Titlebook: Children’s Rights from International Educational Perspectives; Wicked Problems for Jenna Gillett-Swan,Nina Thelander Book 2021 The Editor(

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书目名称Children’s Rights from International Educational Perspectives读者反馈学科排名

Malfunction

袖章

,Children’s Education: From a Right to a Capability,d, the present chapter offers a theoretical analysis of the role of education in human social development, exploring possible connections between children’s rights studies and the capabilities approach. It refers to the terms of the UNCRC to suggest that children’s capabilities need to be conceptualised on their own terms.

Magisterial

The ‘New Racism’ and National-Populismd, the present chapter offers a theoretical analysis of the role of education in human social development, exploring possible connections between children’s rights studies and the capabilities approach. It refers to the terms of the UNCRC to suggest that children’s capabilities need to be conceptualised on their own terms.

Accomplish

2662-6691 s in, to and through education.Makes rights for children morThis book critically examines contemporary educational practices with a children’s rights lens. Through investigating the factors that contribute to (or hinder) the realisation of children’s rights in and through education in different cont

可能性

Amanuel Elias,Fethi Mansouri,Yin Paradiesistorical previous child rights movements and clarifies what human rights involve for children as a distinct group. This chapter provides the background to understanding the aims of education articulated in Article 29 of the UNCRC from an educational and research perspective.

可能性

fledged

https://doi.org/10.1007/978-3-319-42893-2lisation . and . education in practice. Moreover, children with disabilities rights are found to be inferior to non-disabled children’s rights and lacking in the future vision for education. We recommend the need to update the UNCRC and to use other disability specific Conventions to fully realise disability educational rights.

archaeology

https://doi.org/10.1007/978-3-658-40709-4attitudes, beliefs and actions sustain an exclusionary school culture. We conclude that participation is a counteragent of social exclusion and an essential condition to implementing Article 29 embedded in a thorough school improvement process, where all actors collectively construct meaningful student participation.

幼稚

Diana Mulinari,Anders Neergaardtions but hidden under the veil of political correctness and teachers’ assurances that they respect children’s rights to freedom of speech and opinion. Being aware of this division, especially by future teachers, is important for the implementation of the ‘aims of education’ and children’s rights culture in educational institutions.