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The Preamble of the Universal Declaration of Human Rights (UDHR) states that 'disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind'. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man.

Engaging with digital media is part of everyday living for the majority of children, yet opportunities to learn about, through and with media are denied many pupils in compulsory schooling. Whilst Media Studies in the UK is internationally reputed to be well established, changes made to the primary and secondary national curriculum in 2014 included removal of existing media study elements. We demonstrate what is lost by these actions in relation to the United Nations Rights of the Child and, in particular, the right of the child to express identity. We demonstrate how media literacy had previously been included in curriculum, enabling opportunities to address children's rights, and propose that the absence of media education is part of an overall trend of the non-prioritisation of children's rights in England and Northern Ireland. The paper calls for media literacy to be reintroduced into primary and secondary curriculum.

There has been a long-standing call for the participation of young people in decision making in school. However, research to date has mostly focused on pupil councils and is rarely conducted in areas of socio-economic deprivation -- the contexts for this study. In national examinations, the schools chosen had higher than average attainments given their catchments. The research sought to understand if and how young people would make a link between their participation rights and 'doing well' at school. Using mobile and visual methods, a situated, social-material approach was taken to data collection and analysis. We found participation opportunities were supportive in four arenas: formal curriculum, wider curriculum, decision making groups, and connections with the wider community. This framing provides a heuristic for rights-based participation in educational practice.

This research presents the effect of innovation in the educational methodology applied to the teaching of topics in different areas, especially in public international law, trying to demonstrate how learning can be stimulated through artistic awareness. When comparing the different generations of students, we wonder if it is possible for teachers to follow the step of digital natives. In order to fill this generation gap, Tecnológico de Monterrey proposed to support projects of experimentation in educational innovation in various topics related to improving the teaching-learning process. Based on this premise, a group of teachers generate a model of educational innovation training, to facilitate learning for students through the development of creativity in how, when and where to generate learning, integrating challenging and interactive experiences through activities within the teaching practice. The use of traditional methods has led to the overwhelm of teachers, fatigue and pressure, therefore, the contribution of this project is aimed at the teacher to internalize his innovative and creative work, and see himself as a leader transformative in its teaching practice, establishing new teaching-learning spaces. Implementing learning activities through the imagination and measuring the impact on the student of the use of creative activities allows us to improve what we currently do. For this, an interdisciplinary workshop was created (thought and word, mind and body, music, visual arts) where the teacher, through practical and experiential activities, stimulates his imagination, recognizes his talents in creative and innovative thinking and develops resources which then leads to their teaching practice, by designing challenging learning experiences that inspire the student to creatively solve tasks and projects. In order to carry out the objective, we gathered eight professors from different areas (law, international relations, political science, languages, architecture, art, cultural diffusion) convinced that creativity improves the teacher's performance who rethinks its activities to allow learn more dynamically. It was sought to improve the performance of students who appreciated the approach to the subjects through didactic methods that the teacher had modified according to the passions observed outside the classroom.

Nowadays European Union migrant's situation, named as a crisis, has begun during the II World War due the Holocaust. Considering the EU position and their state member facing serious Human Rights violation as well as a political complex diplomatic development (inside and outside) the European context. Holocaust has obliged millions of European citizens to "escape" from their own countries to be able to survive. The political consequences of this movement were controlled based on the diplomacy considering the war context and each state "position". Due the most different reasons, along the 20th century the migration in, from and to Europe was an important and strong social movement but without a negative global political impact but economical. However, the last decade, especially after 2010 with the "Spring Arab" revolutions in Middle East and North Africa, Europe has been the destination of millions - illegal migrants and Refugees.

One of the biggest criticisms of international law is the lack of effective enforcement, often compounded in human rights law by the system of treaty reservations that detracts from the main object and purpose of human rights protections. Ideally, once a country has ratified a treaty, it may create domestic law that provides an enforcement mechanism that may be lacking at the international level. However, in cases such as the Convention on the Rights of the Child, one can see the limits of such an indeterminate system. The two questions being posed are: "Could the implementation of human rights education enhance enforcement within countries of international human rights accords?" and "How should one go about implementing a human rights education initiative?"To answer these questions, literature regarding human rights education initiatives around the world were reviewed and focus was put on initiatives working to enforce international human rights law. From reviewing the literature, a major component of the effectiveness of a human rights education initiative is the quality of training the teachers received and the level of commitment to the initiative by school administrations.

In 1973, British Columbia (B.C.) became the first province in Canada to forbid corporal punishment in public schools (B.C. School Act), followed by the majority of the other provinces. Alberta and Manitoba however, still have no provincially enacted legal prohibition, although many school boards have updated their policies to state that corporal punishment should be prohibited. The spotlight on efforts to repeal Section 43 of the Criminal Code may have dimmed over time on the national stage, but the recent Canadian Truth and Reconciliation report has ignited this issue once again. My article explores the existing laws with a comparative approach (Reimann & Zimmermann, 2008; Orucu & Nelken, 2007), in terms of where Canada stands in relation to other nations' legislative standards and practices. It also addresses the severe behavioural and psychological implications on impacted children. As a developed nation, Canada needs to reconsider its current state of "progress" by inspecting and reviewing existing discourses and legislatives to ensure successful prevention of corporal punishment in schools. This paper intends not only to contribute to the advancement of Canadian legislative standards, but also to practices in local and international education.

Purpose: The paper explores what emotions do in social science education through two specific cases and discusses the relation between emotion and politicization in the subject education. Method/approach: The cases are selected from an on-going dissertation project that uses interviews, video and observations in examining how social science education is played out in practice, with a focus on the students. Inspired by Sara Ahmed, emotion is seen as relational. Findings: Seeing emotions as relational makes it possible to capture a dynamic in the classroom that brings a complexity to a discussion on social science education. There is a relation between emotion and politicization; in the two cases, emotion signals that a subject matter or situation is contested.

This study was conducted with the aim of developing "The Text Evaluation Scale for Child Rights." There are four different sample chosen for the face validity, content validity and construct validity (for pilot scheme and main study) of the study. For face validity, a sample group of 3 experts chosen with the method of purposeful sampling including the researcher was formed. For content validity, snowball method was determined and studied with 12 experts. For the study of construct validity, random sampling method was performed for the sample selection in pilot study involving 120 people and in main study involving 510 people. The theoretical framework of the scale was determined by means of the attempts, conventions, studies regarding the subject basing upon the United Nations Organization Child Rights Convention and additional protocols to this convention. One could get minimum 40 and maximum 200 points from the five-point Likert scale which consists of 28 positive and 12 negative (total 40) items. The scale has two sub-dimensions which are "content" and "author." The fact that Cronbach Alpha reliability coefficient is high regarding the sub-dimensions of the scale ("author" sub-dimension= 0,822 "content" sub-dimension= 0,834) shows that the items in the sub-dimensions are consistent with one another. Cronbach Alpha value for the whole of the scale was determined as 0,90 which means that the scale is highly reliable. Besides, in the scale, there are items of which factor loading value is higher than 0,45. When validity and reliability results are examined, it can be seen that the scale could be utilized to evaluate the text in terms of being suitable for the child rights.

The purpose of this study is to analyze bullying behaviors from an interdisciplinary perspective: legal, psychological and pedagogical. From a legal point of view, the Romanian legislative framework on respect for children's rights has undergone a number of changes in recent years with the accession of Romania to the European Union in 2007. International legislation on respect for children's rights requires countries that have ratified these provisions to ensure that they are respected and to take measures to ensure that they are not prejudiced. Aggressiveness in students is a predictor of antisocial behaviors in adolescence and adulthood. The psychological perspective of bullying refers to the consequences of this type of behavior. Students involved in aggression are at increased risk of developing a range of psychosomatic symptoms, involvement in delinquency, alcohol and drug abuse, absenteeism. The consequences of these behaviors on the victims are associated with anxiety, depression and suicidal ideation. Through the pedagogical approach to bullying, we focus on the role of teachers in addressing the issue of aggressive behavior in students. The perceived gravity and teacher's response to bullies and victims of bullying are important indicators to be taken into account in making a successful intervention.

Migration as a social phenomenon has always been a part of the world, but it has never reached such scope as in the recent years. Violent conflicts, instability, poverty and natural disasters force people to move in search of protection and better life. In 2017, about one million first instance decisions were issued in EU, most of which were asylum protection for Syrians, Afghans and Iraqis fleeing the war zones and hostilities. In Eastern Europe, the hotbed of tension is associated with Ukraine where the government is using military forces against split-away Donbass. Flows of refugees rushed to EU countries and Russia, which brought about numerous challenges and demanded huge political, organizational, humanitarian, financial and other strengths. The purpose of this research is to investigate limited aspects of refugee crises in Western and Eastern Europe on the example of France, the UK and Russia. Different reasons, character and forms of these mass movements of people are directly related to international legal protection rules. However, common legal basis has found national specific realization in terms of legal and language challenges in addressing the refugee crisis at crossing points and temporary settlement zones. Qualitative analysis of the research combines theoretical and empirical activities of three European countries in refugee settings and is supported by comparative and contrasting methods of analysis. Experiences studied in the article contribute to international practice of dealing with refugee flows in legal and language contexts.

This article describes and analyzes the debate about inclusion against the backdrop of school reform in Germany. The tiered school system has caused significant controversies during the past decades and underwent changes that often yielded ambiguous results with regards to social and educational justice. Another major change of the system is now demanded by proponents of full inclusion, using the United Nations 'Convention on the Rights of Persons with Disabilities' (UN CRPD) as moral and legal justification. However, the very high hopes aroused by the envisaged systemic overhaul may result in disappointment. Educating "all" children with and without disabilities together in a "school for all" may not be the best way to achieve social justice. There are other, more significant factors contributing to this quest than the structure of a school system. Different structures make it possible that every child receives the learning and developmental conditions which she needs.

Increasing immigration from Asia, Latin America, Africa, and the Middle East has enhanced cultural diversity in the United States. The wide array of foods, languages, customs, and unique historical experiences associated with immigration have contributed to the political, social, and economic fabric of a multicultural democracy. However, immigrants may also bring certain cultural practices that violate American constitutional law and various state laws. Moreover, these practices, such as female genital mutilation (FGM), are incompatible with American ideals of equality, social justice, and human rights. Recent research indicates that an increasing number of girls and women in the United States have undergone or are at risk for various forms of FGM. Over 200 million females have experienced FGM and 513,000 females in the United States are at risk of FGM. This practice is also a violation of the Universal Declaration of Human Rights, signed by the United States in 1948. The research methods include a historical analysis of FGM, a quantitative and geographic description of the nature and extent of FGM, and a discussion of the relevant American and international laws that prohibit FGM. Furthermore, the article employs a rationale for teaching about FGM in social studies courses. This includes a description of viable methods and activities based on National Council for the Social Studies Standards (NCSS). This article will describe the nature, causes, and consequences of FGM on females. This may stimulate student activism, a major goal in social studies. A primary purpose of this study is to increase educators' awareness of this illegal practice, improve education about human rights, and help educators assist female students at risk of FGM. Furthermore, the article will describe the legal and professional responsibilities teachers must take if they have students at risk of FGM in their classes.

The purpose of this article is to examine literacy as a key contributor to cultivating individual and collective self-determination for indigenous peoples. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) defines literacy as a human right intrinsically important for human development and well-being. Therefore, literacy is pivotal to fostering self-determination. This article introduces some broad definitions of literacy, including examples offered by indigenous sources. Following this is consideration of the human rights discourse as it relates to literacy specifically, with a particular focus on the way in which this discourse has unfolded in New Zealand. The article then explores literacy as a human right and the role it plays in contributing to indigenous self-determination. The article concludes that there is a need to ensure literacy interventions, which are designed to fulfill the rights of indigenous learners with regard to literacy, are embedded in indigenous epistemology, history and pedagogy.

With over 1 in 5 Canadians identifying as an immigrant, Canada has been proud to call itself a nation of immigrants with a commitment to supporting refugees, from accepting thousands of Vietnamese refugees in the 1970s to Syrians fleeing civil war in 2015. In 2017, 44,000 refugees came as government-sponsored or privately sponsored refugees, having been offered permanent residency in Canada prior to arrival. Fewer arrive as asylum seekers -- 24,000 in 2016, 40% of whom arrived via the Canada-US border. Given Canada's geographic location, individuals may arrive by air, sea, or land across the longest shared land border in the world with the United States. In 2011, Canadian officials reported 4,205 claims made at this border. This number nearly quintupled in 2018, with 19,085 claims, totaling nearly 40,000 asylum claims since 2016 and coinciding with the changes in US governmental administration and their immigration and temporary resident policies. Families reported that for them, the US was no longer safe and they sought asylum in Canada. Due to the Safe Third Country Agreement, which does not permit asylum claims from the United States at official border crossings, many asylum seekers have crossed through unofficial border crossings, most of them in the provinces of Quebec and Manitoba. This article touches upon a number of issues that have come to light with the rising numbers of children who are asylum seekers trickling across the US-Canada border.

Christianity is one of the cultural and ethical cornerstones of Europe. In the European Union (EU) there is no overarching policy on religious education (RE) in the school system. The authors use a comparative methodology to analyze the constitutions of Western European countries in relation to different aspects of RE. Specifically, it is focused in Germany, Austria, Belgium, France, Ireland, Luxembourg and the Netherlands. Whereas the right to religious freedom for all is clearly established in these constitutions, obvious differences are revealed in the legal provisions for and attitudes towards religious education. For example, the legal framework of this education has been included in the constitutions of all the analyzed countries, except in the case of France. Also, optional subjects are on offer in Germany, Belgium, the Netherlands, and Luxembourg, however no alternative subjects to RE are on offer in Austria. In this sense, the authors defend that it is essential to open up the academic dialogue about religious and spiritual issues.

This paper illustrates the state of inclusive education within Trinidad and Tobago. We highlight that inclusive education is a part of the broader right to equality of persons with disabilities. Further, in spite of the many international mandates that the country of Trinidad and Tobago has--with respect to the rights of persons with disabilities to education--the state of inclusive education in Trinidad and Tobago is a far cry from its potential. International and national laws are explored, as well as the national policy on persons with disabilities. Given the many barriers to inclusive education, we conclude that the right to education for all persons is not a right.

By 2015, one-third of internet users around the world were under the age of 18, almost half of which were living in the so-called 'Global South'. In light of this, literature from the field of children's online rights has become increasingly critical of the lack of engagement in internet governance discussions globally with the United Nations (UN) Convention of the Rights of the Child (CRC). Revisions of the CRC for its 25th anniversary influenced scholarship proposing using it as a guiding framework to identify and regress current deficits amongst its pillars of provision, protection and participation. This has triggered debates by evidencing how dominant strategies have been overly focused on facilitating access, with issues of online protection often being ignored and at times even hindering the almost absent considerations to child's right to participation. Framed within a national Digital Agenda initially based on a One-Laptop-Per-Child program (Plan Ceibal), the Uruguayan government managed to effectively bridge the 'digital divide' in access to laptops and internet amongst its youngest population. This yielded significant impacts on low-income households and its achievements allowed the country to receive frequent praise by International Organisations. This study consists of an analysis of government digital policies focused on children in Uruguay between 2009 and 2019. To facilitate this, the CRC was used as a framework to categorise key features of the principal strategies that have been implemented. It argues that while great advances have been made in terms of digital access, this has not been sufficiently accompanied with comprehensive and child-centred solutions that encompass regulations and children and adult digital education. These are fundamental aspects for promoting a critical engagement with digital technologies and tailoring strategies for digital policies championing the best interest of children and Uruguay's digital future.

This review focuses on students' perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students' knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students' rights perceptions as intuitive--that is, perceptions that are not grounded in legal rules but in students' personal insights. The findings also identify key factors affecting students' perceptions: school context, national context, and students' individual characteristics. The conclusions underscore that school rights-based practices, student body and school staff diversity, and school relationships influence students' rights consciousness. However, questions remain concerning how students' perceptions are affected by cultural repertoires, religion, socioeconomic status, gender, and age. The implications are that future studies should apply a context-based agenda to inform the design and implementation of human rights education programs and rights-based organizational practices.

This article explores the use of student voice to contribute to improving schools. Through the gathering of perspectives and experiences of staff and students, it considers how the responses to requirements for both student voice and school improvement interrelate and identifies challenges to be addressed. The research was conducted in Norway because, with its long-standing engagement with children's well-being and rights expressed through its comprehensive framework of legislation and allocation of resources, it has arguably created ideal conditions for students to be involved in improving schools. Findings revealed some recognition of the centrality of student voice in the enactment of democracy in schools: students and teachers had positive perceptions of student voice, and school leaders were willing to incorporate student voice in school improvement processes. Current uses of student voice were, however, largely restricted to the operations of the student council for a range of reasons. The absence of alternative structures, time constraints and doubts about competence were reported, leading to student voice having little impact on school improvement, even in what might be considered 'perfect' conditions.

The purpose of this research was to gather the voices of students undertaking a Master's programme on Special and Inclusive Education by exploring their perceptions of what they have learned about inclusive education during the programme. We used the case study approach in order to investigate the students' perceptions and reflections on their learning outcomes related to how they understand inclusive education, with specific focus on the students' awareness of change, how they understand the principle of inclusion and their explanations of inclusive education. Ten students participating in the Master's programme took part in the study. Data were collected with an open-ended questionnaire tool that students completed half way in their studies. Students' qualitative statements were analysed through an inductive approach and three main themes emerged: "understanding of inclusive education" "awareness of change", and "success criteria for practicing inclusive education". Results suggest that the student group as a whole considered that they had attained new knowledge, expanded and nuanced their understanding of inclusive education, and the majority of the students were aware of how they had enriched their knowledge and were able to state how they will go about implementing inclusive education in practice.

Purpose: The aim of the research is to determine to what extent one can talk about "cosmopolitan citizenship" not only programmatically, but also as an already functioning entity. And what role can and should civic education play in the development of such a citizenship? Methods: A working definition of citizenship at the national, supranational, and global level is developed with the help of political theory and European and international law. Several theses on the understanding of cosmopolitan citizenship in Global Citizenship Education and Education for Sustainable Development programs are discussed thanks to a policy analysis of, for example, UNESCO documents. Findings: Supranational programs and German curriculum-recommendations are mostly reduced to the level of rightsholders and if "political action" is envisaged then it is mostly focused on its individual dimension of (private) social responsibility i.e. in its post-political dimension. This lacks analysis of global power conflicts and of the question of democratic participation on supranational policy regulation. Practical implications: There are implications for curriculum development and implementation of educational policy.

This article focuses on the issue of student involvement in the education process. The study comprised pupils aged 10-11, 13-14 and 16-17; 322 students were attending school in Austria, and 458 students were in Slovenia. The data were collected through a questionnaire and processed on the level of descriptive and inferential statistics. The right to participation is among the four main principles set out in the Convention on the Rights of the Child from 1989. However, a study that aimed to identify the areas in which students already have the opportunity to participate in decision-making and areas in which they want more participation showed that they remain insufficiently aware of the right to participation in school. In addition, the study showed that students from Austrian schools have more decision-making opportunities than their peers in Slovenia do. The results also indicate that, despite its proven advantages, legal basis, and the repeated demands for its implementation, participation in the class environment has yet to become common practice.

The spate of insurgences and conflicts in the country and around the sub-region has led to the increased presence of refugees and Internally Displaced People (IDPs) in Nigeria. This has resultant challenges on the basic needs of refugees and IDPs at different levels. One of the highest priorities of refugees and IDPs communities is education. Nigeria is obviously struggling to provide basic education for her citizens hence the emergence of refugees and IDPs and their need for education put a double burden on the nation's education system. Sections of the 1948 Universal Declaration of Fundamental Human Rights; 1951 Convention on the Status of Refugees, 1989 Convention on the Rights of the Child, and 1990 Declaration of World Conference on Education for All call for no discrimination in the education of men, women and children irrespective of status; compulsory and free education for all and the right to education in emergencies. These are supposed to be the policies and implementation guidelines for ratifying countries. Observations show that, in spite of the challenging situation, there is little evidence of the commitment by the Nigerian government through the Universal Basic Education Commission (UBEC) to the education of refugees and IDPs. In cases where some levels of provisions are available, the quantity and quality of such provisions needs improvements. Since there is no guarantee that refugees' problems will end soon, this paper examines the available provisions and institutional approaches for the education of refugees and IDPs in Nigeria; analyses the level of Nigeria's preparedness for providing education for refugees and IDPs persons; and makes propositions for meeting this peculiar global reality.

In contemporary theological research on childhood, there is considerable interest on the social agency of children. This interest is situated within a global concern for the dignity of children as complex human beings, propelled by the articulation of their participatory rights in the UN Convention on the Rights of the Child (UNCRC). This turn to children and childhood in contemporary theology, I argue, points us to the need for an anthropology of relational belonging that holds out a space for children as agents. I mine the Lasallian tradition to critically retrieve such a communal anthropology that situates the agency of children as learners in a relation of vulnerable belonging to others as God's children and siblings-in-Christ. An implication that arises from this is the importance for religious educators to consider more intentionally the communal dimension of their work in creating a more just world with and for children, promoting their human flourishing.

Background: The United States has yet to ratify the UN Convention on the Rights of Persons with Disabilities. The extent of public support in the United States for the rights of persons with intellectual disability is not known. Methods: Online public opinion polls were conducted nationally and in eight selected cities in 2017 and repeated in 2018 with 26,876 respondents in total. Results: Support for rights was high: notably in accessing healthcare, schooling, playing sports and getting married. However, less support was evident for the rights of people who were perceived as less capable. Respondents with prior frequent personal contact and who had an engagement with Special Olympics were those most likely to support the rights and capabilities of persons with intellectual disability. Conclusions: Public support for the ratification of the UN Convention seems likely. Further longitudinal research could identify successful strategies for implementing the rights of disabled persons locally and nationally.

The United Nations Convention on the Rights of the Child (UNCRC) sets out a series of rights for children. UNICEF has developed a Rights Respecting Schools Award (RRSA) through which schools can embed a whole-school approach to the UNCRC. This research used action research in an RRSA primary school to create and evaluate a rights-based transition process for a cohort of Year 6 pupils (10-11 years old). Data were collected from a questionnaire developed with pupils, a researcher diary, a staff focus group and a group interview with four pupils (11-12 years old) in their first term at high school following the rights-based transition. The utility of embedding rights in the transition process to support preparation and transfer of rights is identified, as is the importance of a visible rights framework to enable pupils to continue to promote and work towards rights realisation throughout transition and at their new setting.

A quality management system is an essential and mandatory instrument for maritime higher education institutions mandated by the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers. To design an effective quality management system, it is strongly recommended to take the most comprehensive model of the quality system such as ISO 9001 quality management system. This paper proposes a knowledge-based model for assessing the compliance level of the quality management system of maritime higher education institutions with respect to ISO 9001:2015 to provide meaningful information to design an effective quality management system, to identify potential gaps and required improvement points in the quality management system. In the proposed model, fuzzy axiomatic design is selected as a suitable research methodology. The obtained results provide a decision aid for the relevant executives in maritime institutions who design a quality management system integrated with ISO 9001:2015 guidelines.

Iran, as a United Nations member state, has made moral and legal commitments to conform to international human rights standards, including the 1966 International Covenant on Economic, Social and Cultural Rights (ICESCR) and the 1989 Convention on the Rights of the Child (CRC), which address the right to education. This article reviews Iran's commitments to children's educational rights, drawing on the 4-A scheme developed by the former Special Rapporteur of the UN High Commission for Human Rights on Education, Katarina Tomaševski, whereby education should be available, accessible, acceptable, and adaptable. It examines the State's obligation to ensure education is acceptable and adaptable. It identifies a number of legal and political reasons why children are unable to claim their educational rights. It calls for substantial educational and societal reform and the prioritisation of the child's best interests, over those of the State.

This article positions punk rock pedagogy, or the educative dimensions of punk rock subculture, as an exemplar for combatting hate speech. This analysis contrast institutional efforts to protect free speech (which are rooted in free speech absolutism) with the ways by which punks protect one another from bigotry. This paper argues that the punk approach more closely reflects how free speech protections are framed in international human rights law.

This paper problematizes, in the spirit of loving critique, the paucity of global intersectional dis/ability politics in the fields of Disability Studies and Critical Race Theory. In this paper, we attempt to account for a more global and humane, liberatory theoretical positioning of Disability Critical Race Theory (DisCrit) by analyzing the human rights discourses employed by the United Nations Convention on the Rights of People with Disabilities (UNCRPD). DisCrit scholars emphasize 'the social construction of race and ability … which sets one outside of the western cultural norms'. We push DisCrit further to (a) account for the impact of these western cultural norms and ideals in global and local contexts, and (b) problematize how the binary between the Global South-Global North gives impetus for and further reifies the global racist and ableist hegemony of western cultural norms, domination, and violence identified within human rights discourses.

Arguing that records and other forms of evidentiary documentation are increasingly being 'weaponized' against various communities and categories of people, this essay addresses diverse calls for the recognition of personal and community rights in records and recordkeeping. After reviewing some prominent examples and the growing literature on information rights, the essay introduces a framework for human rights in and to records and recordkeeping designed to support refugees. It then examines its potential applicability in restoring internationally acknowledged human rights to US Indigenous groups seeking federal sovereignty recognition. This approach suggests where there might be potential for convergence and highlights important areas of divergence between these two different rights discourses. In both cases the authors argue that affected individuals and communities might be empowered through different, and culturally appropriate, forms of educational outreach. The essay concludes by emphasizing the importance of preparing future archival and other information and computing professionals to navigate and respond to the complexities and potential incommensurabilities of the growing multiplicity of calls for rights in records.

This paper delineates the conflicts that can arise between student participation and other rights and interests and presents a model that conceptualises these conflicts. It fills a gap in the developing literature on participation rights in education, which has yet to systematically address the possible ramifications of practices that implement these rights. The paper describes how students' participation may constrain various other children's rights: the right not to participate, not to be discriminated against, and to be protected from violence and abuse. In addition, it discusses possible clashes between the one-size-fits-all model of student participation and the rights of children and parents to culturally adaptable education. The paper also analyses how neoliberal practices of participation, such as high-stake student perception surveys, may undermine the social interest to empower teachers, which is intertwined with children's best interests and their right to education.

The demand for a significant advance in democracy that allows greater civic participation takes place in different countries and historical times. In Catalonia, the process toward self-determination shakes the social and political debate from 2010 to the present day, when the population feels that their rights are being curtailed and begins to show their discomfort with massive and peaceful demonstrations that influence the political forces. Since late 2017, the struggle for self-government has intensified and schools have been involved in this process in a twofold way: by serving as polling stations in the referendum held on October 1, 2017, which was not approved by the Spanish government, and by being accused of childhood indoctrination due to pupil involvement. As representatives of the school, principals need to take a sensible position in controversial issues, which is not easy when antagonistic values are at stake. The question the authors would like to approach here is how Catalan schools currently undertake child participation, according to the principal's point of view, in order to discern what actions would be necessary to encourage children's governance both in school and in society. This examination offers a comprehensive framework for encouraging children's participation in the co-creation and governance of the society in which they live--since the decisions that are taken today affect them fully--the results of the survey for principals serve as the basis for further debate on the right of children as a group--generally invisible--to participate in the governance of the school and its impact on the democratic quality of our societies.

As a signatory to the UN Convention on the Rights of the Child, enshrined in national legislation, all children in the UK have the right to education. In the everyday life of schools, this human rights framework must often be balanced with other policies, such as immigration and securitisation ones. Teachers are expected to police membership boundaries and keep their students under surveillance, while delivering results in compliance with audits and league tables. Based on a thematic analysis of an ethnographic study of an English as an Additional Language (EAL) classroom in a diverse London academy, this paper argues that recently-arrived migrant students and their teachers often find themselves at the intersection of contradictory policy agendas that rarely consider the needs of the children themselves. Analysing how national and international policy discourses play out in the classroom, I argue that there is a mismatch between different policy areas, and between policy expectations and everyday practice.

This article examines the inter-relationships among citizenship, class and disability through the methodological juxtaposition of critical policy analysis of constructions of disability and an autobiographical sociology of global middle-class parental strategies in school admissions processes in the Middle East. The author advances the theoretical case that disability is mediated through class and citizenship, and she elucidates the role of affect in the construction of disability and its relation to citizenship. Recognising emotion as a social, cultural and political practice, she proposes that this, in turn, has implications for reclaiming affect in the production of new knowledge on disability and citizenship in the Middle East.

Purpose: The purpose of this article is to contribute to the research methodology literature that arose out of the (new) sociology of childhood and the UN Convention of the Rights of the Child (1989) with regard to conducting ethical research with children rather than on children. In particular, this article reflects on the development of a method (learning dialogues). Design/methodology/approach: Learning dialogues were designed to enable children to share their responses to prompts about specific aspects of their lifeworlds. This was one method used to produce the data corpus which also included a large-scale survey, classroom ethnographies and (video) re-enactments of children's lives after school. Findings: The piloting of the learning dialogues took place in several iterations and a particular form was used for the main study. The original idea and development of the learning dialogues highlights they were both a rich source of data that complemented the other data sources in the study and an activity that children indicated that they enjoyed. The authors discuss the practicalities involved with adapting a qualitative method to different settings and to projects with large numbers of children. Originality/value: The conceptualisation of the learning dialogues as sources of personal documentation about aspects of children's lifeworlds was unique to this research. In thinking about the learning dialogues as one source of data within a broader project, the research aimed to be more inclusive of all participants in contributing to the findings produced in the project.

Citizenship education invokes dilemmas even for the most committed teachers and students, researchers, and innovators. How can citizenship education advance equity and equal rights within highly unequal schools and societies? How can it support young people to feel they have the competence, confidence, and right to vote and to challenge injustice? How can we be sure international human rights are realities, not merely passing ideologies? This paper argues that rights really exist as expressions of visceral embodied human needs and moral desires that are integral to human relationships. Rights also serve as powerful legal structures that can help to prevent and remedy wrongs, and they work as enduring high standards and aspirations. The paper suggests how critical realism can help educators to resolve dilemmas in theoretical education about rights as knowledge, principles, and mechanisms, and in practical education that enables students to enjoy and exercise their rights and respect those of other people.

The article is devoted to the analytical understanding of the problems in the field of realisation and protection of the rights of children in Russia to identify and highlight existing problems in order to try to remove shortcomings and embark on further development and improvement of the legal and social mechanisms for the protection of children's rights. It analyses the modern legal and conceptual aspects of the current system of implementation mechanisms for the protection of human rights, during which a number of shortcomings and gaps in family laws and the system of legal protection of minors are found. It identifies certain shortcomings and contradictions in the development of modern Russian legal theory and doctrine in the field of realisation and protection of the rights of the child, protection of motherhood and childhood in general. It explores specific aspects of relationships of family, school, society, human rights frameworks practical protection of the rights of the child and his or her right to live in a family. Scientific novelty and originality consists in identifying the main challenges and the importance of the family and family environment for socialization and upbringing of the child, for his or her moral and legal level of development, to create guarantees and protection of the rights of the child at home, at school, in the community as part of the mechanism of realisation and protection of the rights of the child. The proposal is made for the establishment of a protection of the rights of the child by bringing together all stakeholders on the direction and control of the Commissioner for children's rights in the territory of each constituent entity of the Russian Federation with a view to improving efficiency in the interaction of state and non-state structures of society in the protection of children's rights.

The article contains a comparative analysis of foreign arbitration courts' decisions, ensuring the reciprocity and public policy. The aim of the study is to explore such aspects as reciprocity and public policy of arbitration courts. The result is the view of the public policy, despite its apparent irrelevance in today's Kazakhstan, which is of fundamental importance in the examination of cases in Western countries. The article also carries the example of the court's decisions in Kazakhstan and the UK, their reciprocity and public policy. In other words, the execution of Kazakhstan arbitral decisions in another country is a necessary condition and basis for the execution of arbitral decisions of other countries in Kazakhstan. The article also examines the confession and carrying into execution of arbitral courts' decisions. In addition, it was revealed that the arbitration court is a non-state court. It is elected by the parties of the dispute, or by those, to whom the parties have entrusted this choice. The novelty of the research is the comparative analytical overview based on foreign arbitration courts.

The purpose of this research is to examine the legal problems of ensuring the right to work of citizens in the Republic of Kazakhstan and to find the conformity of labor laws in the Republic of Kazakhstan to international standards. Using the method of comparison analysis of the legislation of the Republic of Kazakhstan and norms of international treaties and agreements, the authors determine that in order to improve the labor legislation of the Republic of Kazakhstan and to prevent labor and social conflicts, it is necessary to 1) amend and supplement the Constitution of the Republic of Kazakhstan dated August 30, 1995, with a view to ensuring the right to work of citizens of the Republic of Kazakhstan; 2) similarly amend the Labor Code of the Republic of Kazakhstan and the Law "On Employment" of the Republic of Kazakhstan. Thus, the submissions may be practically important for the improvement of the labor legislation of the Republic of Kazakhstan, prevention of labor and other social conflicts.

This article attempts to address the issue of prisoners of war through the prism of international law. The object of research is the work of the Commission to investigate the Entente's complaints of violation of Hague Convention on Treatment of Prisoners of War by German authorities. After the armistice, the governments of the Entente sent notes to the German authorities on allegations contrary to international law actions in German POW camps. The study analyses the problems of war prisoners' life at the time, particularly their lifestyle, pastime, ceremonies, work, food. Also paper investigates the laws, introduced during ground warfare by the Hague Convention, as well as considers the position of war prisoners in Germany. The new German government (Council of the People's Deputies) set up a commission to investigate the claims of the Entente. During the First World War, all countries kept the international law relating to the treatment of prisoners of the war. Separate violations of articles of the Hague Convention of 1907 based on the objective reasons, they were not connected with the general thrust of internal policy of belligerent states.

The purpose of the study is to analyze the features of the implementation of international norms on human rights to the national law system of the Republic of Azerbaijan. Using the method of the critical analysis of national legislative framework on human rights, the authors argue that there are some certain problems connected with the application and execution of the European Court resolutions in our Republic, with the improving the legislation according to the modern legal conditions and social challenges and the extension of enlightenment in the proper sphere in law enforcement authorities. The practical value is that the submissions can be used by lawmakers as a basis not only for facilitating the practical realization of the treaties on human rights, but also for development the supplemental legal guarantees for the maintenance of the conformity to natural laws of this activity.

Environmental issues have become a central issue, which is considered not only at the state level, but also in the international arena. At the moment the main initiators of drawing attention to the environment are the environmental non-profit organizations. In developed countries, these organizations provide full support to the government and society. For developing countries, such as Kazakhstan, there is a number of issues: legal and social. The article deals with the legal regulation of the environmental non-profit organizations and reveals their role and influence on the government and the public. In order to achieve this goal has been applied the analysis of international law and the legislation of the Republic of Kazakhstan, the experience of scientists is generalized. In Kazakhstan, the legislation provides for free participation in non-profit organizations, including environmental. These organizations should be closed only in cases of violation of the legislation. Environmental non-profit organization conduct environmental education on the problems, cooperate with government authorities. The nature of such associations is exclusively peaceful and voluntary, nor is the goal to acquire profit.

Background/Objectives: The research topicality is conditioned by the fact that the labour secure of the social and labour human rights is realized not only by the national law but also by the international law that is usually more progressive and establishes the generally accepted standards and norms of human rights in the social-labour sphere. But the specificity of the mentioned sphere of social relations does not permit in most cases to realize direct, immediate action of the international regulations at realization of social or labour rights because the implementation of setting and realizing the generally accepted norms into the national law system is demanded. The mentioned above condition makes it difficult for the Kazakhstan republic (hereinafter RK) to observe the taken international duties to provide social and labour human rights. Methods/Statistical Analysis: The methodological basis of the research were scientific methods of theoretical research (analysis, synthesis, interpretation, comparison, classification, synthesis, simulation, etc.), empirical methods (observation, documentation), as well as statistical methods (quantitative and qualitative data analysis). The theoretical basis of the research were the works of scientists in the field of international and social rights. Findings: As the analysis result the conclusions are made that the obligatory financial provision of realizing the universal social-labour rights condition a complex of measures to establish in the national law system the sources of laws finance and also measures to secure their functioning. In spite of the national law regulation of the general order of the interstate use of the international norms to solve the issue of using the definite norm in the analyzed sphere depends on the normative guarantees set that are needed and the social and financial-economic conditions of its realization. Application/Improvements: The report contains provisions that can be used in the practice of law. The analysis results can be used to improve the sources of Kazakh social and labor law, the definition of the provisions of international legal acts in the system of national law, to identify the specifics of the transformation of international standards into domestic law.