Reconceptualizing Children's Rights in International Development: Living Rights, Social Justice, Translations. By KarlHanson and OlgaNieuwenhuys. Cambridge: Cambridge University Press, 2013. 302 pp. $99.00 cloth.

2015 ◽  
Vol 49 (1) ◽  
pp. 290-292
Author(s):  
Maya Sabatello
Keyword(s):  
Social Justice ◽  
International Development ◽  
Children's Rights ◽  
Children’S Rights ◽  
Cambridge University

scholarly journals A Conceptual Model of Children’s Rights and Community-Based Values to Promote Social Justice Through Early Childhood Curriculum Frameworks

2016 ◽  
Vol 41 (3) ◽  
pp. 38 ◽  
Author(s):  
Rachel Caplan ◽  
Colleen Loomis ◽  
Aurelia Di Santo
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Rights ◽  
Early Learning ◽  
Children’S Rights ◽  
Integrative Approach ◽  
Early Childhood Curriculum ◽  
Community Based ◽  
Curriculum Frameworks ◽  
Learning Frameworks

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>A “rights-integrative approach to early learning” has been </span><span>proposed as a foundation for curriculum frameworks. Building </span><span>on this work we conceptually explored the complementarity </span><span>and compatibility of children’s rights to autonomy, protection, nondiscrimination, and participation, with community-based values of prevention and promotion, empowerment, diversity, and civic participation. We argue that it is necessary to infuse a rights-based approach with community-based values in early childhood curriculum frameworks to promote social justice for children as individuals and as a relational community. </span><span>Our proposed expanded conceptual framework may be useful </span><span>for evaluating early learning frameworks, nationally and internationally, from a rights-based social justice perspective. </span></p></div></div></div></div>

Toward a More Youthful Democracy

2021 ◽  
pp. 141-160
Author(s):  
Richard P. Hiskes
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Children's Rights ◽  
Children’S Rights ◽  
Best Interests ◽  
Citizenship Rights ◽  
Group Rights ◽  
Economic Rights ◽  
Structural Inequality ◽  
Rights Issues

This concluding chapter begins with a discussion of how the global coronavirus pandemic called attention to children’s rights issues, specifically in how children were not allowed to participate in decisions directly affecting their “best interests,” as required by CRC. Granting children human rights will fundamentally alter the nature of both democracy and human rights. Giving children citizenship rights will renew democracy, as past enfranchisements have, but also will push democracies to resemble less Western, liberal models. Group rights will predominate in democracies where children are full citizens. Also, the human rights agendas of child-incorporating democracies will be dominated by social and economic rights issues, since children’s rights of protection and provision will be given priority. Finally, children’s participation rights will emerge as crucial in diminishing structural inequality in democratic societies, providing a pathway to a fuller form of social justice predicated on the human rights of children.

Advocacy, Social Justice and Children's Rights

Practice ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Jane Boylan ◽  
Jane Dalrymple
Keyword(s):  
Social Justice ◽  
Children's Rights ◽  
Children’S Rights

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

2021 ◽  
Vol 21 (3) ◽  
pp. 273-287
Author(s):  
Emanuela Guarcello ◽  
Giulia Gozzelino
Keyword(s):  
Social Justice ◽  
Young People ◽  
Social Responsibility ◽  
Justice System ◽  
Children's Rights ◽  
Children’S Rights ◽  
Penal System ◽  
Educational Paths

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.

Sign in / Sign up

Export Citation Format

Share Document