The Right to Education in Mother Tongue in Light of International Human Rights Law and Turkey

2018 ◽  
pp. 185-206
Author(s):  
Karolina Mendecka ◽  
Keyword(s):  
Human Rights ◽  
Mother Tongue ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Right To Education ◽  
International Human Rights ◽  
International Human ◽  
The Right

Inclusive Education: A Hidden Priority

2021 ◽  
pp. 109-126
Author(s):  
Gauthier de Beco
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Education Systems ◽  
Right To Education ◽  
International Human Rights ◽  
International Human ◽  
The Right

This chapter examines the right to inclusive education. It explains how the CRPD has incorporated the goal of inclusive education into international human rights law and what it expects from States Parties for the realisation of the right to inclusive education. It subsequently explores the Convention’s new emphasis on the right to education while looking at the measures to be adopted in order to achieve inclusive education. It continues by examining the renewed commitment to inclusiveness with regard to education in the field of international human rights law. The chapter upholds that inclusive education is universal and that the right to inclusive education applies to all children alike even if it has disability-specific aspects. It finally investigates what this right actually means for education systems as well as the remaining challenges in its implementation.

Conceptualizing the Right of Children to Adaptable Education

2012 ◽  
Vol 20 (4) ◽  
pp. 486-500 ◽  
Author(s):  
Shulamit Almog ◽  
Lotem Perry-Hazan
Keyword(s):  
Human Rights ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Right To Education ◽  
International Human Rights ◽  
Educational Rights ◽  
Social Interests ◽  
Key Factor ◽  
International Human ◽  
The Right

The contention put forward here is that a conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing two interrelated dimensions of the right to adaptable education: adaptability to the children’s circles of cultural affiliations and adaptability to the children’s preferences. We will continue by describing the need to balance between the right to adaptable education and other features of the right to education - available education, accessible education and acceptable education - as well as with parental rights and social interests. We will conclude by suggesting that the right to adaptable education, as it is defined by international human rights law, can be employed both as a safeguard against denying children educational rights by using the pretext of multiculturalism and as a means for furnishing the notion of multiculturalism with honed, multilayered relevance.

scholarly journals The right to education for humanity

2016 ◽  
Vol 67 (4) ◽  
pp. 409-432
Author(s):  
Brice Dickson ◽  
Conor McCormick
Keyword(s):  
Human Rights ◽  
Northern Ireland ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Right To Education ◽  
International Human Rights ◽  
Wide Range ◽  
The World ◽  
International Human ◽  
The Right

This article begins by briefly surveying relevant international human rights law concerning the right to education and critiques its failure to guarantee children an education which is free from parental and/or religious domination. It then makes a positive case for guaranteeing children the right to ‘education for humanity’, meaning an education which equips them to be citizens of the world rather than captives of a particular creed, view of history or community tradition. It argues that conflicts could be reduced if schools were to focus on conveying an understanding of a wide range of beliefs and cultures. The piece then tests this position by considering the current education system in Northern Ireland, looking at six dimensions to the ongoing influence of religion on that system. It makes some suggestions for reform and ends with a more general proposal for a guaranteed right to education for humanity worldwide.

Legal Pluralism, Human Rights and the Right to Vote: The Case of the Noken System in Papua

2021 ◽  
Vol 22 (2) ◽  
pp. 255-286
Author(s):  
Ignatius Yordan Nugraha
Keyword(s):  
Human Rights ◽  
Local Population ◽  
Constitutional Court ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
International Human Rights ◽  
International Human ◽  
Right To Vote ◽  
The Right ◽  
Legal Pluralist

Abstract The goal of this article is to explore the clash between international human rights law and a legal pluralist framework in the case of the noken system and also to investigate potential solutions to the clash. Elections in Indonesia are generally founded on the principle of direct, universal, free, secret, honest and fair voting. There is a notable exception in the Province of Papua, where tribes in the Central Mountains area are following the noken system. Under this system, votes are allocated to the candidate(s) based on the decision of the big man or the consensus of the tribe. The Indonesian Constitutional Court has accepted this practice as reflecting the customs of the local population. However, this form of voting seems to be contrary to the right to vote under international human rights law, since article 25(b) of the International Covenant on Civil and Political Rights stipulates that elections shall be held genuinely by universal suffrage and secret ballot to guarantee the free will of the electors. Consequently, the case of the noken system in Papua reflects an uneasy clash between a legal pluralist approach and universal human rights.

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