Search

The Senedd Children, Young People and Education Committee in Wales published an inquiry report on disabled children's access to education and childcare, highlighting significant barriers and shortcomings in mainstream settings. The report includes 32 recommendations to address these issues. The Welsh Government responded to the report, acknowledging the concerns raised and committing to work towards inclusive childcare and education. Additionally, the committee published an interim report on the implementation of education reforms in Wales, focusing on the Additional Learning Needs system and the Curriculum for Wales rollout. The report highlights concerns about a decrease in children identified with ALN and the need for a knowledge- and skills-rich approach to education. [Extracted from the article]

The Universal Declaration of Human Rights (1948) affirms parental rights in education through a simple statement: "Parents have a prior right to choose the kind of education that shall be given to their children." However, in subsequent international treaties, this right is framed with greater complexity. Notably, the International Covenant on Economic, Social, and Cultural Rights (ICESCR), the UNESCO Convention against Discrimination in Education (CADE), and the Convention on the Rights of the Child (CRCh) introduce the requirement that this freedom must align with "minimum educational standards" set by the State. In contemporary discussions, the State's role in regulating and limiting parental rights is increasingly seen as central to the right to education. This raises critical questions about how far such standards can go in restricting parental choice for broader political goals, such as promoting social cohesion. This paper aims to examine the concept of "minimum educational standards" and the extent to which they can be used to curtail parental rights, analyzing key human rights mechanisms and their interpretations. It seeks to clarify the balance between parental freedom in education and State-imposed regulations within the framework of international human rights law. [ABSTRACT FROM AUTHOR]

The article "Speciality grand challenge: next steps for coaching? Some existing and emerging issues" by Dave Collins explores the current landscape of coaching science, addressing key issues such as skill development, mental health, and societal expectations. Collins, an experienced coach, offers insights on the future direction of coaching, emphasizing the need for evidence-based initiatives and critical evaluation. The article highlights challenges in coaching, including the need for a more mechanism-driven consideration of skill development and the exploration of active inference approaches. Overall, the paper calls for a more critical approach to coaching research and development, grounded in genuine data and evidence. [Extracted from the article]

BackgroundObjectives/AimsDesignData sourcesMethodsResultsConclusionChildhood is a time when health behaviours are established and the foundations for health literacy are cemented. In Aotearoa New Zealand nurses are responsible for communicating health messages to children at key stages in children’s lives.This review explores the ways in which nurses communicate health messages to children and adolescents in Aotearoa New Zealand. It evaluates whether current approaches to health communication are in-line with a child’s rights-based approach.An integrative review using a systematic literature search strategy.In July 2022, 9 databases were searched including: Medline (Ovid), Embase (Ovid), Scopus (Elsevier), Cochrane Library, EBSCO (host), Web of Science Core Collection, CINHIAL plus, psychINFO and PsychEXTRA.Following title and abstract screening 41 articles went through to full-text screening. These were uploaded into NVivo v.12 for analysis. Results were analysed using content analysis with a deductive coding framework informed by the UN Convention on the Rights of the Child. A total of 20 articles met all inclusion criteria and were assessed of high quality using the Mixed Methods Appraisal Tool.Nurses communicate health messages using a variety of strategies, some of which align with the rights of the child. No evidence was found of nurses communicating health messages through play or creative activities or by adopting principles and practice of continuity of care, including health communication beyond the paediatric context.Opportunities exist for improvements to the rights of children and adolescents within nursing practice. Further research about the rights of children in healthcare services including not only identifying the barriers but research that includes interventions and proposes solutions is necessary . [ABSTRACT FROM AUTHOR]

With greater numbers of children living in urban areas, increasing attention is being paid to Child-Friendly Cities (CFCs) and their potential for transforming local government decision-making to be more inclusive of the needs and interests of children. This paper draws on interviews with CFC practitioners at both local and national levels in 9 cities across 7 countries, to explore the opportunities and challenges that arise in planning and actualising CFC programmes. The data show CFCs can reshape local government decision-making processes, allowing for greater opportunities for children's civic participation, through greater parity of children's interests and voices. However, CFC practitioners also encounter challenges related to uncertain conceptualisations of what makes a city 'child-friendly', complex governance structures, lack of political will from external partners and intergenerational tensions. In addition, age-based fragmentation has the potential to further marginalise the interests of children and young people in key policy areas. [ABSTRACT FROM AUTHOR]

Article 12 of the United Nations Convention of the Rights of the Child (UNCRC) (1989) sets out the right for all children to be heard and for their opinions to be given due weight. However, the voices of children with disabilities often remain silenced as their perspectives are rarely consulted. This paper describes how a visual, participatory research method called Photovoice was used to elicit the voices of students with Intellectual Disabilities (ID) in mainstream post-primary schools in the Republic of Ireland. Thirteen students with ID in four schools across Ireland participated by taking photographs of aspects of their school life that were meaningful to them. Photographs focused on places, spaces, objects and examples of learning, including their role in decision making. This paper details the stages of the Photovoice method which was adapted to support students to participate in the research process. It provides guidance on how to address the ethical and methodological concerns which arise when researching with children. It outlines a two-step approach to analysis, where participating students interpreted and created meaning which was further developed by the Principal Investigator. Employing Photovoice repositions students in this study as co-researchers and co-creators of meaning. Its use operationalises Lundy's Model of Participation (2007) by providing space, voice, audience and influence which are necessary for children to express their views and have their voices heard in an ethical and inclusive manner. [ABSTRACT FROM AUTHOR]

This article examines the use of corporal punishment on children in Australia, arguing that it is both ineffective and harmful. The authors provide evidence that a significant number of young Australians have experienced corporal punishment, but note that attitudes and actions are changing, particularly among younger generations. The article also discusses the legal and human rights implications of corporal punishment and the need for legislative reform. It emphasizes the importance of education, support, and cultural change in reducing the prevalence of corporal punishment. The author of the text focuses on studying child and adolescent development, with a specific interest in how environmental factors can impact brain development and the risk of mental disorders like depression during adolescence. They approach their research from a neurobiological and psychological perspective. [Extracted from the article]

When Australia ratified the United Nations Convention on the Rights of the Child (the Convention) in 1990, all children within its borders became entitled to the protection of the rights set out in the Convention. Children, thus, became rights holders. More than just human rights holders, they became children's rights holders. The Convention is the first international instrument to address the protection of children from violence directly. Corporal punishment (CP) is increasingly recognised internationally as physical abuse and a violation of children's rights. However, CP in the home is still legal in all Australian jurisdictions even though it violates several of the rights protected by the Convention. This contribution will examine Articles 2, 3(1), 5, 16, 19(1), 24(3) and 37(a) of the Convention to outline how parental CP undermines the legally binding obligations of the Convention by violating the rights espoused by these provisions. This article then calls for CP to be outlawed by all state and territory governments to adhere to the aim of the Convention that because of children's unique vulnerabilities, all their rights need to be protected, respected and promoted by those who ratified the Convention. [ABSTRACT FROM AUTHOR]

This article discusses the role of local and regional authorities in promoting and protecting human rights in Europe. It highlights the emergence of human rights cities, which prioritize human rights in their governance programs, and explores the variation in how subnational authorities perform on human rights issues. The article also discusses the importance of local and regional authorities in the implementation of European Court of Human Rights judgments and calls for greater attention to be given to subnational actors in human rights work. The special issue includes articles that examine various aspects of the human rights role of local and regional authorities, such as their appearance in case law, their position in the European human rights system, their engagement with specific human rights issues, and their perception and practice of human rights. [Extracted from the article]

The dominant arrangement for governance in many States which are party to international human rights treaties is decentralisation. This puts implementation of human rights in the hands of institutions which are geographically closer to intended beneficiaries. Decentralisation to different levels of government introduces complexity, risk and opportunity to the governance of human rights. In response, UN Treaty Monitoring Bodies focus on State responsibility for implementation of human rights. The Committee on the Rights of the Child has emphasised the State as the coordinating body responsible for children's rights under the UN Convention on the Rights of the Child (CRC). In this paper, Wales is used as an example of a jurisdiction where decentralisation is a feature of children's rights, which has enabled a progressive approach to implementation. It explains the principled Children's Rights Approach which provides public authorities in Wales with a coherent framework to give effect to international children's rights policy planning and service delivery. As the contours of decentralisation in Wales are typical of arrangements in many States parties to the CRC, insights from Wales will be transferable to other jurisdictions. This experience is also relevant to other areas of human rights implementation in the context of decentralisation. [ABSTRACT FROM AUTHOR]

This article discusses the concept of embedding social rights in a constitutional framework, using Colombia as a case study. The author argues that the legal and social embedding of constitutional social rights can empower citizens and improve access to justice. The article highlights the use of the tutela procedure in Colombia, which allows individuals to file claims to protect their fundamental constitutional rights. The author also compares the Colombian experience to that of the UK, where the Supreme Court has been criticized for retreating from engaging in social and economic policy debates. Overall, the article emphasizes the importance of constitutional embedding and legal mobilization in promoting social rights. [Extracted from the article]

The seventh edition of "Medicine, Patients and the Law" edited by Margaret Brazier, Emma Cave, and Rob Heywood, published in 2023, is a comprehensive resource aimed at students of medical law and healthcare professionals. The book covers three main parts: Medicine, Law and Society; Medical Malpractice; and Matters of Life and Death, providing insights into the legal context of medical practice. The editors discuss the historical context of the book's development, the need for a new edition due to evolving healthcare law issues like the COVID-19 pandemic, and the inclusion of new chapters on criminal process in medical malpractice, embryo research, and historical aspects of medical law. The book aims to engage readers in thought-provoking discussions on medical law dilemmas while providing tools to navigate complex legal issues. [Extracted from the article]

The aim of this study was to contribute to the research field of children's rights in sports by synthesizing the scientific approaches applied and topics addressed in previous social science research focused on children's rights per se. A scoping literature review was conducted via database searches (Scopus, Web of Science, SPORTDiscus). The search strategy yielded 44 articles eligible for inclusion. The analysis showed that the articles covered 17 identified topics in total, most frequently abuse. Fewer than half had a direct focus on children's rights in sports. The research was mostly descriptive, non-theoretical and encompassed few countries, sports and ages. The sample of empirical studies generally encompassed child participants or international policy and regulations. In conclusion, studies with more explanatory and theoretical designs and a clearer, direct focus on children's rights would be beneficial for enhancing general and theoretical understanding of children's rights and explaining associated problems. [ABSTRACT FROM AUTHOR]

The Convention on the Rights of the Child states that all children and young people have the right to have a voice in matters concerning them, in accordance with age and maturity. In the endeavour to make youth sport a safe place free from abuse and harassment, it is crucial to ensure that young athletes can exercise their participation rights. Drawing from an online study involving over 550 Swedish young equestrians aged 15–17, the aim was to investigate whether and in what ways young equestrians can make their voices heard. The results show that the possibility to have a voice is conditioned by sociocultural factors such as what type of stable the youths are active in. The results are analysed from 'The ladder of participation'. In sum, social interaction and access to horses are important conditions for how young equestrians experience the possibility to have a voice. [ABSTRACT FROM AUTHOR]

This study provides a big picture of research in the field of food marketing communication targeting children. It aims to identify conceptual and methodological gaps, and set future research agenda for investigating less-explored aspects of food marketing communication effects on children's food choices. A content analysis of the most influential scientific literature related to food marketing communication targeting children was conducted. Each eligible paper was analyzed based on lines of research and methodology. Analysis of 495 eligible papers revealed that "advertising" was the dominant line of research, followed by "sales promotion". The most common research method was content analysis, and the most common analysis technique was comparison tests. Among data gathering methods, two categories of "structured questionnaires and surveys" and "nonreactive measures" had the most frequencies. One of the main findings of this study is the scarcity of research within the domains of "personal selling", "direct marketing" and "public relations", all of which have significant potential in influencing children's food behaviors, both unhealthy and healthy. Additionally, there is the lack of studies using methods to consider children's voices that will be discussed based on the United Nations Convention on the Rights of the Child. [ABSTRACT FROM AUTHOR]

The Committee on the Application of Standards of the International Labor Organization discussed Uganda's implementation of the Minimum Age Convention, noting a significant increase in child labor, especially in hazardous work, since the COVID-19 pandemic. The government was urged to take various measures, including public awareness campaigns, access to education, and strengthening labor inspection. Recommendations included strengthening efforts to eliminate child labor, improving labor inspection, and addressing root causes of child labor. The Committee emphasized the need for collaboration with social partners and continued technical cooperation. [Extracted from the article]

Design-Based Research (DBR) has emerged as a widely accepted methodological framework in educational research worldwide, as it is a sustainable research paradigm for overcoming the frequently observed gap between research and educational practice (Reinmann, 2022; Tinoca et al., 2022). I use The Rights of the Child and the School Subject of Religious Education (CRE4RE) project as an illustrative example of DBR's potential to help close the theory-practice gap in the area of children's rights education (CRE) in religious education (RE). To do so, I link classroom research and lesson design. The first part of the paper provides an overview of the three interdependent project phases, which are based on the three steps of the research process model by McKenney and Reeves (2019). In the second part, I transfer a teaching module into practice to demonstrate how children's rights perspectives can be successfully integrated into RE. Finally, I identify project-specific opportunities and challenges in the use of the DBR approach to point out further design-based research perspectives, which favor a sustainable practical transfer of the double theory-practice output. I transferred a prototyped learning module into RE and tested and empirically evaluated it in a sample of N = 88 children and found substantial differences in the empathy scale's mean values, which also differed by gender. The article shows how a DBR approach can be used to integrate CRE into RE, thereby also highlighting the forward-looking significance of the research paradigm for RE and for the interlinking of teaching research and lesson design. Keywords design-based research, religious education, children's rights education, human rights education, religious education, primary school, transfer, Germany, Introduction: Design-Based Research for combining religious didactic theory formation and lesson design In order to link the goal of evidence-based theory development with the development of high-quality practice on the [...]

This article critically assesses Pakistan’s compliance with erga omnes obligations under the Convention on the Rights of the Child (CRC) concerning sexual abuse of children. It discusses the discrepancies between the international and national levels of legal provision and scrutinizes Pakistani measures to safeguard children against sexual exploitation from the perspective of the CRC. However, there are shortcomings in implementing such laws and, therefore, such protections are not effectively implemented. In the current article, some of the major fields of Pakistan’s legislation that do not conform to international standards are described, and the importance of legal reforms is stressed. Pakistan can better work to eradicate child sexual abuse and meet the requirements of the CRC through the synchronization of national laws with international norms and standards.

The value and importance of play for children's well-being, learning and development is evidenced by its inclusion within the UN Convention on the Rights of the Child, and its increased policy and research presence on a national and international stage. However, with a need for educators and pupils to navigate a range of implicit tensions in understandings of play and formal learning, enactment of playful pedagogy in primary schools is not without its challenges. This article situates playful teaching and learning in the primary education sphere, drawing from the broader policy and research context, and findings from empirical case study research conducted with Irish primary school teachers (n = 6) exploring playful music pedagogy over a 6-week period in their classrooms in 2019. Results indicated teacher perceptions of a capacity for playful music pedagogy to facilitate deep, holistic learning in tandem with enhanced engagement and motivation for children. Also of note is a blurring of boundaries between play and work with implicit shifts to classroom culture, ownership, and associated movement outside comfort zones for teachers and pupils alike. Recommendations are made pertaining to cultural and policy shifts, and sustained support for educators in navigating tensions, paradoxes and challenges associated with implementing playful pedagogy in the Irish primary education context. [ABSTRACT FROM AUTHOR]

The article discusses the professionalization of sport coaching from a Scandinavian perspective, highlighting the evolution of coaching standards and the impact on elite, recreational, and youth sports. It emphasizes the importance of ethical norms, knowledge creation, and the role of social sciences in coaching research. The text explores various aspects of coaching, including the development of a knowledge base, the impact of commercialization on coaching roles, and the challenges faced by coaches in addressing sensitive issues like athlete health. Additionally, it delves into the tensions between professionalism and voluntarism in grassroots coaching, as well as the ethical considerations and power dynamics within coach-athlete relationships. [Extracted from the article]

Children and young people's participation, as stipulated in the Convention on the Rights of the Child, applies to both matters that directly and indirectly affect children. Participation is in some countries recognized as a fundamental right and children's engagement seen as a valuable resource. Assisted by conceptual understanding of co-creation, children may be enabled to engage and participate in a variety of contexts. Knowledge about research on, and facilitation of, co-creation involving children is the theme of the scoping review presented by this protocol. The protocol outlines a scoping review which is to use a systematic approach to synthesize knowledge of research about co-creation with children. By systematically scoping the existing research about co-creation with children, the review will survey the available literature (evidence), identify key concepts, and uncover gaps in knowledge. The overall objective of this scoping review is to gain knowledge of research conducted about all types of co-creation with children, and to identify the gaps that future research should address. This scoping review acknowledges the existence of multiple definitions of co-creation, which vary depending on different contexts. The review will also recognize several other associated concepts, such as co-production, co-design, co-research, and co- innovation, since they are used interchangeably with or align with the understanding of co-creation being reviewed. The methodological framework outlined by the Joanna Briggs Institute (JBI) for scoping review will be used as a guide for this review. The PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation will be used during the process. The databases, ERIC (Education Resources Information Centre), Teacher Reference Center, Idunn, Oria, Libris, Kungliga biblioteket, ScienceDirect, ProQuest, Scopus, Academic search elite, Web of Science, Google scholar, will be searched for information on academic books and articles, in May 2024. Also grey literature will be searched for relevant academic references. There are no limitations in date of publication. Language will be limited to English, Norwegian, Swedish, and Danish. Following the selection of studies, data will be extracted and analysed. Ethical approval is not required, because only secondary data is collected. Dissemination will include peer-reviewed publications and presentations at conferences regarding public innovation, education, and children's participations contexts. [ABSTRACT FROM AUTHOR]

This article discusses the challenges and dilemmas faced in ensuring children's rights and wellbeing in the Nordic countries. Despite being regarded as frontrunners in this field, the Nordic countries still struggle to ensure equal rights for children and face various challenges to their wellbeing. The article focuses on the implementation of Article 12 of the UNCRC, which addresses children's right to participation, and highlights the difficulties in achieving this right in various contexts. The contributions to this Special Issue emphasize the need for a more child-centric approach to policy and practice in order to ensure children's participation and wellbeing. [Extracted from the article]

Citizen participation among children and adolescents is key for the development of society. According to the Convention on the Rights of the Child, the legal and ethical recognition of public, education, and social policies for children is vital for ensuring an active and critical society. The aim of this research paper is to analyse the characteristics and challenges of citizen participation during childhood as an educational process. The methodology employed was a systematic review carried out using the WOS, SCOPUS, and ERIC databases, taking into account the PRISMAS 2020 protocol. The results show that the incorporation of a culture of participation in children and adolescents will guarantee the persistence of democratic systems, although there are still challenges to overcome. The conclusions suggest that it is crucial that educational institutions, families, and society as a whole commit to promoting the philosophy of citizen participation at an early age in formal and non-formal educational contexts. [ABSTRACT FROM AUTHOR]

In response to growing attention to young children's citizenship, and recent calls for critique of Western discourses and practices, we explore the movement of Western 'pioneering' pedagogies of early childhood education (ECE) and their localisation in Aotearoa New Zealand. Employing a poststructural positioning, and theoretical devices drawn from the work of Michel Foucault and Kuan-Hsing Chen, this article 'bewilders' discourses of children's citizenship in Aotearoa by analysing the juxtaposition of pioneering pedagogies alongside complexities of power effects in early childhood settings. This article draws on data from the first author's doctoral study and employs reflexive thematic analysis to interrogate data gathered in interviews with kindergarten teachers in Aotearoa. Based on these analyses, this paper bewilders pioneering pedagogies in Aotearoa by advocating that young children's citizenship be recognised as a cultural-historical construct which acknowledges the syncretism of Western and Māori knowledges in ECE, and argues that children occupy a negotiated position as citizens in ECE settings in Aotearoa. [ABSTRACT FROM AUTHOR]

Inequality in youth justice is a pressing global issue, with certain groups of children being disproportionately represented in youth prisons and detention centers. Research shows that racial and ethnic minorities, children from low socioeconomic backgrounds, children with disabilities, and boys are overrepresented in youth justice systems. This inequality is fueled by disparities in law enforcement and decision-making practices. The principle of non-discrimination under the UN Convention on the Rights of the Child calls for equal access to rights for all children, but the reality is that marginalized children often struggle to exercise their fair trial rights and face negative consequences. There is an urgent need for data collection, research, and a comprehensive global strategy to address and tackle inequalities in youth justice practices. [Extracted from the article]

Participation in educational settings is a universal right of every child, consigned by the United Nations Convention on the Rights of the Child. This right encompasses the need to protect and encourage young children´s active participation and decision-making in early childhood education and care. Research Findings: This qualitative study, inspired by the Lundy model (2007), examined ECEC teachers' (n = 25) and coordinators' (n = 25) perceptions about participation practices, collected through focus groups conducted in Belgium, Greece, Poland, and Portugal. Participants were previously referred as implementing participatory practices. Results showed that the four dimensions of the Lundy model emerged in teachers' and coordinators' group discussions: Participative space, Children's voice, Audience of children's perspectives, and Influence. Furthermore, a number of subcategories in each dimension reflected different orientations toward participatory pedagogy. Practice or Policy: This study contributes to informing and inspiring participation practices in ECEC across Europe and to enriching policy discussions regarding children´s participation rights, particularly in the early years. Promising participatory practices were identified in the various dimensions of participation, though some challenges remain, requiring in-depth knowledge about pedagogical practices and the promotion of initiatives to empower professionals to enhance children's right to participate, particularly at the center-level. [ABSTRACT FROM AUTHOR]

Since the outbreak of violence and persecution against Rohingyas in 2017 they have been fleeing Myanmar and taking refuge in Bangladesh. A significant number of them are married to a Bangladeshi citizen and their children are entitled to Bangladeshi citizenship by descent. However, these Rohingyas are not registered as Bangladeshi citizens. As a result, a significant number of Rohingyas and their children have become stateless. As Bangladesh is not a party to the statelessness conventions, the issues surrounding the statelessness of these Rohingyas can hardly be addressed under these conventions. This article explores the citizenship rights of these Rohingyas outside of these conventions. It argues that, although Bangladesh is not a party to the statelessness conventions it is a party to the Convention on the Rights of the Child and other international human rights treaties under which it is obliged to grant citizenship status to the Rohingyas who are married to a Bangladeshi citizen or born to a Bangladeshi parent. [ABSTRACT FROM AUTHOR]

This article focuses on what the author has termed children's ‘dark pictures’ to explore how children’ and young people express themselves visually and verbally about difficult issues—such as violence, death and trafficking. Two pictures created by children and young people about the UNCRC, and the interviews accompanying these pictures, are analysed as examples of the commonness of ‘dark’ issues emerging even when they are given assignments emphasising ‘lighter’ issues. The potential of children's and young people's dark pictures to comment on and challenge, how difficult issues are communicated with children by adults and society is explored with the help of socio‐cultural and relational approaches to pictures. The article proposes the notion of dark visuality to highlight the critical potential of children's and young people's engagement with darkness through visual means and propose that their expressions can be understood as societal critique. [ABSTRACT FROM AUTHOR]

The climate crisis is a human rights crisis, and one of the worst affected groups is children and youth. This same group has been key to climate action in and outside of the courts. As well as engaging in numerous consultative fora such as COP, and in the introduction of a General Comment on the right of children to a healthy environment, they have gone on to become key litigators in climate cases/applications at both national and international level. These justice processes are, however, notoriously ill suited to the particular needs of children and youth. Child friendly justice is a concept which has been elaborated in recent years by the Council of Europe. Yet climate litigation is very different to the cases (e.g. in family law) in which children have traditionally been parties – amongst other things it can involve very public campaigns. This article considers child and youth friendly justice in the context of the climate crisis through the UN Convention on the Rights of the Child, and through the concepts of access, participation, interests, and judgments. [ABSTRACT FROM AUTHOR]

Under the United Nations Convention on the Rights of the Child, children in conflict with the law are entitled to dignity and respect for their rights within a youth justice system adapted to their age and circumstances. The United Nations Convention on the Rights of the Child recognises the necessity of ensuring that children's rights are protected during the criminal process, emphasising the importance of legal advice, information and support to enable their participation in the process. Police questioning can be a particularly difficult experience for children, given their vulnerability and immaturity and yet it can have very serious consequences for children. This article examines the rights of the child during police questioning, from the perspective of children themselves. Presenting the findings of a study of children's experiences of their rights when being questioned by the police (An Garda Síochána) in Ireland, the article highlights the need to adapt police questioning processes to the needs and circumstances of the child, while emphasising the powerful case for greater involvement of children in research about criminal justice and policing so that their experiences of their rights can be better understood. [ABSTRACT FROM AUTHOR]

Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children's education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The United Nations Convention on the Rights of the Child (CRC) specifies children's fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals. [ABSTRACT FROM AUTHOR]

In this article, I explore how the contested notion of children's agency is represented in international children's rights law and in four novels by francophone African authors. The United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child establish children as rights holding subjects within a framework of adult care, while the fictional texts position children as protagonists, deprived of adult protection amid conflict and social upheaval. In both, children are understood as acting and acted upon, forming and formed by their environment. Through the utopian vision of children's rights law and the damaged child narratives of the fictional texts, children's agency can be read as a critique of adult society. At the same time, children are recognized as active participants in history, their choices and actions, however determined, shaping their own future selves and society. [ABSTRACT FROM AUTHOR]

Background: The United Nations Convention on the Rights of the Child (UNCRC) is the most comprehensive set of standards promoting and protecting children's interests. It can be utilized to create appropriate policies and legislation that enshrine the values identified in the UNCRC. In India, children have been considered only in the context of their family and were welfare recipients in the past, but more legislation has been enacted to protect and promote the child's rights. A comparative review will help identify how the new legislation enacted after India ratified the UNCRC directly or indirectly addressed children's mental health. Methodology: Legislation enacted after 1992 with the search term "child" was identified in the Indian national portal for legislation. These were compared against specific articles of the UNCRC identified to have a direct or indirect bearing on children's mental health. Results: The review revealed that only 11 of the 32 legislation enacted after 1992 address different aspects of children's mental health. Only three refer to the UNCRC in their preamble or content. Six of the 11 legislation addressed Article 24, while Article 32 and Article 34 were addressed in only one legislation each. Notably, most of the legislation is focused on child protection, while very few address the participation component of the guiding principles. Discussion: The UNCRC is a valuable guide to creating a legal framework to support child rights. This review highlights the need to consider children's mental health as a fundamental right and incorporate the principles into future Indian legislation. [ABSTRACT FROM AUTHOR]

Background: Health is a matter of human rights, and dental caries is the most common noncommunicable disease globally. Consequently, dental caries is a matter of human rights and its control, particularly prevention, must be a priority. Although largely preventable, this is too often neglected, both in the literature of human rights and health law, and in dental research. The right to oral health has recently been acknowledged by the World Health Organization (WHO), but it is insufficiently clear what this right entails. Summary: This article introduces a right to health-based narrative in the context of dental caries. The right to health is stipulated in human rights treaties, including the International Covenant on Economic, Social and Cultural Rights (ICESCR) and the Convention on the Rights of the Child (CRC). States that are parties to these treaties, which are virtually all States globally, are mandated to ensure the enjoyment of individuals' right to the highest attainable standard of health, including oral health. Key Messages: Dental caries is a matter of human rights. States have binding obligations to address dental caries: they require the regulation of the healthcare system, i.e., the traditional focus on operative care, but also put the regulation of other risk factors on an equal footing, such as the regulation of the living environment and access to fluoride. A right to health-based approach to dental caries thus offers a comprehensive approach to dental caries control, particularly prevention. [ABSTRACT FROM AUTHOR]

The number of unaccompanied migrant children (UMC) that landed in Italy on a daily basis was 14,044 in 2022 and 18,820 in 2023 (as stated by the Italian Ministry of Interior). This research study examines Law 47/2017, which implements the United Nations Convention on the Rights of the Child (UNCRC). It ponders inclusive educational models other than formal learning by investigating non-formal education (NFE) that takes place outside formal learning settings, although in synergy with them, for personal and vocational fulfilment. By way of example, a particularly original case study on school children newly arrived in Italy from Ukraine in 2022 is reported herein. Thirty interviews were held in Italy for three years, from 2021 to 2023, with the people in charge of unaccompanied migrant children to investigate the integration actions implemented as well as the use of NFE. Novel data from the education and employment sectors were collected to fill some pre-existing gaps in the literature. The focus group conducted in 2023 with twelve volunteer tutors highlighted data and conclusions that can be cross-checked and generalised on the use of effective operating tools to identify European pathways to peace and democracy, which may be useful in forging new solidarity patterns. [ABSTRACT FROM AUTHOR]

Copyright of [i2]: Research & Innovation in Architecture / Investigación e Innovación en Arquitectura y Territorio is the property of Universitat D'Alacant and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Grounded on scholarly works this study examined the lived experiences of children in the Ethiopian Orthodox Church school through the lens of a child rights-based approach. Three articles of the United Nations Convention on the Rights of the Child (UNCRC) were chosen as an analytical framework. The review revealed that the vast majority of Yekolo Temari joined the EOC school with their own interest, but the practice left them deprived of the family environment. They needed the protection and care necessary for their well-being. This study recommends that the government of Ethiopia and all stakeholders enforce domestic laws that ensure the well-being of Yekolo Temari. [ABSTRACT FROM AUTHOR]

Copyright of Sakarya University Journal of Law Faculty (SHD) is the property of Sakarya University Journal of Law Faculty (SHD) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the use of United Nations Universal Periodic Review (UPR) recommendations in UK domestic law and courts. It provides legal practitioners with guidance on how to locate, analyze, and apply UPR recommendations in court cases. The article emphasizes the legal significance of UPR recommendations and their potential to establish customary international law and inform treaty interpretation. It also highlights examples of how UPR recommendations have been utilized in relation to specific issues. The article concludes by advocating for increased engagement with the UPR in legal proceedings due to its universal nature and ability to identify areas of agreement in international human rights law. [Extracted from the article]

Historically Wales has been regarded as a country with relatively low levels of school exclusion, particularly in comparison with England. This has been used as an indicator of Wales' commitment to the UN Convention on the Rights of the Child, which foregrounds a rights-based agenda that would argue school exclusion is a consequence of broader socio-economic structures than individual actions. However, simple analyses may mask a different picture of school exclusions in Wales. In this article, we study more detailed information on formal school exclusions by looking at 'instances' of school exclusion, which considers the frequency and length of formal school exclusions in Wales, and alongside recorded school absence. The article also demonstrates that the pupils 'at risk' of formal school exclusion varies by when they experience school exclusion during their educational lifecourse. The article concludes by highlighting that patterns of school exclusion are complex, and that interpretation of these patterns depends on what kind of measure of school exclusion is used. By publishing these results, the article hopes to persuade policymakers and practitioners to re-examine their processes of exclusion to ensure they are commensurate with the law and to prevent unnecessary school exclusions. [ABSTRACT FROM AUTHOR]

While there is increasing attention for LGBTQIA+ concerns within human rights, the legal instruments and academic discussions regarding children's rights remain largely silent on issues involving sexuality and gender. Due to pervasive protectionist narratives and heteronormative assumptions governing modern childhood, children's rights implicitly limit the expression of (queer) children and lack the tools and guidance to navigate complex queer disputes. In this context, this paper explores the world's leading document on children's rights – the UN Convention on the Rights of the Child (UNCRC) – from a queer theoretical perspective, uncovering how children's rights are interwoven with social constructs surrounding gender and sexuality. In doing so, this paper first explores the relevance of queering the UNCRC and sets out a queer theoretical framework within the human rights context. Through this lens, finally, the paper discusses three overarching areas of queer critique within the UNCRC: 1) the construction of childhood, 2) child sexuality and gender and 3) the normalising impacts of restrictions on child agency on queer children. It concludes that the UNCRC has great potential to catalyse the implementation of LGBTQIA-focused protections, but more work is needed to clarify and strengthen the legal position of the queer child within its ambit. [ABSTRACT FROM AUTHOR]

The “best interests of the child” (BIC) is the most referenced child rights principle in international law, whereas juvenile justice is the most mentioned topic. This paper examines how countries in Southeast Asia (SEA) interpret BIC in juvenile justice and if their understanding is consistent with the Convention on the Rights of the Child (CRC) and other international standards and why. It contends that BIC’s indeterminate use led to misinterpretation of child rights and that BIC interpretation is influenced by several factors found within the socio-cultural and political economy of SEA. Using Malaysia, the Philippines, and Thailand as case studies for their representation of legal and socio-cultural traditions in SEA, this study applies a positivist and constructivist approach to qualitative research using surveys, jurisprudence, documentary research, and interviews with children and justice actors. It finds that CRC’s ratification and laws enacted with BIC therein do not guarantee the full protection of the rights of children in conflict with the law (CICL). It highlights the importance of using BIC cautiously, the value of asking children their BIC, and the need to deconstruct adult overgeneralizations on juvenile justice. As BIC is more than a legal concept, it recommends a constructivist approach in search of common values about childhood and justice across cultures. The study seeks to clarify the academic, legal, and practical interpretation of BIC in juvenile justice and to protect the rights of CICL in SEA. [ABSTRACT FROM AUTHOR]

Both adults with declining cognitive abilities (DCA) and children may experience limits in their decision-making capacity. Yet whereas this decision-making capacity increases for children as they age and mature, it gradually decreases in the case of adults with DCA. The Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities (CRPD) contain several decision-making rights and principles that are relevant for these groups. This article compares these decision-making rights and principles by addressing four key aspects in decision-making: the decision-maker, the types of decisions, the right to participation versus the right to support in the exercise of legal capacity, and the best interests principle. Through the comparison and the visualisation of a conceptual model, insights and lessons for both children and adults with DCA are sought.

The article discusses the ethical responsibility of healthcare professionals, specifically pediatricians, to communicate the risks of air pollution to children and their families. It highlights the detrimental effects of air pollution on children's health, including non-communicable diseases and mortality. The article argues that withholding this information from families is paternalistic and goes against children's rights. It emphasizes the importance of engaging with children and families, advocating for actions that protect children's health, and working towards improving air quality in communities. The article also mentions the broader negative effects of climate change on children and the need for medical organizations to be transparent with patients. [Extracted from the article]