Developing a children's rights approach to fundraising with children in primary schools and the ethics of cultivating philanthropic citizenship

An Analysis of Children’s Right to Participation at Primary Schools in Turkey: A Case Study

Qualitative Research in Education ◽

10.17583/qre.2018.3528 ◽

2018 ◽

Vol 7 (3) ◽

pp. 265 ◽

Cited By ~ 2

Author(s):

Ahmet Kılıç ◽

Ayşe Öztürk

Keyword(s):

Primary School ◽

Primary Schools ◽

Descriptive Analysis ◽

Children's Rights ◽

Children’S Rights ◽

Highly Qualified ◽

Decision Making Processes ◽

Right To Participation ◽

Teachers Attitudes

This research attempted to explore to what level children’s right to participation was realized at a primary school which is highly qualified in terms of children’s rights in Turkey. The study was designed as a case study. The study group of the research was chosen via critical case sampling. The data were gathered through observations, interviews and document analysis. The data were analyzed by conducting content and descriptive analysis. In the research, children’s right to participation related 15 different contexts, of which three were laws, were determined at the primary school which is highly qualified in terms of children’s rights. It was revealed that the realization level of children’s right to participation changed in different classrooms based on teachers’ attitudes and beliefs. The results of the research demonstrated that there was a difference in children’s right to participation at the primary school which is highly qualified in terms of children’s rights ranging from the level at which children were not involved to the level at which children participated in decision-making processes.

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Balancing teacher power and children’s rights: rethinking the use of picturebooks in multicultural primary schools in England

Human Rights Education Review ◽

10.7577/hrer.3726 ◽

2020 ◽

Vol 3 (1) ◽

pp. 49-68

Author(s):

Stefan Kucharczyk ◽

Helen Hanna

Keyword(s):

Critical Literacy ◽

Primary Schools ◽

Minority Groups ◽

Children's Rights ◽

Children’S Rights ◽

International Human Rights Law ◽

Teacher Power ◽

Multicultural Children's Literature ◽

Freedom Of Thought ◽

Key Aspects

This article offers an autoethnographic reconsideration of a primary school teacher’s practice and children’s interpretation of picturebooks in multicultural primary schools in England. It considers the balance teachers strike between respecting children’s rights to freedom of thought and expression, and wielding their own power as directors of learning. It links key aspects of international human rights law on children to concepts from literacy studies and multicultural children’s literature: representation of minority groups, pictorial interpretation, critical literacy and teacher power. It brings out nuanced interpretations of the picturebook The Arrival as a ‘mirror’ for learners from migrant backgrounds. This mirror may reflect children’s experiences but also offer a frosted, distorted or blank view where young learners do not empathise with characters. We argue that children’s rights within education should include freedom of thought and expression and freedom to interpret literature; teachers should reflect on their intentions when using literature, and not pose barriers to this freedom.

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