education rights, and will contribute to courses in comparative education, childhood studies, education policy, and children's rights.
Trade Review«The editors have assembled a thought-provoking and intellectually engaging collection of essays that demonstrate the benefits that flow from the adoption of a rights-based approach to education in a range of diverse social, cultural, linguistic, and religious contexts. This book deserves the attention of anyone genuinely concerned with the realisation of a child's right to education.» (John Tobin, Professor, University of Melbourne, a leading children's rights expert)
«Be aware! Education and children's rights are taken seriously in this book. The topics, important and frequently controversial, are illuminated by research, expertise and passion ‒ with particular emphasis on social justice, inclusion, evolving capacities, child agency, and best interests. A rigorous exploration and debate of critical issues is launched and encouraged. The reader is likely to strongly agree and disagree at numerous points ‒ and to be stimulated to do more – all to the good in finding the way forward.» (Stuart N. Hart; Deputy Director, International Institute for Child Rights and Development; Co-Director of Child Rights Education for Professionals (CRED-PRO))
Table of ContentsContents: Lesley Emerson/Laura Lundy: Education Rights in a Society Emerging from Conflict: Curriculum and Student Participation as a Pathway to the Realization of Rights – Martha Baiyee/Celeste Hawkins/Valerie Polakow: Children’s Rights and Educational Exclusion: The Impact of Zero-Tolerance in Schools – Natasha Blanchet-Cohen: The Protagonism of Under-18 Youth in the Québec Student Movement: The Right to Political Participation and Education – Panagiota Karagianni/Soula Mitakidou/Evangelia Tressou: What’s Right in Children’s Rights? The Subtext of Dependency – Kylie Smith: A Rights-Based Approach to Observing and Assessing Children in the Early Childhood Classroom – Lacey Peters/Lisa Lacy: «You’re Not Listening to Us»: Explicating Children’s School Experiences to Build Opportunity for Increased Participation Within School Communities in the United States – Jenny Ritchie/Cheryl Rau: Renarrativizing Indigenous Rights-Based Provision Within «Mainstream» Early Childhood Services – Nkidi Phatudi/Mokgadi Moletsane: Restoring Indigenous Languages and the Right to Learn in a Familiar Language: A Case of Black South African Children – Bekisizwe Ndimande/Beth Blue Swadener: Pursuing Democracy Through Education Rights: Perspectives from South Africa – Harry Shier/Martha Lidia Padilla/Nohemí Molina Torres/Leonilda Barrera López/Moisés Molina Torres/Zorayda Castillo/Karen Alicia Ortiz Alvarado: Claiming the Right to Quality Education in Nicaragua – Colette Murray: Getting an Education: How Travellersʼ Knowledge and Experience Shape Their Engagement with the System – Leodinito Y. Cañete: When Boys Are Pushed-Pulled out of School: Rights to Education in the Philippines – Janette Habashi: Intersections of Education and Freedom of Religion Rights in the UNCRC and in Practice.
