The Committee on the Rights of the Child

Vandenhole, Wouter; Türkelli, Gamze Erdem; Lembrechts, Sara

doi:10.4337/9781786433138.00053

Cited by 1 publication

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“…In summary, a critical literacy orientation to learning about global children's rights prepares students with tools to democratically unpack and reassemble concepts of children's rights and how they are enacted and understood (Vandenhole et al, 2019), and child rights education should respect children's ‘capacities and [involve] them as active participants in finding solutions to issues affecting them’ (Ruiz‐Casares et al, 2017, p. 2). The right to challenge assumptions and power (as outlined in the CRC and the Charter), which also define critical literacy, should be recognised and fulfilled within education.…”

Section: Critical Literacy and Child Rights Education: Theoretical An...mentioning

confidence: 99%

Critical literacy: an approach to child rights education in Uganda and Canada

Jones

Manion

2023

Literacy

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For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and 'legitimate' knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach-theoretical and pedagogical-to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.

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Section: Critical Literacy and Child Rights Education: Theoretical An...mentioning

confidence: 99%