Human rights and children’s rights in worldview education in Finland

In this article we examine the profiling of human rights and children’s rights in religious education (RE) and its secular alternative in Finland. We use the term ‘worldview education’ to describe the combination of these subjects. We analyse what kinds of human rights and ethical issues are raised in Finnish worldview education. One specific focus is the explicit mention of human rights and children’s rights in the worldview education section of the Finnish national core curriculum (2014). We conclude that the curriculum gives plenty of space to human rights and children’s rights, and that this enables one to conceive of human rights as being an overarching ethical perspective in worldview education. Nevertheless, we indicate that the organisation of worldview education in Finland has some problems when it comes to the realisation of children’s freedom of thought, conscience, and religion.

Policy and legal framework on protecting children’s rights in Latvia and Sri Lanka

The article focuses on comparing policies and legislation, that affect social-work professionals in implementing children’s rights of Latvia and Sri Lanka. It attempts to disclose legal framework of the two countries in different socio-cultural, economic and geographical contexts (European and South-Asian) on implementing children’s rights, with base of United Nations Convention on the Rights of the Child (UNCRC). This study analyses local policies, laws, institutional structure and its implementation processes. Policy review has been made by a content analysis, empirical research conducted doing expert interviews (n = 10) focusing on implementation process. Similarities and differences are discussed between two contexts with the standpoint of global perspective of Social work as a global profession. Research results reveal that both countries have sufficient level of policies and legislation to adapt UNCRC, and established specific government bodies for ensuring children’s rights. At the same time differences are identified in application of Foster Families, Engagement of children in employments, Children employed as domestic servants, Corporal Punishment to children, in Policy implementation process in Latvia and Sri Lanka.

Justice system and juvenile deviance after the Covid-19 pandemic. Educational paths between school promotion and re-education

Starting from the concept of social justice and from universal children’s rights (UN, 1989), the contribution questions the role of education in enhancing the originality and uniqueness of each one and in restoring responsibility and dignity to fragile (Milani, 2019), difficult (Bertolini ,1993) and deviant (Vico, 1988) young people. In a complex contemporaneity, tested by pandemic’s sufferings and restrictions, the pedagogical look underlines the importance of reconstructing – starting from school – promotional, capacitating and justice-oriented paths. Deviant acts are read in the light of a broad social responsibility. We propose the empowerment of an educating community (Agazzi, 1968) aimed at participation, dialogue (Freire, 2002) and assumption of an active and inclusive citizenship. The juvenile penal system is collectively rethought, favouring diversion from prosecution, mediation, reparation and probation strategies. Giustizia e devianza minorile dopo la pandemia Covid-19. Percorsi alternativi tra promozione scolastica e rieducazione. Partendo dal concetto di giustizia sociale e dai diritti universali delle bambine, dei bambini e degli adolescenti (UN, 1989), il contributo si interroga sul ruolo dell’educazione nel valorizzare l’originalità e l’unicità di ciascuno e nel restituire responsabilità e dignità ai soggetti fragili (Milani, 2019), difficili (Bertolini, 1993) e devianti (Vico, 1988). In una contemporaneità complessa, provata dalla sofferenza e dalle restrizioni della pandemia, lo sguardo pedagogico sottolinea l’importanza di ricostruire, a partire dalla scuola, percorsi promozionali, capacitanti e orientati alla giustizia. Si rileggono gli atti devianti alla luce di un’ampia responsabilità sociale e si propone l’empowerment di una comunità educante (Agazzi, 1968) volta alla partecipazione, al dialogo (Freire, 2002) e all’assunzione di una cittadinanza attiva e inclusiva per ripensare collettivamente il sistema penale minorile privilegiando deviazioni dall’accusa, strategie di mediazione, di riparazione e di messa alla prova.