Children’s Rights from International Educational Perspectives

1. Front Matter

   Pages i-xv

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2. Setting the Scene for Children’s Rights and Education: Understanding the Aims of Education

   • Jenna Gillett-Swan, Nina Thelander, Amy Hanna

   Pages 1-11

3. Article 29 and Its Translation into Policy and Practice in Scotland: An Impossible Right to Education?

   • John I’Anson

   Pages 13-26

4. “Teaching and Learning Together”: One Model of Rights-Centred Secondary Teacher Preparation in the United States

   • Heather Curl, Alison Cook-Sather

   Pages 27-38

5. The Educational Rights of Children with Disability in Australia

   • Satine Winter, Kate de Bruin

   Pages 39-55

6. Children’s Educational Rights in Poland: Policy, School Realities and Ideological Tensions

   • Marcin Starnawski, Katarzyna Gawlicz, Dorota Duda

   Pages 57-72

7. Children’s Education: From a Right to a Capability

   • Elisabetta Biffi, Chiara Carla Montà

   Pages 73-84

8. It Takes a Village to Overcome School Failure and Dropout: Innovative Educational Practices Promoting Children’s Educational Rights in Portugal

   • Joana Lúcio, Fátima Antunes

   Pages 85-98

9. The Education of First Nations Children in Australian Educational Contexts: Some Children Are More Equal Than Others

   • Grace O’Brien

   Pages 99-114

10. Ability-Grouping and Rights-Based Education in the Neoliberal Era: An Irresolvable Combination?

    • Nerida Spina, Jess Harris, Felicia Jaremus

    Pages 115-128

11. Participation and Social Exclusion – Are They Mutually Exclusive Phenomena?

    • Julia Häbig, Enikö Zala-Mezö, Pascale Herzig, Daniela Müller-Kuhn

    Pages 129-143Open Access

12. Education Rights and the Convergence of Provision and Participation

    • Michael Wyness

    Pages 145-157

13. Small Voices Bring Big Messages. Experiences of Student Voice and Inclusion in Spanish Schools

    • Noelia Ceballos, Teresa Susinos, Ángela Saiz-Linares

    Pages 159-173

14. Inclusive and Exclusionary Practices Concerning a Child’s Voice in Preschool: The Perspectives and Experiences of Polish Student Teachers

    • Anna Babicka-Wirkus

    Pages 175-187

15. How to Recognise and Support Participation in Schools: Critical Considerations

    • Tomi Kiilakoski, Reetta Niemi

    Pages 189-202

16. Children’s Human Rights and Intercultural Education: Curricular Prescriptions and Teachers’ Practices in Switzerland

    • Zoe Moody

    Pages 203-215

17. Countering Scepticism and Mistrust Towards Children’s Rights Within Education: Fulfilling Article 29 in Mexico Through Teachers’ Training on Human Rights

    • Gabriela Martinez Sainz

    Pages 217-230

18. Perspectivising Children’s Rights and Education in Research: Analysing the Teaching and Learning of Children’s Rights on the Basis of Human Rights Education (HRE) Theory

    • Lotta Brantefors, Nina Thelander

    Pages 231-240

19. Child Rights Knowledge and Children’s Education Rights

    • Jenna Gillett-Swan, Nina Thelander

    Pages 241-254

20. Correction to: Participation and Social Exclusion – Are They Mutually Exclusive Phenomena?

    • Julia Häbig, Enikö Zala-Mezö, Pascale Herzig, Daniela Müller-Kuhn

    Pages C1-C1Open Access

This 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 contexts, it discusses how using a rights framework for education furthers the agenda for achieving international educational aims and goals. Using diverse international examples, the book provides a snapshot of the complexity of children’s rights and education. It draws on the expertise of international research teams from Australia, England, Finland, Italy, Mexico, Poland, Portugal, Scotland, Spain, Sweden, Switzerland, and the United States, and highlights wide-ranging interpretations of the same mandate across different national contexts. Beginning with a critical overview of the broader context of children’s rights in education, the book explores obligations for States and their representatives, tensions and convergences in implementation, and implications for teaching and learning. Using underutilised educational and theoretical concepts, it contributes to broadening understandings of children’s rights, education and associated theoretical frameworks. Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the ‘right to education’ (Article 28) dominates discussions about children’s rights and education. As such, equally important rights including the ‘aims of education’ (Article 29) are often less considered or absent from the conversation. Recognising that children’s education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning children’s education related rights. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

• "the Aims of Education'
• children's rights education
• citizenship
• rights for children
• teaching children's human rights
• children's educational rights in Portugal
• children's educational rights in Turkey
• secondary teacher preparation in the USA
• politics of preschool education in Turkey
• inclusion education in Spain
• teachers' training on human rights
• children's rights education in Switzerland
• inclusion and exclusion in preschool in Poland

• Faculty of Creative Industries, Education, and Social Justice, Queensland University of Technology, Brisbane, Australia

  Jenna Gillett-Swan

• Faculty of Humanities and Social Sciences, Karlstad University, Karlstad, Sweden

  Nina Thelander

JENNA GILLETT-SWAN, PhD. is an Associate Professor and Researcher at the Queensland University of Technology, Australia. Her research has a social justice orientation and focuses on wellbeing, rights, voice, and educational participation. She also specialises in qualitative child-centred participatory research methodologies.

 

NINA THELANDER, PhD. is a senior lecturer and researcher in educational work at Karlstad University, Sweden. Her main research interest concerns children’s rights in education in various international educational contexts. Another research focus is on teaching and learning human rights, democracy and teacher education.

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