Children’s rights education and social work: Contrasting models and understandings

2010 ◽  
Vol 53 (4) ◽  
pp. 443-456 ◽  
Author(s):  
Didier Reynaert ◽  
Maria Bouverne-De Bie ◽  
Stijn Vandevelde
Keyword(s):  
Social Work ◽  
United Nations ◽  
Social Action ◽  
Implementation Strategy ◽  
Children's Rights ◽  
Theory And Practice ◽  
Children’S Rights ◽  
Rights Of The Child ◽  
Social Work Theory ◽  
United Nations Convention

Despite the adoption of the United Nations Convention on the Rights of the Child, the interest in developing a theoretical grounding for children’s rights education seems to be rather limited. This article argues for a better understanding of children’s rights education as a distinctive practice in social work. Two different conceptions of children’s rights education are identified: as an implementation strategy and as social action. Their relevance to both social work theory and practice are examined.

Children’s rights in Taiwan: A qualitative study on social workers’ perspectives

2020 ◽  
pp. 002087282095185
Author(s):  
Hsin-Yi Chen ◽  
I-Chen Tang
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
United Nations ◽  
Social Workers ◽  
Children's Rights ◽  
Children’S Rights ◽  
Rights Of The Child ◽  
Children And Parents ◽  
United Nations Convention ◽  
The United Nations

The aim of this study was to investigate the perspectives of social workers in Taiwan on children’s rights. Among the 94 social workers who were interviewed, most were familiar with children’s rights terminology. From the results of this study, parental needs and the inability of young children to communicate effectively hindered the balance between protection of and participation by children. To better implement children’s rights, social workers should gain a deeper understanding of the United Nations Convention on the Rights of the Child (UNCRC) and develop skills for communicating well with children and parents.

scholarly journals What is Left in the “Too Hard Basket”? Developments and Challenges for the Rights of Children in Conflict with the Law

2020 ◽  
Vol 28 (1) ◽  
pp. 89-110 ◽  
Author(s):  
Nessa Lynch ◽  
Ton Liefaard
Keyword(s):  
Justice System ◽  
Academic Discipline ◽  
Children's Rights ◽  
Theory And Practice ◽  
Children’S Rights ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
Age Limits ◽  
The Law ◽  
Cross National

The 30 years since the enactment of the United Nations Convention on the Rights of the Child has seen extensive developments in the theory and practice of children’s rights. Children’s rights are now an established academic discipline with the study of children in conflict with the law being a fundamental area of analysis. This paper takes the approach of highlighting three areas of development of children’s rights scholarship in relation to the criminal justice system: children’s rights, developmental science and notable themes emerging from cross-national scholarship, including age limits, diversion, effective participation and deprivation of liberty. In addition, it analyses three gaps or challenges which are “left in the too-hard basket” for the coming decades.

Measuring Children's Rights: An Alternative Approach

2008 ◽  
Vol 16 (4) ◽  
pp. 545-563 ◽  
Author(s):  
Edzia Carvalho
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Children's Rights ◽  
Children’S Rights ◽  
Measurement Matrix ◽  
Academic Literature ◽  
Rights Of The Child ◽  
Alternative Approach ◽  
The Matrix ◽  
United Nations Convention

AbstractThe rights of the child, as recognised by the United Nations Convention on the Rights of the Child have been increasingly reiterated in international declarations and national commitments. However, there exists a disparity in ‘the de jure protection and de facto realization of human rights’ (Landman 2005: 5). The relative absence of systematic engagement within academia and without on the issue of mapping the operationalisation of children's rights by States not only hinders ongoing attempts to identify and explain the causes and variation in the failure to implement children's rights but also weakens national and international efforts to hold States accountable for their obligations. This article seeks to address the lack of utilisation of measures of children's rights and the deficiencies in the measures that are in use. By drawing on the existing academic literature and intergovernmental efforts to measure human rights, the article proposes a measurement matrix that could be used to chart the implementation of States' obligations towards children's rights. The matrix is an attempt to further the emerging international endeavours to develop children's rights indicators.

scholarly journals THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD AND PROTECTION OF CHILDREN’S RIGHTS AT CONSTITUTIONAL LEVEL

2016 ◽  
pp. 0-0
Author(s):  
Марина Шелютто ◽  
Marina SHyelyutto
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Children's Rights ◽  
International Standards ◽  
Children’S Rights ◽  
Cultural Rights ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
The United Nations ◽  
Venice Commission

The adoption of the United Nations Convention on the Rights of the Child in 1989 meant the international recognition of children as autonomous right-holders. The Convention includes practically all traditional human rights: civil, political, economic, social and cultural rights, to which every child is entitled. The Report on the Protection of Children’s Rights: International Standards and Domestic Constitutions adopted by the Venice Commission in 2014 shows that national constitutions of some Council of Europe Member States have implemented the provisions of the Convention in different manner after its adoption. Some constitutions (the Russian Constitution is among them, too) reflect the traditional paternalistic approach (according to which children need protection) but not the rights-based approach. The inclusion in the Constitution of guarantees of rights for everyone may be insufficient to ensure respect for these rights for every child. The recommendations of the UN Committee on the Rights of the Child and the Venice Commission to include in national constitutions the key message that children are holders of human rights and the general principals of the Convention are topical for the Russian Federation.

scholarly journals Children's rights in Swedish teacher education

2020 ◽  
Vol 3 (2) ◽  
pp. 49-67
Author(s):  
Åsa Olsson
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Social Change ◽  
United Nations ◽  
Teacher Educators ◽  
Children's Rights ◽  
Children’S Rights ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
Domestic Law

In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children’s rights among professionals at all levels. This article explores the presence and status of children’s rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children’s rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

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