標(biāo)題: Titlebook: Children’s Rights from International Educational Perspectives; Wicked Problems for Jenna Gillett-Swan,Nina Thelander Book 2021 The Editor( [打印本頁] 作者: deteriorate 時(shí)間: 2025-3-21 17:31
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書目名稱Children’s Rights from International Educational Perspectives影響因子(影響力)學(xué)科排名
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書目名稱Children’s Rights from International Educational Perspectives網(wǎng)絡(luò)公開度學(xué)科排名
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書目名稱Children’s Rights from International Educational Perspectives被引頻次學(xué)科排名
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書目名稱Children’s Rights from International Educational Perspectives年度引用學(xué)科排名
書目名稱Children’s Rights from International Educational Perspectives讀者反饋
書目名稱Children’s Rights from International Educational Perspectives讀者反饋學(xué)科排名
作者: Malfunction 時(shí)間: 2025-3-21 23:43 作者: 袖章 時(shí)間: 2025-3-22 01:14
,Children’s Education: From a Right to a Capability,d, the present chapter offers a theoretical analysis of the role of education in human social development, exploring possible connections between children’s rights studies and the capabilities approach. It refers to the terms of the UNCRC to suggest that children’s capabilities need to be conceptualised on their own terms.作者: Magisterial 時(shí)間: 2025-3-22 05:51
The ‘New Racism’ and National-Populismd, the present chapter offers a theoretical analysis of the role of education in human social development, exploring possible connections between children’s rights studies and the capabilities approach. It refers to the terms of the UNCRC to suggest that children’s capabilities need to be conceptualised on their own terms.作者: Accomplish 時(shí)間: 2025-3-22 09:35
2662-6691 s in, to and through education.Makes rights for children morThis book critically examines contemporary educational practices with a children’s rights lens. Through investigating the factors that contribute to (or hinder) the realisation of children’s rights in and through education in different cont作者: 可能性 時(shí)間: 2025-3-22 15:16
Amanuel Elias,Fethi Mansouri,Yin Paradiesistorical previous child rights movements and clarifies what human rights involve for children as a distinct group. This chapter provides the background to understanding the aims of education articulated in Article 29 of the UNCRC?from an educational and research perspective.作者: 可能性 時(shí)間: 2025-3-22 17:44 作者: fledged 時(shí)間: 2025-3-22 22:55
https://doi.org/10.1007/978-3-319-42893-2lisation . and . education in practice. Moreover, children with disabilities rights are found to be inferior to non-disabled children’s rights and lacking in the future vision for education. We recommend the need to update the UNCRC and to use other disability specific Conventions to fully realise disability educational rights.作者: archaeology 時(shí)間: 2025-3-23 03:01
https://doi.org/10.1007/978-3-658-40709-4attitudes, beliefs and actions sustain an exclusionary school culture. We conclude that participation is a counteragent of social exclusion and an essential condition to implementing Article 29 embedded in a thorough school improvement process, where all actors collectively construct meaningful student participation.作者: 幼稚 時(shí)間: 2025-3-23 08:36
Diana Mulinari,Anders Neergaardtions but hidden under the veil of political correctness and teachers’ assurances that they respect children’s rights to freedom of speech and opinion. Being aware of this division, especially by future teachers, is important for the implementation of the ‘a(chǎn)ims of education’ and children’s rights culture in educational institutions.作者: animated 時(shí)間: 2025-3-23 13:00
Manifestations of Racism in the 21st Centuryred. Using the theory of practice architectures, we analyse how creating participatory spaces requires changing the way we talk, think, do and relate to others. Using the methodology of pedagogical action research, we show what happens when an individual teacher wants to examine and develop their classroom practices together with pupils.作者: 禁止 時(shí)間: 2025-3-23 17:23 作者: 不確定 時(shí)間: 2025-3-23 21:39
,Participation and Social Exclusion – Are They Mutually Exclusive Phenomena?,attitudes, beliefs and actions sustain an exclusionary school culture. We conclude that participation is a counteragent of social exclusion and an essential condition to implementing Article 29 embedded in a thorough school improvement process, where all actors collectively construct meaningful student participation.作者: 蛤肉 時(shí)間: 2025-3-23 23:56
,Inclusive and Exclusionary Practices Concerning a Child’s Voice in Preschool: The Perspectives and tions but hidden under the veil of political correctness and teachers’ assurances that they respect children’s rights to freedom of speech and opinion. Being aware of this division, especially by future teachers, is important for the implementation of the ‘a(chǎn)ims of education’ and children’s rights culture in educational institutions.作者: conference 時(shí)間: 2025-3-24 03:51 作者: Aspiration 時(shí)間: 2025-3-24 07:04
Book 2021or hinder) the realisation of children’s rights in and through education in different contexts, it discusses how using a rights framework for education furthers the agenda for achieving international educational aims and goals. Using diverse international examples, the book provides a snapshot of th作者: 不能和解 時(shí)間: 2025-3-24 12:39 作者: ineffectual 時(shí)間: 2025-3-24 15:51 作者: Acupressure 時(shí)間: 2025-3-24 19:08
,Children’s Educational Rights in Poland: Policy, School Realities and Ideological Tensions,xamples of discriminatory practices that affect in-school interpersonal relations. The chapter considers the politicisation of education, as linked to the right-wing populist and conservative turn, which has aggravated social tensions that destabilise the education system and jeopardise the rights o作者: 思考才皺眉 時(shí)間: 2025-3-24 23:38
It Takes a Village to Overcome School Failure and Dropout: Innovative Educational Practices Promotiout children’s right to education, specifically the role education has in fostering equality with identity, valuing the child’s socio-economic background and their position within a community (Article 29 of the UNCRC). As we focus on the local dimension of inclusive educational practices, we discuss作者: Ptosis 時(shí)間: 2025-3-25 05:13
The Education of First Nations Children in Australian Educational Contexts: Some Children Are More ing to privilege Eurocentric systems of education in mainstream schooling the rights of First Nations children are continually being disregarded. Nakata’s, Cultural Interface is used to explore the unequal treatment experienced by First Nations children in educational settings and identifies the way作者: 寬大 時(shí)間: 2025-3-25 10:01 作者: machination 時(shí)間: 2025-3-25 14:09 作者: Amorous 時(shí)間: 2025-3-25 15:48
Small Voices Bring Big Messages. Experiences of Student Voice and Inclusion in Spanish Schools,deas, even if orality is not yet developed. (3) Has everyone the right to participate “in all matters affecting the child”? The paper concludes by affirming the necessity to develop student voice as a democratic day-to-day practice in schools and as a feasible path to approach children’s rights in a作者: 團(tuán)結(jié) 時(shí)間: 2025-3-25 21:27 作者: 休戰(zhàn) 時(shí)間: 2025-3-26 00:44
,Countering Scepticism and Mistrust Towards Children’s Rights Within Education: Fulfilling Article 2 with teachers’ criticisms towards rights and foster their commitment to children’s rights in their professional practice. The analysis identifies the main tensions these rights –and the notion of children as rights-holders– pose to teachers to better understand how countering mistrust and scepticis作者: Palatial 時(shí)間: 2025-3-26 05:08 作者: motivate 時(shí)間: 2025-3-26 08:48
,Correction to: Participation and Social Exclusion – Are They Mutually Exclusive Phenomena?,作者: 包庇 時(shí)間: 2025-3-26 15:20 作者: Occipital-Lobe 時(shí)間: 2025-3-26 19:54 作者: FANG 時(shí)間: 2025-3-26 22:08 作者: relieve 時(shí)間: 2025-3-27 04:51 作者: Inkling 時(shí)間: 2025-3-27 05:58
Introduction: The Roots of Modern Racismxamples of discriminatory practices that affect in-school interpersonal relations. The chapter considers the politicisation of education, as linked to the right-wing populist and conservative turn, which has aggravated social tensions that destabilise the education system and jeopardise the rights o作者: ARK 時(shí)間: 2025-3-27 12:12
Introduction: The Roots of Modern Racismout children’s right to education, specifically the role education has in fostering equality with identity, valuing the child’s socio-economic background and their position within a community (Article 29 of the UNCRC). As we focus on the local dimension of inclusive educational practices, we discuss作者: 柏樹 時(shí)間: 2025-3-27 17:35
The ‘New Racism’ and National-Populisming to privilege Eurocentric systems of education in mainstream schooling the rights of First Nations children are continually being disregarded. Nakata’s, Cultural Interface is used to explore the unequal treatment experienced by First Nations children in educational settings and identifies the way作者: 魔鬼在游行 時(shí)間: 2025-3-27 20:07 作者: ingestion 時(shí)間: 2025-3-27 22:37 作者: 不要不誠實(shí) 時(shí)間: 2025-3-28 04:29 作者: 漫不經(jīng)心 時(shí)間: 2025-3-28 08:19
Eduardo Bonilla-Silva,David R. Dietrichmpact teachers’ involvement in children’s rights and intercultural education. Third, we will highlight the limited benefits of ready-to-use teaching material and the ambivalence of teachers towards this kind of tools. Finally, teachers’ lack of training on those issues and associated consequences wi作者: 谷類 時(shí)間: 2025-3-28 10:54
https://doi.org/10.1007/978-0-387-79097-8 with teachers’ criticisms towards rights and foster their commitment to children’s rights in their professional practice. The analysis identifies the main tensions these rights –and the notion of children as rights-holders– pose to teachers to better understand how countering mistrust and scepticis作者: LEERY 時(shí)間: 2025-3-28 15:17
Manifestations of Racism in the 21st Centurybout the teaching and learning of children’s rights in early childhood education and school. The main findings are that HRE theories could help to analyse experiences and contribute to a collective platform for research on children’s rights education. The theories will make it easier to perspectivis作者: 蝕刻術(shù) 時(shí)間: 2025-3-28 19:04
Book 2021gations for States and their representatives, tensions and convergences in implementation, and implications for teaching and learning. Using underutilised educational and theoretical concepts, it contributes to broadening understandings of children’s rights, education and associated theoretical fram作者: Asperity 時(shí)間: 2025-3-29 00:21 作者: 委屈 時(shí)間: 2025-3-29 06:18 作者: 女歌星 時(shí)間: 2025-3-29 07:30
,“Teaching and Learning Together”: One Model of Rights-Centred Secondary Teacher Preparation in the ocuses on children’s personalities or talents nor ensures the respect and valuing of students’ culture, as specified in Article 29 of the UNCRC. Instead, narrow conceptions of success and the particularly insidious influences of White supremacist and anti-immigrant perspectives undermine the rights 作者: PANG 時(shí)間: 2025-3-29 14:29
The Educational Rights of Children with Disability in Australia,viewed in conjunction with Article 29. Advances in disability rights and educational practices have meant the interpretation and realisation of disability rights in education do not align with the original text of the UNCRC. We explore and critique disability rights for children ., ., and . the Aust作者: 大都市 時(shí)間: 2025-3-29 16:38 作者: neologism 時(shí)間: 2025-3-29 23:14
,Children’s Education: From a Right to a Capability,onal agendas and strategy documents (such as the United Nations 2030 Agenda for Sustainable Development) have emphasised the need to develop a more equal and just – more so than a freer – society, while continuing to identify education as a key pillar of human development. In light of this backgroun作者: 參考書目 時(shí)間: 2025-3-30 01:39 作者: Engaged 時(shí)間: 2025-3-30 05:03 作者: 欺騙手段 時(shí)間: 2025-3-30 10:53
Ability-Grouping and Rights-Based Education in the Neoliberal Era: An Irresolvable Combination?,education marketplace, however, have intensified the development of school structures that use student assessment data to determine student “ability”. These categories are used group students by ability so that teaching can be directed at improving publicly-reported student outcomes on high-stakes s作者: alleviate 時(shí)間: 2025-3-30 12:59
,Participation and Social Exclusion – Are They Mutually Exclusive Phenomena?,tive case study, our aim was to achieve a better understanding of how participation could be put into practice. While we sought out narratives and situations in which participation took place, in one school we discovered many tendencies towards social exclusion. Children and teenagers reported in in作者: noxious 時(shí)間: 2025-3-30 18:36 作者: mosque 時(shí)間: 2025-3-30 23:39
Small Voices Bring Big Messages. Experiences of Student Voice and Inclusion in Spanish Schools,dents voice and to promote school improvements following a critical model of participation is analysed. The project was carried out in 11 education schools in Cantabria (Spain) from early childhood to secondary levels. The methodological framework is based on Participatory Qualitative Research. The 作者: notification 時(shí)間: 2025-3-31 02:09 作者: 小口啜飲 時(shí)間: 2025-3-31 05:59
How to Recognise and Support Participation in Schools: Critical Considerations,fullest sense of the term requires promoting participatory school culture. In schools, participation is both a method and a goal. There is a need to promote participation methods that actively seek the opinions of the child, and also to find ways of listening to these opinions carefully. In this cha作者: 漸強(qiáng) 時(shí)間: 2025-3-31 12:19 作者: anachronistic 時(shí)間: 2025-3-31 15:39 作者: 量被毀壞 時(shí)間: 2025-3-31 20:07
,Perspectivising Children’s Rights and Education in Research: Analysing the Teaching and Learning ofare used. This multi- disciplinary research field seems sometimes to be too dispersed with a lack of a main collective theory and with an overly strong focus on the Convention. In this chapter, the question of theory, specifically the use of Human Rights Education (HRE) theory as a basis for analyse作者: enormous 時(shí)間: 2025-3-31 23:31
,Child Rights Knowledge and Children’s Education Rights,blems that may offer more questions than answers. The wicked problems in children’s rights and education critically considered in this chapter are positioned in terms of: (1) the varied interpretations and translations of the Convention in educational practice, (2) where rights knowledge and rights 作者: Basal-Ganglia 時(shí)間: 2025-4-1 05:15 作者: CLAM 時(shí)間: 2025-4-1 07:10
978-3-030-80863-1The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 哎呦 時(shí)間: 2025-4-1 11:20
Jenna Gillett-Swan,Nina ThelanderOffers diverse international perspectives on children’s rights with educational application.Raises critical perspectives on children’s rights in, to and through education.Makes rights for children mor作者: 使?jié)M足 時(shí)間: 2025-4-1 16:23 作者: dagger 時(shí)間: 2025-4-1 22:00 作者: floaters 時(shí)間: 2025-4-2 02:20
Media, Public Discourse and Racism,rned with some of the implications of translating this legal text into the specific educational contexts impacting on the lives of children and young people at the present time. The chapter, therefore, responds to recent work in the field of children’s rights that calls for approaches that are both 作者: 奴才 時(shí)間: 2025-4-2 05:14
https://doi.org/10.1007/978-3-319-42893-2ocuses on children’s personalities or talents nor ensures the respect and valuing of students’ culture, as specified in Article 29 of the UNCRC. Instead, narrow conceptions of success and the particularly insidious influences of White supremacist and anti-immigrant perspectives undermine the rights 作者: LARK 時(shí)間: 2025-4-2 09:35
https://doi.org/10.1007/978-3-319-42893-2viewed in conjunction with Article 29. Advances in disability rights and educational practices have meant the interpretation and realisation of disability rights in education do not align with the original text of the UNCRC. We explore and critique disability rights for children ., ., and . the Aust作者: 雪崩 時(shí)間: 2025-4-2 12:02 作者: 開花期女 時(shí)間: 2025-4-2 19:08
The ‘New Racism’ and National-Populismonal agendas and strategy documents (such as the United Nations 2030 Agenda for Sustainable Development) have emphasised the need to develop a more equal and just – more so than a freer – society, while continuing to identify education as a key pillar of human development. In light of this backgroun
