Interpreting Children’s Rights Education: Three perspectives and three roles for teachers

Jerome, Lee

doi:10.1177/2047173416683425

Cited by 25 publications

(20 citation statements)

References 43 publications

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“…The second perspective is a hermeneutic perspective that examines texts related to children's rights. The third perspective is a radical perspective that examines the education of children's rights as an educational political struggle [23].…”

Section: Child Rights Educationmentioning

confidence: 99%

Integrating Child Rights Education and English Language Teaching

Nurhidayat¹,

Sutama²,

Prayitno³

et al. 2022

Advances in Social Science, Education and Humanities Research

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There are some purposes of the study in this article. 1) It describes children's rights education, 2) It describes integrated English learning, 3) It develops a framework for integrating English learning and children's rights education. This type of research is literature study with some procedural steps. The first is collecting data from various journal articles on children's rights, Integrated Language Learning approaches, and textbook studies. The second step is placing the object of study in a multidisciplinary context. The third step is conducting analysis early on, and throughout the study, to find patterns. The last one is analyzing the data inductively. The validity of the data was tested by triangulation of sources and theory. Data analysis is carried out inductively and continuously and simultaneously with data collection. The result shows that there is opportunity for integrating child rights education and English teaching and learning.

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Section: Child Rights Educationmentioning

confidence: 99%

Integrating Child Rights Education and English Language Teaching

Nurhidayat¹,

Sutama²,

Prayitno³

et al. 2022

Advances in Social Science, Education and Humanities Research

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“…Previous research has identified the teacher as a key actor for the performance of children's human rights learning in school-both when it is successful and when it is less so (Jerome, 2016(Jerome, , 2018Leung et al, 2011;Waldron & Oberman, 2016;Zembylas et al, 2017). For example, Leung et al (2011) have studied the development and implementation of a school-based HRE curriculum in Hong Kong.…”

Section: Human Rights In Educationmentioning

confidence: 99%

Teachers’ Rights-Teaching Mentalities—What Teachers Do and Why

Isenström

2021

Scandinavian Journal of Educational Research

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Framed by a Foucauldian governmentality perspective, this article shows teachers' different rights-teaching mentalities active in human rights education for children. The article draws on observation and interview data from fieldwork in three Year 1 classes in Swedish primary schools. In the holistic approach adopted, rights-learning is understood as learning about human rights as well as developing rights-conscious values and behaviours for human rights. This is enacted through human rights. Six rights-teaching mentalities were identified: Competent children learn rights from each other; Equal value in focus; Participation is a right; Respect is essential; Adult voices and interpretations are superior; and Competence and maturity determine access to rights. The analysis shows how the different rights-teaching mentalities support different forms of rights-learning.

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“…Bu durum öğretmenlerin sahip oldukları yetersiz bilginin uygulama süreçlerini olumsuz yönde etkilemesi şeklinde açıklanmaktadır (Lo, Leung & Yuen 2015;Robson, 2016). Öğretmenlerin lisans eğitiminde almış oldukları derslerin çocuk haklarına ilişkin bakış açılarını etkilediği belirtilmektedir (Jerome, 2016;Leblebici & Çeliköz, 2017). Bu yüzden çocuk katılımına yönelik görüşlerin ve uygulamaların değişimi için bu süreçlerin hizmet öncesi eğitimden itibaren ele alınmasının gerekli olacağı düşünülmektedir.…”

Section: Tartışma Ve Sonuçunclassified