Playing Catch-up in the Schoolyard? Children and Young People's 'Voice' and Education Rights in the UK

Harris, Neville

doi:10.1093/lawfam/ebp007

Cited by 22 publications

(10 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For many years, education remained outside the realm of this and education law and policy in the UK was widely regarded as having been skewed towards parents' rights at the expense of children's rights (Monk, 2002;Harris, 2009). The 1994 state party report does not address the issue at all.…”

Section: Bridging the Abyss?mentioning

confidence: 99%

Children's rights and educational policy in Europe: the implementation of the United Nations Convention on the Rights of the Child

Lundy¹

2012

Oxford Review of Education

113

View full text Add to dashboard Cite

This article aims to shed light on the impact of the United Nations Convention on the Rights of the Child (CRC) on education policy in Europe. The findings are based on a documentary analysis of the published reports of the Committee on the Rights of the Child (the Committee) on the implementation of the education rights in the CRC in every EU state. This included: a review of the state of children's rights to education in Europe as perceived by the Committee; a summary of the Committee's key recommendations for governments; and an assessment of whether the CRC can be considered to have influenced domestic education law and policies. The findings suggest that the CRC is having an impact on domestic education policy and that the child rights framework could be harnessed further by those seeking to influence government. The article concludes by reflecting on the factors which affect the processes of translating the CRC into policy and practice and explores the role that educationalists, both academic and practitioners, might play in its implementation.

show abstract

Section: Bridging the Abyss?mentioning

confidence: 99%

Children's rights and educational policy in Europe: the implementation of the United Nations Convention on the Rights of the Child

Lundy¹

2012

Oxford Review of Education

113

View full text Add to dashboard Cite

show abstract

“…An extension of this general consultation model with adult stakeholders has been the growing involvement of children and young people in policy decision-making (Middleton 2006;Sinclair 2004;Tisdall 2008). This has been reflected within a range of national children's strategies that include initiatives to involve children in policy deliberations as well as statutory obligations on public authorities to consult children about policies that affect them directly (Harris 2009). Many of these initiatives are presented under the banner of 'student voice'; a collective label that has been used to promote as good practice the inclusion of students' participation in local, contextual decision-making.…”

Section: Policy Contexts -14-19 Educational Reform and Student Voicementioning

confidence: 99%

The role(s) of student voice in 14–19 education policy reform: reflections on consultation and participation

Elwood¹

2013

London Review of Education

View full text Add to dashboard Cite

Certain policy areas with considerable impact on young people's educational experiences and achievements, notably assessment and qualifications, do not involve consultation with young people to any meaningful extent. Findings from a national study, which included focus groups with 243 students in the 14-19 phase, are presented with respect to student consultation and participation in such policy areas. A lack of meaningful consultation regarding what students see as 'higher level' policy agendas was found (such as qualifications provision, choice or structure). Students are therefore 'voiceless' in relation to major qualifications reforms.

show abstract

“…Act 2000. In this regard, Scottish education was ahead of legislation in the other home nations, where educational rights have traditionally been accorded to parents rather than children (Harris, ). Public recognition of children's rights is set to advance further through the new legislation, which places a duty on Scottish Ministers to promote public understanding and awareness of the rights of children in line with the principles of the United Nations Convention on the Rights of the Child (UNCRC).…”

Section: New Developments: the Children And Young People (Scotland) Amentioning

confidence: 99%

“…Some interesting questions arise with regard to how this new emphasis on children's rights should be understood. Harris () and Lundy () have argued that across the UK, despite slightly different approaches in the different jurisdictions, parents’ rights in education, particularly in the field of special educational needs, are much better developed than those of children. In order to redress this imbalance, they have argued that greater efforts should be made to incorporate the principles of the UNCRC into domestic education policy and practice.…”

Section: New Developments: the Children And Young People (Scotland) Amentioning

confidence: 99%

Changing legislation and its effects on inclusive and special education: Scotland

Riddell¹,

Weedon²

2014

British J Special Edu

View full text Add to dashboard Cite

burgh, analyses recent policy developments and outcomes in the field of additional support needs in Scotland in the context of devolution and austerity, drawing on a critical analysis of policy and administrative data. While there is a growing tendency in Scottish policy discourse to 'decentre' England as a main point of comparison, in the field of special and additional support needs policy there appear to be strong correspondences between the two jurisdictions. England appears to be following Scotland's lead in producing new types of statutory support plans and placing greater emphasis on children's rights. At the same time, these policy changes are being implemented in different policy contexts, with homogenous governance arrangements characterising the Scottish school system, compared with increasing complexity within the English system. In terms of the growth of the category of social, emotional and behavioural difficulties (SEBD in Scotland, BESD in England) there are strong crossborder parallels. Children in these categories tend to live in deprived areas and are unlikely to have statutory support plans. Overall, this indicates the importance of analysing not just policy discourse, but also policy outcomes.

show abstract

Playing Catch-up in the Schoolyard? Children and Young People's 'Voice' and Education Rights in the UK

Cited by 22 publications

References 10 publications

Children's rights and educational policy in Europe: the implementation of the United Nations Convention on the Rights of the Child

Children's rights and educational policy in Europe: the implementation of the United Nations Convention on the Rights of the Child

The role(s) of student voice in 14–19 education policy reform: reflections on consultation and participation

Changing legislation and its effects on inclusive and special education: Scotland

Contact Info

Product

Resources

About