Page 229 - 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. 229
recenziji ■ reviews
space in which children learn and develop is presented as the main focus
of the study, with each author discussing issues like privacy and safety.
The study also highlights how the UNCRC acts as a framework for
contextualising children’s rights, reflecting on how the UNCRC can be
used for the purposes of continued upskilling educators in the discussion
on children’s rights, ethics and online safety with further implementation
of Articles 13 and 17 of the CRC.
The volume as a whole provides readers with insightful themes and
discussions on issues surrounding children’s rights and the UNCRC as
a policy. The book acts as an introductory guide for policymakers in the
field of education and sociology. The concept of childhood is introduced
and presented in a sensible and cohesive manner.
The chapters all present diverse articles on numerous topics that in-
troduce the reader to historical, thematic and contextual discussions con-
cerning the CRC and its implications. Despite limited case studies which
focus on selected countries, the book recognises the importance of educa-
tors, classroom environments and guardians in the sphere of the CRC and
can act as a starting point for further research on children’s rights within
interdisciplinary approaches and methods.
The book allows the reader to see the concept of children’s rights as
an idea that stretches beyond the classroom and is influenced and affect-
ed by culture and economics. The conclusion brings together the resonat-
ing aspects of each chapter, before introducing an epilogue which draws
out some of the key findings of educational research concerning children’s
rights.
If one is to consider Nietzsche, as quoted by l’Anson in the first chap-
ter, “…counter to our time and thereby action on our time and, let us hope,
for the benefit of a time to come” resonates deeply with the scope of action
in which the book can act as a stepping stone.
Pascale Emily Pečnik
https://doi.org/10.32320/1581-6044.31(3-4)223-227
Hyslop-Margison, Emery J., Thayer, James, Teaching Democracy:
Citizenship Education as Critical Pedagogy. Rotterdam, Boston and
Taipei: Sense Publishers, 2009.
“There is no escaping the world we now live in” is a statement that is true
when participatory democratic decision-making is removed from the
realm of public policy formation (Hyslop-Margison and Thayer, 2009, p.
227
space in which children learn and develop is presented as the main focus
of the study, with each author discussing issues like privacy and safety.
The study also highlights how the UNCRC acts as a framework for
contextualising children’s rights, reflecting on how the UNCRC can be
used for the purposes of continued upskilling educators in the discussion
on children’s rights, ethics and online safety with further implementation
of Articles 13 and 17 of the CRC.
The volume as a whole provides readers with insightful themes and
discussions on issues surrounding children’s rights and the UNCRC as
a policy. The book acts as an introductory guide for policymakers in the
field of education and sociology. The concept of childhood is introduced
and presented in a sensible and cohesive manner.
The chapters all present diverse articles on numerous topics that in-
troduce the reader to historical, thematic and contextual discussions con-
cerning the CRC and its implications. Despite limited case studies which
focus on selected countries, the book recognises the importance of educa-
tors, classroom environments and guardians in the sphere of the CRC and
can act as a starting point for further research on children’s rights within
interdisciplinary approaches and methods.
The book allows the reader to see the concept of children’s rights as
an idea that stretches beyond the classroom and is influenced and affect-
ed by culture and economics. The conclusion brings together the resonat-
ing aspects of each chapter, before introducing an epilogue which draws
out some of the key findings of educational research concerning children’s
rights.
If one is to consider Nietzsche, as quoted by l’Anson in the first chap-
ter, “…counter to our time and thereby action on our time and, let us hope,
for the benefit of a time to come” resonates deeply with the scope of action
in which the book can act as a stepping stone.
Pascale Emily Pečnik
https://doi.org/10.32320/1581-6044.31(3-4)223-227
Hyslop-Margison, Emery J., Thayer, James, Teaching Democracy:
Citizenship Education as Critical Pedagogy. Rotterdam, Boston and
Taipei: Sense Publishers, 2009.
“There is no escaping the world we now live in” is a statement that is true
when participatory democratic decision-making is removed from the
realm of public policy formation (Hyslop-Margison and Thayer, 2009, p.
227
