scholarly journals Countering violent extremism in education: a human rights analysis

2021 ◽  
Vol 4 (1) ◽  
pp. 91-110
Author(s):  
Hans Svennevig ◽  
Lee Jerome ◽  
Alex Elwick
Keyword(s):  
Human Rights ◽  
United Kingdom ◽  
Children's Rights ◽  
Children’S Rights ◽  
Human Rights Education ◽  
Religious Minorities ◽  
Violent Extremism ◽  
The World ◽  
Uk Government ◽  
Government Website

Governments around the world have developed a range of policy approaches for countering violent extremism (CVE) in education. In this article we review a United Kingdom (UK) government website offering a library of resources (Educate Against Hate), evaluating the extent to which it is consistent with human rights principles. Whilst the advice, guidance and resources are varied and inconsistent, our analysis shows that children are frequently perceived as potential victims in need of protection, rather than individuals with agency, and they are rarely considered explicitly as rights holders. Whilst an equalities framework is used throughout the website, this is rarely linked to human rights, and does not prevent some stereotypical views of religious minorities being promoted. The article ends with an outline of how a more explicit engagement with children’s rights might help teachers to better align CVE policy with human rights education (HRE) principles.

Meeting the Challenge of Populism to Children’s Rights: The Value of Human Rights Education

2021 ◽  
Author(s):  
R Brian Howe ◽  
Katherine Covell
Keyword(s):  
Human Rights ◽  
Children's Rights ◽  
Children’S Rights ◽  
Human Rights Education ◽  
New Right ◽  
Right Wing ◽  
Training Models ◽  
Human Needs ◽  
Rights Of The Child ◽  
Important Means

Abstract This article analyses the rise of the new right-wing, nationalistic, xenophobic, and authoritarian populism as a challenge to children’s human rights. Informed by human needs theory, it situates the new populism in the context of globalization, economic grievances, and cultural resentment and backlash against out-groups. Fuelling the rise in support for populism has been growing existential insecurity combined with a lack of effective education on human rights. The outcome, as shown in countries where populism has come into power, has been a threat and an attack on the human rights of children, as described in the UN Convention on the Rights of the Child. An important means of meeting the challenge of populism, we contend, is comprehensive and robust human rights education in schools, underpinned by education on children’s rights. As called for by the UN Committee on the Rights of the Child, children’s rights education needs to be integrated into school curricula, policies, practices, teaching materials, and teacher training. Models of human rights education in schools are available and studies have shown positive results in promoting knowledge, understanding, and support for human rights. As described by the United Nations, through providing education about, through, and for human rights, the ultimate goal—yet to be realized—is to advance a culture of human rights. Such a culture would serve as a counter to populism.

Introduction: Children’s Rights as Human Rights

2021 ◽  
pp. 1-4
Author(s):  
Richard P. Hiskes
Keyword(s):  
United States ◽  
Human Rights ◽  
Children's Rights ◽  
The United States ◽  
Children’S Rights ◽  
Rights Of The Child ◽  
The Us ◽  
The World

The world does not really believe that human rights pertain to children. This is so in spite of the fact that the 1989 UN Convention on the Rights of the Child (CRC) has been ratified by all nations worldwide except for one, the United States. This book explores the reasons behind the US refusal in ...

Postcolonial dilemmas of children’s rights

2020 ◽  
pp. 127-160
Author(s):  
Manfred Liebel
Keyword(s):  
Human Rights ◽  
Cultural Diversity ◽  
Latin American ◽  
Latin American Country ◽  
Children's Rights ◽  
Children’S Rights ◽  
Asian Countries ◽  
Rational Thinking ◽  
Rights Of The Child ◽  
The World

The UN Convention on the Rights of the Child has strongly influenced the worldwide debates about what is suitable for children and what children are to be entitled to. In these debates, the Convention is not unanimously welcomed. In addition to those who question children's rights in general, because children are (supposedly) not capable of rational thinking, even children's rights advocates stand for at least two opposing positions. While some consider the Convention as a milestone on the way to a better childhood and only complain about the lack of implementation, others see it as an imperial Eurocentric project that globalizes the Western notions of childhood despite cultural diversity and imposes it on the ‘rest of the world’. This chapter goes beyond these controversial positions leading to a more differentiated assessment. Since children's rights are understood as human rights, the most pressing question is how the universal claim of these rights can be assessed. The chapter explores the main dilemmas in the realization of children’s rights in their postcolonial contexts. It challenges them with reference to concrete cases from some Asian countries (Vietnam, India and Indonesia) and one Latin American country (Bolivia) and discusses possible ways out.

Children's Rights: Building From a Sense of Fairness. An Interview with Landon Pearson

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Mónica Ruiz-Casares
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Children's Rights ◽  
Children’S Rights ◽  
25Th Anniversary ◽  
Rights Of The Child ◽  
Time Period ◽  
The World ◽  
United Nations Convention ◽  
The Many

This year marks the 25th anniversary of the adoption of the United Nations Convention on the Rights of the Child (UNCRC). The most widely endorsed human rights instrument, the UNCRC represents a key legislative and advocacy tool to promote and protect children’s rights and, in so doing, to change attitudes towards childhood. Despite the many challenges that remain, children’s rights have transformed our way of looking at children and how children are treated around the world. In Canada, this time period is intimately tied to the figure of Landon Pearson, former Canadian Senator (1994-2005), founder of the Landon Pearson Resource Centre for the Study of Childhood & Children's Rights at Carleton University, and a tireless advocate for children’s rights. In this interview with McGill Professor Mónica Ruiz-Casares, Landon Pearson traces back her interest in children’s rights and children’s voice, and reflects on the UNCRC—the context in which it emerged, its achievements and shortcomings to date, and the opportunities and challenges ahead. She shares her views on leadership and provides advice to researchers and practitioners to advance children’s rights into the future.

Human Rights Education

2020 ◽  
pp. 697-717
Author(s):  
R. Brian Howe ◽  
Katherine Covell
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Formal Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
Human Rights Education ◽  
Political Commitment ◽  
Normative Framework ◽  
Rights Of The Child ◽  
The United Nations

This chapter discusses the need for and value of children’s human rights education (HRE). It does so within the normative framework of the UN Convention on the Rights of the Child and related human rights instruments. The chapter discusses the growth of an international movement for HRE, models of HRE, and initiatives for children’s HRE in schools and non-formal education. Such initiatives are scattered and limited in scope. However, where comprehensive children’s rights education is provided, the evidence shows its success in teaching children about, through, and for human rights. It suggests also that children’s HRE can provide the framework for building a culture of human rights. In essence, children’s HRE is consistent with the goals of HRE described by the United Nations. The chapter concludes with a discussion of the lack of political commitment as an overarching challenge for HRE.

Children's Rights as Human Rights

2015 ◽  
Vol 29 (4) ◽  
pp. 473-488 ◽  
Author(s):  
Michael Garcia Bochenek
Keyword(s):  
Human Rights ◽  
Children's Rights ◽  
Children’S Rights ◽  
Single Instance ◽  
The World ◽  
The Mediterranean

The image of Aylan Kurdi, a three-year-old Syrian boy who drowned on September 2, 2015, as he tried to cross the Mediterranean with his family to seek safety in Europe, may finally shock Europe and the world into offering greater protection to refugees fleeing from war and persecution in Syria and elsewhere. Aylan's death was a tragedy of a kind that has become all too familiar. In 2015 alone, thousands of people have died trying to reach European shores in unseaworthy, overcrowded boats. Many of those who drowned were children—including in a single instance an estimated one hundred children (out of a total of some eight hundred fatalities) lost in a shipwreck off the coast of Libya in April.

scholarly journals Modern International Protection of Children's Rights

2021 ◽  
Vol 7 (2) ◽  
pp. 15-23
Author(s):  
Tetyana HNATIUK ◽  
Keyword(s):  
Human Rights ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
Clear Understanding ◽  
Active Member ◽  
International Protection ◽  
Rights Of The Child ◽  
The World ◽  
Global Movement

Human rights are an inalienable right of everyone from birth. Respect for human rights and freedoms is seen as an indicator of the development of society. The Convention on the Rights of the Child, adopted in 1989 by the UN General Assembly and entered into force a year later, profoundly changed the world treatment of children. Like the Universal Declaration of Human Rights, the Convention formulated something fundamental to human well-being and acted as a watershed and a guide for future generations. According to the provisions of the Convention, the child is an active member of the family, community and society. The announcement of the Global Movement for Children in 1999 marked the beginning of major changes. All over the world, the movement aims to unite all those who believe that children's rights should be a priority. One of the main goals of the movement is to provide a clear understanding that the world's citizens care for children and expect governments to keep their promises.

Citizenship and Rights of Children

2020 ◽  
pp. 221-236
Author(s):  
David B. Thronson
Keyword(s):  
Human Rights ◽  
Daily Life ◽  
Critical Role ◽  
Forced Migration ◽  
Children's Rights ◽  
Children’S Rights ◽  
Central Factor ◽  
Family Unity

Citizenship plays a larger and more critical role in the life of children than it should. Children who lack citizenship are incredibly vulnerable to exploitation. In the migration context, a child’s citizenship can be largely determinative of where and with whom a child lives. Despite a modern children’s rights framework that recognizes the humanity and autonomy of children, citizenship and nationality still form an integral part of a child’s identity and play a critical role in a child’s development. It has a pervasive impact in securing other rights for children and can be a central factor in a child’s cultural and linguistic background, education, economic and environment exposures, and virtually all aspects of a child’s daily life. This chapter examines children’s right to citizenship and explores the ongoing crisis of statelessness that undermines these rights. It reviews the role that citizenship plays in both voluntary and forced migration of children, child-specific protections found in both universal and regional human rights frameworks, and the role of children’s citizenship in promoting family unity.

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