Page 22 - 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. 22
šolsko polje, letnik xxxi, številka 3–4
their skills in democratic debate. The challenge of rights education lies
in putting words into action, in going beyond the notion of “exercising”,
rather bringing children’s rights to life by practising them here and now
so that children can activate their transformative power, developing as in-
dividuals and going on to improve society now and in the future (Rinaldi,
Moody and Darbellay, 2020; Tibbitts, 2005).
This however is where we see the paradox of the desire to drive
change. If the first step is emancipation through one’s rights, the trans-
formative aim that this carries is likely to seriously question the frame
of reference through which we develop (Mezirow, 1997), as well as social
structures and processes. Transformative education is based on the desire
to drive change by studying the belief values and systems of individuals as
well as their attitudes and behaviours. Action needs to be taken on ten-
sions in the groups, and convention defied. It also requires the capacity to
identify the complex, global issues affecting many players and to devel-
op solution strategies. Learners must be able to reflect critically and per-
sonally so as to identify discriminatory situations and, if they are aware
of their rights and understand justice redistribution principles, they will
know how to tackle such situations.
Can school meet this challenge and is it the most appropriate in-
stitution to do so? How can it bring urgency to the need for change, give
lessons which develop knowledge and skills leading to change, and make
space to implement and strengthen the imagined changes? What are the
pedagogical and methodological requirements of such ambitions? And,
most of all, are schools and society ready to embrace such fundamental
changes and transformations?
Conclusion
Children’s rights to, in and through education incorporate many chal-
lenges in terms of both implementation and the pedagogical and social
change opportunities they bring. On one hand, ensuring access to quali-
ty education and effectively removing exclusionary practices are still glob-
al concerns when ensuring that all children are entitled, as subjects of the
law, to acquire knowledge and skills, regardless of characteristics like gen-
der, citizenship, migrant status, disability status, socio-economic status,
sexual orientation, ethnic background, family language, religion and im-
prisonment. Moreover, it should be noted that little research is carried
out on this priority issue. On the other hand, effectively implementing
the rights of the child – protecting against discrimination and violence,
creating a calm climate for learning and development, participatory ped-
agogies and structures etc. – all within an educational establishment
20
their skills in democratic debate. The challenge of rights education lies
in putting words into action, in going beyond the notion of “exercising”,
rather bringing children’s rights to life by practising them here and now
so that children can activate their transformative power, developing as in-
dividuals and going on to improve society now and in the future (Rinaldi,
Moody and Darbellay, 2020; Tibbitts, 2005).
This however is where we see the paradox of the desire to drive
change. If the first step is emancipation through one’s rights, the trans-
formative aim that this carries is likely to seriously question the frame
of reference through which we develop (Mezirow, 1997), as well as social
structures and processes. Transformative education is based on the desire
to drive change by studying the belief values and systems of individuals as
well as their attitudes and behaviours. Action needs to be taken on ten-
sions in the groups, and convention defied. It also requires the capacity to
identify the complex, global issues affecting many players and to devel-
op solution strategies. Learners must be able to reflect critically and per-
sonally so as to identify discriminatory situations and, if they are aware
of their rights and understand justice redistribution principles, they will
know how to tackle such situations.
Can school meet this challenge and is it the most appropriate in-
stitution to do so? How can it bring urgency to the need for change, give
lessons which develop knowledge and skills leading to change, and make
space to implement and strengthen the imagined changes? What are the
pedagogical and methodological requirements of such ambitions? And,
most of all, are schools and society ready to embrace such fundamental
changes and transformations?
Conclusion
Children’s rights to, in and through education incorporate many chal-
lenges in terms of both implementation and the pedagogical and social
change opportunities they bring. On one hand, ensuring access to quali-
ty education and effectively removing exclusionary practices are still glob-
al concerns when ensuring that all children are entitled, as subjects of the
law, to acquire knowledge and skills, regardless of characteristics like gen-
der, citizenship, migrant status, disability status, socio-economic status,
sexual orientation, ethnic background, family language, religion and im-
prisonment. Moreover, it should be noted that little research is carried
out on this priority issue. On the other hand, effectively implementing
the rights of the child – protecting against discrimination and violence,
creating a calm climate for learning and development, participatory ped-
agogies and structures etc. – all within an educational establishment
20
