Page 20 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 20
šolsko polje, letnik xxxi, številka 3–4
and respect and defend those of others (learn for) (Bajaj, 2017; Flowers,
2004; Struthers, 2015; Tibbitts, 2005).
Let us now examine the issues involved in respecting children’s rights
at school and in education, highlighted by Miles and Singal as follows:
The ‘value added’ nature of inclusive education is not only in its raising
of issues of quality of education and placement, but more importantly
it brings to the forefront issues about social justice. Inclusive education
provides an opportunity for society to examine critically its social insti-
tutions and structures. (2010, p. 12)
Framework conditions can be used to create a positive school climate
in which everyone’s rights are respected, and to provide a structure for
reflecting on a quality school. The notion of ‘school climate’ is based on
a subjective experience of academic and institutional life, and applies to
the entire educational community. This experience is determined by ana-
lysing life and learning background, the well-being of all actors (pupils,
teachers etc.), the resources in place to create good conditions universal-
ly (Debarbieux, 2015; Janosz, Georges, and Parent, 1998). For prosocial in-
terpersonal relationships to flourish, the school needs for example to take
a systematic, effective and permanent approach to tackling discrimina-
tion and bullying, suffered by 5% to 15% of pupils, and whose short- and
long-term consequences for individuals and the school community are
widely documented (Debarbieux, 2011; Moody, et al., 2013; Rigby, 2003;
Schoeler et al., 2018). The resulting sense of justice and security helps chil-
dren learn about their rights at school by respecting and implementing
them. Another example is the elimination of all forms of violence towards
children (UNCRC, 1989, Art. 19) in the school setting, whether abuse
(psychological, physical or sexual violence) or ‘educational’ violence, with
the purpose of ‘correcting’ and ‘remedying’ any behaviour which deviates
from the norm (Shumba, 2003)4.
A school’s pedagogical practices are also questioned when the de-
sire to implement children’s rights at school emerges. As a subject of the
law, a social actor and not merely a receptacle of knowledge, the child wel-
comes active learning methods and/or critical pedagogies; learners go on
to become agents of their own learning and participate fully in school life
(Louviot, 2020). The knowledge and skills they acquire become meaning-
ful and can be applied to personal plans and/or pressing societal issues
(Louviot, Moody and Darbellay, 2019). In the big picture, school is where
4 For a critique of some rights-respecting programmes which do not genuinely promote
rights in education but more ‘good behaviour’ and pupil obedience, see especially Trivers
and Starkey (2012).
18
and respect and defend those of others (learn for) (Bajaj, 2017; Flowers,
2004; Struthers, 2015; Tibbitts, 2005).
Let us now examine the issues involved in respecting children’s rights
at school and in education, highlighted by Miles and Singal as follows:
The ‘value added’ nature of inclusive education is not only in its raising
of issues of quality of education and placement, but more importantly
it brings to the forefront issues about social justice. Inclusive education
provides an opportunity for society to examine critically its social insti-
tutions and structures. (2010, p. 12)
Framework conditions can be used to create a positive school climate
in which everyone’s rights are respected, and to provide a structure for
reflecting on a quality school. The notion of ‘school climate’ is based on
a subjective experience of academic and institutional life, and applies to
the entire educational community. This experience is determined by ana-
lysing life and learning background, the well-being of all actors (pupils,
teachers etc.), the resources in place to create good conditions universal-
ly (Debarbieux, 2015; Janosz, Georges, and Parent, 1998). For prosocial in-
terpersonal relationships to flourish, the school needs for example to take
a systematic, effective and permanent approach to tackling discrimina-
tion and bullying, suffered by 5% to 15% of pupils, and whose short- and
long-term consequences for individuals and the school community are
widely documented (Debarbieux, 2011; Moody, et al., 2013; Rigby, 2003;
Schoeler et al., 2018). The resulting sense of justice and security helps chil-
dren learn about their rights at school by respecting and implementing
them. Another example is the elimination of all forms of violence towards
children (UNCRC, 1989, Art. 19) in the school setting, whether abuse
(psychological, physical or sexual violence) or ‘educational’ violence, with
the purpose of ‘correcting’ and ‘remedying’ any behaviour which deviates
from the norm (Shumba, 2003)4.
A school’s pedagogical practices are also questioned when the de-
sire to implement children’s rights at school emerges. As a subject of the
law, a social actor and not merely a receptacle of knowledge, the child wel-
comes active learning methods and/or critical pedagogies; learners go on
to become agents of their own learning and participate fully in school life
(Louviot, 2020). The knowledge and skills they acquire become meaning-
ful and can be applied to personal plans and/or pressing societal issues
(Louviot, Moody and Darbellay, 2019). In the big picture, school is where
4 For a critique of some rights-respecting programmes which do not genuinely promote
rights in education but more ‘good behaviour’ and pupil obedience, see especially Trivers
and Starkey (2012).
18
