Page 9 - 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. 9
z. kodelja and u. štremfel ■ foreword
to education from a legal perspective. She asks in particular which pro-
tection is given in selected cases of infringements of a child’s right to edu-
cation and how has the European Court of Human Rights decided with
respect to attempts to limit the child’s right to education. Given the ev-
idence she provides and the current COVID-19 situation, she concludes
that as an international community and states we still have a long way to
go to ensure full implementation and protection of the child’s right to
education.
Jelena Vranješević in her article Convention on the Rights of the Child
and Adultism: How to Deconstruct a Myth? sheds light on an important
dilemma in the assurance of child rights – the question of the image of
the child. Considering the 3-Ps formula (protection, provision and par-
ticipation), she focuses on participation as a concept of evolving capaci-
ties that allow children to be actively involved in all decisions that might
affect them, thus opposing the dominant “regimes of truth” in respect of
the child’s image as an immature, incomplete and passive object of adults’
care and protection. She discusses the controversies of adultism as an op-
pressive practice towards children and reveals the potential held by the
Convention on the Rights of the Child to deconstruct this myth.
Two more articles discuss realising the Convention on the Rights of
the Child in a certain national – Slovenian – context.
The article of Marjan Šimenc and Zdenko Kodelja in their article
The Realisation of the Right to Education in Slovenia examines realisation
of the right to education under Articles 28 and 29 of the Convention on
the Rights of the Child. It particularly focuses on selected areas of the
education of Roma children, the quality of knowledge and private edu-
cation, topical areas relevant for enforcing the Convention not only in
Slovenia, but also on the global level.
Urban Boljka, Jasmina Rosič and Tamara Narat in their article
Who Calls the Shots? The Insiders and Outsiders of (Un)just Participation
in Slovenian Elementary Schools deals with inequalities in exercise of the
right to participate in elementary schools in Slovenia. The empirical re-
search findings reveal that, according to the Rawlsian approach to the
conceptualisation of justice and Fraser’s recognition approach, child par-
ticipation in Slovenian schools is lacking in substantive equality in partic-
ipation outcomes.
Instead of a conclusion to the thematic issue, Zdenko Kodelja dis-
cusses other problems with children’s rights, namely, the relationship be-
tween human and children’s rights; the controversy over children’s liberty
rights; and the antinomy of rights.
7
to education from a legal perspective. She asks in particular which pro-
tection is given in selected cases of infringements of a child’s right to edu-
cation and how has the European Court of Human Rights decided with
respect to attempts to limit the child’s right to education. Given the ev-
idence she provides and the current COVID-19 situation, she concludes
that as an international community and states we still have a long way to
go to ensure full implementation and protection of the child’s right to
education.
Jelena Vranješević in her article Convention on the Rights of the Child
and Adultism: How to Deconstruct a Myth? sheds light on an important
dilemma in the assurance of child rights – the question of the image of
the child. Considering the 3-Ps formula (protection, provision and par-
ticipation), she focuses on participation as a concept of evolving capaci-
ties that allow children to be actively involved in all decisions that might
affect them, thus opposing the dominant “regimes of truth” in respect of
the child’s image as an immature, incomplete and passive object of adults’
care and protection. She discusses the controversies of adultism as an op-
pressive practice towards children and reveals the potential held by the
Convention on the Rights of the Child to deconstruct this myth.
Two more articles discuss realising the Convention on the Rights of
the Child in a certain national – Slovenian – context.
The article of Marjan Šimenc and Zdenko Kodelja in their article
The Realisation of the Right to Education in Slovenia examines realisation
of the right to education under Articles 28 and 29 of the Convention on
the Rights of the Child. It particularly focuses on selected areas of the
education of Roma children, the quality of knowledge and private edu-
cation, topical areas relevant for enforcing the Convention not only in
Slovenia, but also on the global level.
Urban Boljka, Jasmina Rosič and Tamara Narat in their article
Who Calls the Shots? The Insiders and Outsiders of (Un)just Participation
in Slovenian Elementary Schools deals with inequalities in exercise of the
right to participate in elementary schools in Slovenia. The empirical re-
search findings reveal that, according to the Rawlsian approach to the
conceptualisation of justice and Fraser’s recognition approach, child par-
ticipation in Slovenian schools is lacking in substantive equality in partic-
ipation outcomes.
Instead of a conclusion to the thematic issue, Zdenko Kodelja dis-
cusses other problems with children’s rights, namely, the relationship be-
tween human and children’s rights; the controversy over children’s liberty
rights; and the antinomy of rights.
7
