Overview

With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the ‘system’. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children’s rights and focused on quality learning.

Full Product Details

Author:   Professor Lee Jerome (Middlesex University, UK) ,  Professor Hugh Starkey (IOE, UCL’s Faculty of Education and Society, University College London, UK)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Weight:   0.608kg
ISBN:  

9781350062818

ISBN 10:   1350062812
Pages:   312
Publication Date:   06 May 2021
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

List of Case Studies List of Figures List of Tables Preface Acknowledgements List of Abbreviations Part 1: Definitions and Developments 1. The United Nations Convention on the Rights of the Child and some Implications for Education 2. Defining Children’s Rights Education 3. Implementing Children’s Rights Education Part 2: Ideology and Interpretations 4. Children’s Rights Education, Ideology and the Teacher as Change Agent 5. Transformational Education and Pedagogy as Politics 6. Experiential Education through Democracy and Cooperation Part 3: Pedagogy and Practice 7. The Rights Respecting Classroom 8. Developing a Children’s Rights Culture in the School 9. Children as Citizens 10. Conclusion: Towards a Pedagogy for Children's Rights Education Bibliography Index

Reviews

This book provides informative and thought-provoking insights into the principles which underpin Children's Rights Education. It supports teachers and educators to establish a rights-respecting culture within classrooms, schools and the wider community through developing a pedagogical approach to Child Right's Education that is relevant to their own specific communities and contexts. * Carol Robinson, Professor of Children's Rights, Edge Hill University, UK *

Author Information

Lee Jerome is Associate Professor of Education at Middlesex University, UK. He has taught in schools, universities and NGOs for over 20 years and has also worked with a range of organisations including the Association for Citizenship Teaching, BBC and UNICEF, to support high quality education. Hugh Starkey is Professor of Education at IOE, UCL’s Faculty of Education and Society, University College London, UK. He has acted as a consultant on human rights education and intercultural education for the Council of Europe, UNESCO and the British Council.

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