Page 226 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
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šolsko polje, letnik xxxi, številka 3–4
the CRC framework. The chapter is divided into four subparts that ad-
dress various key themes concentrated around educational research in the
area of children’s rights.
By highlighting the importance of the ‘voice’ and ‘participation’
phenomena in contemporary research on children’s rights, the author ac-
knowledges that the notion of ‘voice’ is problematic since it itself derives
largely from ‘Western individualism’, showing that it is essential to pay
attention to the complexity of children’s geographies in which children’s
right to participation is upheld.
By understanding that the legal entity of the framework comes with
obligations, I’Anson presents a series of arguments in which he acknowl-
edges important tensions in research practice. The argument is directly
linked to children’s rights and cultural contexts in which research is con-
ducted, thereby suggesting an argument for research to be characterised
by the interpretation of children’s rights and the sociology of childhood as
a universal category with its own ethical issues and challenges.
Written by Louise Gwenneth Phillips, the second chapter starts
with an outline of Article 42. The author emphasises the deficient imple-
mentation of the “human right” to education in children’s lives by pre-
senting a historical narrative in which the lack of children to possess any
“status” derives from the notion in which children are seen as “property of
parents or guardians” given the philosophical context in which children’s
rights have been perceived sociologically.
Noting the development in which we see the CRC as an interna-
tionally recognised legislative framework, Phillips states that the CRC
still largely remains “unknown to adults and children” although posi-
tive actions in the form of international programmes and national initia-
tives have emerged as part of the CRC, like the UNICEF Child Friendly
Schools programme and the National Curricula and Policy for Children
and Young People.
The third chapter is written by Nina Thelander and somewhat con-
tinues on from Phillips’ idea of international initiatives leading to posi-
tive outcomes through her analysis of the World Programme for Human
Rights Education (HRE) as an introduction to her study of HRE in
Swedish primary schools. The chapter provides a practical examination of
the dual implications of children’s rights to education; first, education as a
human right and, second, education for human rights.
The concept of HRE is explored by Thelander in great detail, rang-
ing from how the right itself is conceptualised in society to how the right
is executed and delivered by international organisations like the UN.
Implementation of the CRC, Thelander argues, led to a shift in how we
224
the CRC framework. The chapter is divided into four subparts that ad-
dress various key themes concentrated around educational research in the
area of children’s rights.
By highlighting the importance of the ‘voice’ and ‘participation’
phenomena in contemporary research on children’s rights, the author ac-
knowledges that the notion of ‘voice’ is problematic since it itself derives
largely from ‘Western individualism’, showing that it is essential to pay
attention to the complexity of children’s geographies in which children’s
right to participation is upheld.
By understanding that the legal entity of the framework comes with
obligations, I’Anson presents a series of arguments in which he acknowl-
edges important tensions in research practice. The argument is directly
linked to children’s rights and cultural contexts in which research is con-
ducted, thereby suggesting an argument for research to be characterised
by the interpretation of children’s rights and the sociology of childhood as
a universal category with its own ethical issues and challenges.
Written by Louise Gwenneth Phillips, the second chapter starts
with an outline of Article 42. The author emphasises the deficient imple-
mentation of the “human right” to education in children’s lives by pre-
senting a historical narrative in which the lack of children to possess any
“status” derives from the notion in which children are seen as “property of
parents or guardians” given the philosophical context in which children’s
rights have been perceived sociologically.
Noting the development in which we see the CRC as an interna-
tionally recognised legislative framework, Phillips states that the CRC
still largely remains “unknown to adults and children” although posi-
tive actions in the form of international programmes and national initia-
tives have emerged as part of the CRC, like the UNICEF Child Friendly
Schools programme and the National Curricula and Policy for Children
and Young People.
The third chapter is written by Nina Thelander and somewhat con-
tinues on from Phillips’ idea of international initiatives leading to posi-
tive outcomes through her analysis of the World Programme for Human
Rights Education (HRE) as an introduction to her study of HRE in
Swedish primary schools. The chapter provides a practical examination of
the dual implications of children’s rights to education; first, education as a
human right and, second, education for human rights.
The concept of HRE is explored by Thelander in great detail, rang-
ing from how the right itself is conceptualised in society to how the right
is executed and delivered by international organisations like the UN.
Implementation of the CRC, Thelander argues, led to a shift in how we
224
