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Sargeant, Jonathon; Gillett-Swan, Jenna K. – European Educational Research Journal, 2015
The United Nations Convention on the Rights of the Child provides a significant platform to include children's views on issues that affect their lives, yet, in many contexts, particularly in educational practice, children's perspectives continue to be irregularly sought and are rarely acted upon. By providing children's perspectives on what they…
Descriptors: Empowerment, Childhood Attitudes, Children, Educational Experience
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White, E. Jayne; Pramling-Samuelsson, Ingrid – Educational Philosophy and Theory, 2014
In a recent keynote speech Paul Standish noted "there is agreement in judgments. But how the response to those judgments is realised is always cultural" (paper presented to PESA Conference, Taiwan, 2012, p. 2). Making judgments about what constitutes "crisis" for children is not necessarily agreed universally, though clearly…
Descriptors: Poverty, Childrens Rights, Cross Cultural Studies, Public Policy
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Te One, Sarah; Blaikie, Rebecca; Egan-Bitran, Michelle; Henley, Zoey – Educational Philosophy and Theory, 2014
Recent social policy discourses in Aotearoa New Zealand focus on vulnerable children's well-being and the detrimental, long-term and costly impacts of child poverty. The discourse pervading much of the policy labels children and young people as "vulnerable" or "at risk" or "in crisis", a view, which we argue, is both…
Descriptors: Well Being, Child Welfare, Poverty Programs, Naming
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Ashton, Sarah – Educational Philosophy and Theory, 2014
This article highlights the lack of human rights recognition for arguably one of the most vulnerable groups in our society, children and young people in the care of the state. Currently under New Zealand legislation and policy frameworks these children do not have their rights upheld, as per New Zealand's obligations under the United Nations…
Descriptors: Childrens Rights, Young Children, Civil Rights, Civil Rights Legislation
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Young, Susan; McKenzie, Margaret; Schjelderup, Liv; Omre, Cecilie; Walker, Shayne – Child Care in Practice, 2014
Working from practice experiences, Social Work educators from Aotearoa/New Zealand, Norway and Western Australia have developed a framework for child welfare work . The framework brings together the Rights of the Child, Community Development and Child Protection. This article describes the principles and theoretical underpinnings of this…
Descriptors: Childrens Rights, Foreign Countries, Child Safety, Social Work
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MacArthur, Jude – International Journal of Inclusive Education, 2013
Research that highlights disabled students' perspectives often describes experiences of exclusion, isolation, loneliness, and bullying, and difficulties finding friends. Within this broader social context, students' rights are placed at risk. Using examples from New Zealand research, this paper explores the social experiences of disabled students…
Descriptors: Friendship, Interpersonal Relationship, Educational Environment, Social Experience
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Varnham, Sally; Squelch, Joan – Education and the Law, 2008
Education is both a right and a responsibility. International instruments such as the "International covenant on civil and political rights" and the "International convention on the rights of the child" affirm the right of all children to education. This right is spelt out in the education legislation of all states and…
Descriptors: School Choice, Home Schooling, Responsibility, Childrens Rights
Lansdown, Gerison – Bernard van Leer Foundation (NJ1), 2005
"Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively.…
Descriptors: Childrens Rights, Young Children, Participative Decision Making, Child Development