Page 228 - 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. 228
šolsko polje, letnik xxxi, številka 3–4
Education revealed that the knowledge possessed by educators is largely
‘theoretical’, leaving educators incapable of explicitly identifying instanc-
es where the CRC is respected and enforced. As such, the results show the
extent in which educators are unprepared to implement the CRC and the
need to reinforce the social and cultural dimension of ITE (Initial teach-
er education) which potentially, if combined together, can act as a protec-
tive mechanism against the vulnerabilities children face.
In the sixth chapter, Gordon Tait and Mallihai Tambyah present
analysis of an Australian case study which showed that, despite the CRC
being one of the most ratified conventions in the world, it faces many
challenges in being implemented in national frameworks, stating three
main reasons for that; governmental, legal and definitional.
Taking the concept of privacy into consideration, the authors criti-
cally assess and question Rengel’s (2013) restatement of the foundational
through an essential understanding of privacy with a cultural and histori-
cal connection. The authors dig deeper into the subject matter by discuss-
ing introduction to childhood as one of the most regulated spaces and re-
flecting on its tension in triangulation within children and the concept of
privacy at home and at school.
Tait and Tambyah offer insights into the surveillance and privacy of
the student population, with important considerations concerning per-
sonal surveillance and big data in the era of increased tech globalisation.
Their study examines aspects of moral panic over the concept of sexuality
and public liability in the educational sphere as regards privacy. It reflects
on how educational facilities are exposed to civil actions in cases of neg-
ligence and personal injury, thus reflecting on the zones of pupil privacy
equating directly with zones of economic and personal risk.
The authors provide readers with an in-depth discussion of the lack
of legal implementation of the CRC through the example of the UNCRC
having no legal repercussions if it is not upheld – thereby reflecting on the
limited scope of the implementation of international legal frameworks.
The case study in which Australian law in this regard is examined reflects
the above-mentioned.
In the final chapter, Jenna Gillett-Swan and Vicki Coppock exam-
ine how the UNCRC can act as a tool for shaping further research and
methodologies in the development of policies for children’s rights. They
recognise new-age digitalisation as a tool which can pose both challeng-
es and opportunities while also discussing the complexity of participa-
tion and access as key to furthering the development of children’s rights.
Crucially, this emphasis on how increased digitalisation has changed the
226
Education revealed that the knowledge possessed by educators is largely
‘theoretical’, leaving educators incapable of explicitly identifying instanc-
es where the CRC is respected and enforced. As such, the results show the
extent in which educators are unprepared to implement the CRC and the
need to reinforce the social and cultural dimension of ITE (Initial teach-
er education) which potentially, if combined together, can act as a protec-
tive mechanism against the vulnerabilities children face.
In the sixth chapter, Gordon Tait and Mallihai Tambyah present
analysis of an Australian case study which showed that, despite the CRC
being one of the most ratified conventions in the world, it faces many
challenges in being implemented in national frameworks, stating three
main reasons for that; governmental, legal and definitional.
Taking the concept of privacy into consideration, the authors criti-
cally assess and question Rengel’s (2013) restatement of the foundational
through an essential understanding of privacy with a cultural and histori-
cal connection. The authors dig deeper into the subject matter by discuss-
ing introduction to childhood as one of the most regulated spaces and re-
flecting on its tension in triangulation within children and the concept of
privacy at home and at school.
Tait and Tambyah offer insights into the surveillance and privacy of
the student population, with important considerations concerning per-
sonal surveillance and big data in the era of increased tech globalisation.
Their study examines aspects of moral panic over the concept of sexuality
and public liability in the educational sphere as regards privacy. It reflects
on how educational facilities are exposed to civil actions in cases of neg-
ligence and personal injury, thus reflecting on the zones of pupil privacy
equating directly with zones of economic and personal risk.
The authors provide readers with an in-depth discussion of the lack
of legal implementation of the CRC through the example of the UNCRC
having no legal repercussions if it is not upheld – thereby reflecting on the
limited scope of the implementation of international legal frameworks.
The case study in which Australian law in this regard is examined reflects
the above-mentioned.
In the final chapter, Jenna Gillett-Swan and Vicki Coppock exam-
ine how the UNCRC can act as a tool for shaping further research and
methodologies in the development of policies for children’s rights. They
recognise new-age digitalisation as a tool which can pose both challeng-
es and opportunities while also discussing the complexity of participa-
tion and access as key to furthering the development of children’s rights.
Crucially, this emphasis on how increased digitalisation has changed the
226
