Page 227 - 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. 227
recenziji ■ reviews
think about childhood and children’s rights during a period in which so-
ciology and children’s rights became a topic of research.
Moving the focus over to the development of international and lo-
cal policies regarding HRE, the text examines the experiences of two
Swedish teachers. The decentralisation of the school system in Sweden ar-
guably allowed for the development of a school curriculum which pro-
vides an insight into the obstacles faced by educators with respect to edu-
cational implementation of the CRC.
Written by Reetta Niemi, Kristiina Kumpulainen and Lasse
Lipponen, Chapter four gives an excellent example of the long-standing
tradition of recognising children’s rights to agency and votes in Finland.
Empirical data presented in the chapter were gathered in a primary class-
room community with children aged 7 to 13. The authors collocated their
analysis to three models of participation, followed by the introduction to
the Finnish National Core Curriculum and their understanding of the
concept of participation.
The study has incorporated various theoretical models to further
reflect on the varying results of measuring participation. The developed
methodology showcases how certain legislative aspects of the CRC can be
implemented in classroom-based practices.
The article also emphasises other relevant ethical considerations
such as standards of responsibility, transparency methods and inability of
anonymity. Yet, the research consistently shows that important factors are
involved when talking and examining participation since participation in
school is never free from standardised curricula or official laws and acts.
The fifth chapter presents a practical examination of how socioec-
onomic status and precariousness can deprive a child of the right to cit-
izenship. Authors Joana Lúcio and Fernando Ilídio Ferreira explore this
theme by considering the implications of the 2008 economic recession in
Portugal. In their analysis, the authors examine the subject matter exten-
sively via the lens of the welfare state mechanism in terms of continuing
the implementation of children’s rights.
It is revealed throughout the study that austerity led to a reduction
in state-provided economic support for families, which directly impacted
family well-being. This in turn created hardships which actively put chil-
dren at-risk-of-poverty and social exclusion, while directly affecting access
to and measures of provision, protection and participation.
The study gives a clear example of how important it is for educa-
tors to prepare for “teaching” children’s rights in line with participation
and citizenship. The data gathered in the context of a research project in-
vestigating components of the curriculum of the Institute of Technical
225
think about childhood and children’s rights during a period in which so-
ciology and children’s rights became a topic of research.
Moving the focus over to the development of international and lo-
cal policies regarding HRE, the text examines the experiences of two
Swedish teachers. The decentralisation of the school system in Sweden ar-
guably allowed for the development of a school curriculum which pro-
vides an insight into the obstacles faced by educators with respect to edu-
cational implementation of the CRC.
Written by Reetta Niemi, Kristiina Kumpulainen and Lasse
Lipponen, Chapter four gives an excellent example of the long-standing
tradition of recognising children’s rights to agency and votes in Finland.
Empirical data presented in the chapter were gathered in a primary class-
room community with children aged 7 to 13. The authors collocated their
analysis to three models of participation, followed by the introduction to
the Finnish National Core Curriculum and their understanding of the
concept of participation.
The study has incorporated various theoretical models to further
reflect on the varying results of measuring participation. The developed
methodology showcases how certain legislative aspects of the CRC can be
implemented in classroom-based practices.
The article also emphasises other relevant ethical considerations
such as standards of responsibility, transparency methods and inability of
anonymity. Yet, the research consistently shows that important factors are
involved when talking and examining participation since participation in
school is never free from standardised curricula or official laws and acts.
The fifth chapter presents a practical examination of how socioec-
onomic status and precariousness can deprive a child of the right to cit-
izenship. Authors Joana Lúcio and Fernando Ilídio Ferreira explore this
theme by considering the implications of the 2008 economic recession in
Portugal. In their analysis, the authors examine the subject matter exten-
sively via the lens of the welfare state mechanism in terms of continuing
the implementation of children’s rights.
It is revealed throughout the study that austerity led to a reduction
in state-provided economic support for families, which directly impacted
family well-being. This in turn created hardships which actively put chil-
dren at-risk-of-poverty and social exclusion, while directly affecting access
to and measures of provision, protection and participation.
The study gives a clear example of how important it is for educa-
tors to prepare for “teaching” children’s rights in line with participation
and citizenship. The data gathered in the context of a research project in-
vestigating components of the curriculum of the Institute of Technical
225
