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ERIC Number: EJ1122181
Record Type: Journal
Publication Date: 2016-Aug
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1478-8047
Interpreting Children's Rights Education: Three Perspectives and Three Roles for Teachers
Jerome, Lee
Citizenship, Social and Economics Education, v15 n2 p143-156 Aug 2016
In this article, I argue that the world-view adopted by Children's Rights Education advocates influences the form of education they present. In the first part of the article, I discuss three perspectives: (1) the legalistic perspective, which sees Children's Rights Education as a matter of technical implementation; (2) the reformist-hermeneutic perspective, which focuses on the interpretation and elaboration of core children's rights texts; and (3) the radical view, which sees Children's Rights Education as part of a broader political struggle for education. In the second part, I consider the implications of each of these perspectives for teachers and argue that only the latter tradition positions teachers as agents of change, while the others reduce teacher agency. The article argues that the first two perspectives are unlikely to achieve radical change for children, and that Children's Rights Education advocates must engage more overtly with the politically contested nature of education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A