Adulthood and the Right to Education

This chapter argues that holding personal autonomy as a political ideal entails a right to education over a full life, not just childhood. The first section reviews the terms under which autonomy is commonly held to be basic to liberal citizenship and how this justifies an individual right to a basic compulsory education in childhood. The second section argues that the tendency to see this right as applying to childhood only is due to an unduly narrow view of autonomy as a political ideal. Finally, it defends an expanded view of autonomy that justifies a role for education in a good life in media res. This role is held to be sufficiently important enough to warrant extending citizens’ educational rights to include post-compulsory provision.

Social justice in education from the perspective of the Roma in the Czech Republic – A case study

This paper addresses the current educational rights of the Roma community (in the Czech Republic). The aim of the paper is to present the educational system, its advantages and disadvantages and the ways in which the legal system supports educational rights. The second part of the paper focuses on the exercising and negotiation of rights in the contemporary social context. The work is based on ethnographic research conducted since 2005 by the Levínská, Bittnerová, & Doubek team in socially excluded localities. The data analysis is based on the theoretical concept of cognitive anthropology and the cultural models theory (D’Andrare, & Strauss, 1992). Cultural models and the ways in which parents, students and teachers negotiate rights are presented. The tension between rationality and morality (Bateson, 1958) is demonstrated by the models’ endurance; communication, cognitive and material support; and independence. Although the system itself provides equal opportunities, the prospects that education affords are a fundamental problem. One obstacle is racial bias, which influences members of the dominant group. Another significant obstacle is poverty and the costs of higher education, which are beyond the financial capacity of poor families. A third obstacle is knowledge, which is insufficient in excluded localities and poor families, and that families are unable to give students adequate support in navigating the full scope of student responsibilities.

Immigrant Parents' Voices on Children's Right to Education in South African Schools: Connecting the Disconnected

This paper focuses on the school's protection of the right to education for immigrant learners as perceived by their parents. With its approach to the subject from the human rights-based educational perspective, this paper sought to examine immigrant parents' views on their children's right to education against their background as vulnerable and marginalised school community members. The assumption on which the study presented in this paper is based is that meaningful discussion on the right to education for immigrant learners cannot be disconnected from the challenges their parents face in educating them. Immigrant parents have their views and experiences relating to children's educational rights, which are seldom studied. Guided by this view, a qualitative approach was followed to gather data through semi-structured individual interviews held with parents of immigrant learners from four purposively selected South African township schools. The results show that immigrant parents experience enormous challenges in the education of their children in South African schools. While some of the challenges are transferred from them to their children because of non-citizenship, they attribute most of the challenges to people who teach their children, namely, teachers. Received: 2 August 2021 / Accepted: 3 October 2021 / Published: 5 November 2021

FULLFILLMENT OF DISABILITY RIGHTS BASED ON DEFINITIONS, LEGAL BASIS, CRITERIA, AND AIMS OF INCLUSIVE EDUCATION IN INDONESIA

One of the Indonesian government's efforts to provide equal education for disabilities is by implementing inclusive education. Inclusive education gives special needs (SEN) students have the same opportunity to get education together in class with the typical students of their age and obtain equal education services. So, inclusive education concept understanding is needed to provide information about inclusive education. Therefore, this article's arrangement provides information about inclusive education's definition, legal basis, characteristics, and aims. The current study method used a literature review of five books and 17 articles. It showed that inclusive education is the education service given to the unique needs students to have equal opportunity to school in the regular school and obtain equal service. The implementation of inclusive education had been regulating by international regulations and, in more detail, regulated by Indonesian government regulations. The characteristics of inclusive education must consider the interests of the disabilities and their flexibility to create an education that could run well and lasts long. In addition to imposing equal educational rights without any differentiation and optimizing special needs students' potential, inclusive education could also increase the interaction of special needs students.

Enhancing Sustainable Inclusive Education

In recent decades, inclusive education has been the focal point of many international declarations related to children’s and young people’s educational rights [...]

Gender-separate education in Spain: reflections on educational rights and freedoms from a constitutional and human-rights perspective

Gender-separate education, understood as a pedagogical model that provides separate schooling for boys and girls, has been subject to legal and public scrutiny for the past thirty years. Nonetheless, it has not been until 2018 that this educational option was put into the spotlight, especially regarding its constitutionality and compatibility with arts. 1.1, 9.2 and 14 of the Spanish Constitution, which constitute a manifestation of the principles of equality and non-discrimination, while at the same time trying to balance it with art. 27 of said constitutional text, with respect to the right to education and freedom to choose and create educational centers. Against this backdrop, the present paper reviews the constitutional state of play and makes further reflections from a rights-based perspective and taking into account the cultural pluralism that characterizes contemporary societies.

Educación, jueces y constitución, 1978-2020 (II): los derechos mentales y educativos de los menores

This essay concerns the respect in Spain of the mental, (in)formative, and educational rights recognized in the 1989 Convention on the Rights of the Child, especially in relation to the rights of parents to have their children receive religious and moral training in accordance with their convictions (art. 27.3 of 1978 Constitution). After a historical reference to the aforementioned rights of minors, the article offers an analysis of the Convention and its legal development in Spain; the nature, propietorship and limits of the rights alluded to of the parents; the child’s freedom of thought, conscience and religion; and the judicial treatment of both rights in cases of divergence or conflict are analysed.

Vulnerable and Forgotten: The Impact of the COVID-19 Pandemic on Autism Special Schools in England

The COVID-19 pandemic has caused, and continues to cause, unprecedented disruption in England. The impact of the pandemic on the English education system has been significant, especially for children and young people with special educational needs and disabilities (SEND). While it was encouraging that the educational rights of children and young people with SEND were highlighted during the COVID-19 pandemic, Government decision-making appeared to be centered around the needs of pupils in mainstream schools. In this article, co-authored by an academic researcher and senior leaders from the Pan London Autism Schools Network (PLASN; a collective of special schools in London and the South East of England, catering for pupils on the autistic spectrum), we reflect on the impact of the COVID-19 pandemic on special schools in England. We document and discuss a range of challenges experienced by PLASN schools, including the educational inequalities that were exposed and perpetuated by the COVID-19 pandemic, as well as the manner in which the needs and realities of special schools were overlooked by the Government. We also detail the creative and innovative solutions implemented by PLASN schools to overcome barriers that they encountered. These solutions centered on facilitating holistic approaches to support, ensuring clear and regular communication with families, providing effective support for home learning, and promoting collaborative ways of working; all of which align with good practice principles in autism education more generally, and are essential elements of practice to maintain post-pandemic. We additionally reflect on how the COVID-19 pandemic could be a catalyst for much-needed change to the SEND system: leading to better educational provision, and therefore better outcomes, for pupils with SEND.