Description
Book SynopsisWith PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the system'. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline
Trade ReviewThe book is of great value to teachers and practitioners in schools and early years settings as well as other professionals with responsibility for children’s rights education. * Human Rights Education Review *
[P]rovides a comprehensive, humanistic framework for educators and adults who work with children, offering a guide for teachers to interrogate their roles and responsibilities within the vision of a student centered, rights-based school system while advancing scholarship in human rights education and children’s rights education ... Reading this book challenged me both personally and professionally ... After finishing the book, I had a clearer vision of the teacher that I want to become and the relationship that I want to build with my students; I became filled with hope and excitement for creating my classroom that is a rights-respecting space. * International Journal of Human Rights Education *
A masterpiece in bringing together a wide range of sources and literature around Children's Rights Education ... This book is very much about making CRE real, and what teachers can do to ensure that children are part of their communities inside and outside the classroom. * Teaching Citizenship *
Jerome and Starkey provide the most comprehensive academic work to date articulating the relationships between children’s rights, human rights, and educational efforts that seek to advance both. By centering and interrogating the role of teachers in increasingly neoliberal educational systems, the authors offer useful directions for how teacher and student agency can make children’s rights education come alive in both classrooms and communities. A timely and necessary book. * Monisha Bajaj, Professor of International and Multicultural Education, University of San Francisco, USA *
This book provides informative and thought-provoking insights into the principles which underpin Children’s Rights Education. It supports teachers and educators to establish a rights-respecting culture within classrooms, schools and the wider community through developing a pedagogical approach to Child Right’s Education that is relevant to their own specific communities and contexts. * Carol Robinson, Professor of Children's Rights, Edge Hill University, UK *
A remarkable contribution to the scholarship on human rights education. It’s original approach and comprehensive coverage make it an essential resource for anyone involved in children’s education. The authors have created a masterpiece filled with inspiring ideas and illustrations of how educators can infuse children’s rights education into their teaching practices. * Paula Gerber, Professor of Law, Monash University in Melbourne, Australia *
Table of ContentsList of Case Studies List of Figures List of Tables Preface Acknowledgements List of Abbreviation
s Part 1: Definitions and Developments 1. The United Nations Convention on the Rights of the Child and some Implications for Education 2. Defining Children’s Rights Education 3. Implementing Children’s Rights Education
Part 2: Ideology and Interpretations 4. Children’s Rights Education, Ideology and the Teacher as Change Agent 5. Transformational Education and Pedagogy as Politics 6. Experiential Education through Democracy and Cooperation
Part 3: Pedagogy and Practice 7. The Rights Respecting Classroom 8. Developing a Children’s Rights Culture in the School 9. Children as Citizens 10. Conclusion: Towards a Pedagogy for Children's Rights Education Bibliography Index
