Children's rights in education

Conclusions The key to the development of any nation is through the educating of its people. No civilized, humane or progressive society can ignore that right to schooling and education of its citizens, particularly its children. Therefore, to implement the right of the child to a development-oriented education is a fundamental condition for improving the child's quality of life, including spiritual and moral dimensions, and his/her ability to function fully as a constructive member of society. The child needs supportive conditions, not only to survive, but also to develop into a responsible human adult. Education must make the present and future well-being of the young generation as its ultimate goal, of which one of the most important conditions is to ensure the full realization of its rights as stipulated by the Convention on the Rights of the Child, for education in the broadest sense continues beyond school and throughout life in a myriad of social contexts. Original language: English Sandra Prunella Mason (Barbados) Chairperson, United Nations Committee on the Rights of the Child. She received her legal education at Sir Hugh Wooding Law School. First a private practice lawyer, she became a judge in 1978 and from then until 1992 was in charge of Barbados' Juvenile and Family Courts. She was Barbados' Ambassador to Venezuela, Chile, Colombia and Brazil from 1993 to 1994. She was appointed Chief Magistrate of Barbados in 1995 and Registrar of the Barbados Supreme Court in 1997. She has been a member of the UN Committee on the Rights of the Child from its inception in 1991, its Vice Chairperson 1993–95 and Chairperson since 1997.     

黔东南地区苗族儿童斗鸡游戏的解读

苗族儿童斗鸡游戏的实质上是一种濡化过程,是苗族范式的人格教育游戏.苗族的人格教育可以称为一种"程式性自由"模式,即一种社会戏剧性游戏中长辈对下代的随时的潜移默化和教育.在这个游戏里,苗族孩子赌的是个性尊严,博的是人格魅力,从中得到的是:遵守社会游戏规则的真诚,附着在游戏工具斗鸡身上的荣誉,非英雄时代积极进取的胜利,以及王者意志和不屈不挠的民族精神.     

论宪法基本权利的私法效力

现代社会中,对公民基本权利的侵害不仅来自公权力行为,还有私法行为。因此,宪法基本权利条款能否发生私法上的效力,以保障公民基本权利的问题成为近年来学术界关注的一个焦点。文章试图对基本权利的私法效力问题所涉及的逻辑前提、规范依据、现实土壤等方面进行分析,以期能够找到问题的初步解决方案。     

浅谈中国人权的宪法保障

以人权的内涵及其与公民权、基本权利的区别为逻辑起点,对中国人权《宪法》保障的历史进行了回顾,着重论述现行《宪法》中人权保障的特点,在此基础上,提出完善我国人权制度的几点思考。     

Children's rights,school exclusion and alternative educational provision

This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to free school meals (free school meal entitlement is often used as a proxy indicator for poverty in the UK) and three quarters are boys (Welsh Government. 2012a. Pupils Educated Other than at School, 2011/12. Cardiff: Welsh Government). The paper focuses on analysis of findings about young people's experiences of exclusion and alternative provision, and how these experiences may be contextualised within a discussion of children's rights. This analysis suggests that young people's experience is highly variable; that inappropriate curricula are still common, pastoral support uneven and that few opportunities exist for success or re-integration. In the most disturbing examples, young people were found to have experienced physical restraint and the use of isolation as punishment. The paper concludes, therefore, with a proposal for change aimed at ensuring that children's rights are placed at the heart of educational experience in practice as well as policy.     

A Comparison of Aggressive-Rejected and Nonaggressive-Rejected Children's Interpretations of Self-Directed and Other-Directed Rejection

The hypothesis that aggressive-rejected children are unaware of their social status because they are self-protective when processing negative peer feedback was tested in 3 studies. In Study 1, fourth-grade girls and boys were asked to name peers they liked or disliked, as well as peers they thought liked or disliked them. Comparisons of aggressive-rejected, nonaggressive-rejected, and average status groups revealed that aggressive-rejected children were more unrealistic in their assessments of their social status than were nonaggressive-rejected children. In Study 2, rejected and average boys identified in Study 1 were asked to name who they thought liked or disliked other children from their classroom. Comparisons of perceived and actual nominations for peers revealed that aggressive-rejected children were able to assess the social status of others as well as did nonaggressive-rejected and average status children. Because the difficulties aggressive-rejected children demonstrated in Study 1 did not generalize to judging the status of others in Study 2, the self-protective hypothesis was supported. Study 3 provided a parallel test of this hypothesis under more controlled conditions. Subjects from Study 2 viewed other children receiving rejection feedback from peers in videotaped interactions and received similar feedback themselves from experimental confederates. While all subjects rated self-directed feedback somewhat more positively than other-directed feedback, aggressive-rejected subjects had the largest self-favoring discrepancy between their judgments of self- and other-directed feedback. These findings also suggest that aggressive-rejected children may make self-protective "errors" when judging other children's negative feelings about them. Ethnicity differences in evaluating peer feedback emerged in Studies 1 and 3, raising questions about the impact of minority status on children's evaluations of rejection feedback.     

Children's rights and their subjective well-being from a multinational perspective

This article explores the relationship between children's knowledge and perceptions about their rights and subjective well-being (SWB) in a sample of 8-, 10- and 12-year-olds in 18 countries, taking account of gender differences. Children's knowledge and perceptions about their rights were analysed considering whether they reported that they knew their rights, whether they had heard about the UN Convention on the Rights of the Child (CRC) and whether they thought that, in their country, adults respected their rights. To explore SWB, a modified version of the Student's Life Satisfaction Scale, adapted by the Children's Worlds project, was used. Children reporting that they knew their rights, knew about the CRC, or thought that in their country adults respected their rights demonstrated significantly higher SWB scores than those reporting otherwise in the 18 countries. The effects of perceiving that adults in general respected children's rights in their own country on SWB were much more important than the knowledge of children's rights or the knowledge of the CRC. Results provide useful indications on how to promote children's well-being in public policies, including in education, through the promotion of their rights.     

1957年后公民权利受挫的宪政思考

五四宪法的颁布为新中国公民权利理论与实践的发展提供了强大的法律基础。新中国公民权利理论与实践的开局是好的。但是，从1957年夏起，新中国的法制建设却急转直下，而到了文化大革命，公民权利的破坏更是到了令人发指的地步。公民权利之所以在1957年以后受到严重的挫折，并不是偶然的。这与当时的社会历史状况有着密切的联系，究其原因主要在于三点：即人治思想的泛滥，高度集中的计划经济体制，以及淡薄的法律意识。     

Human rights,cosmopolitanism and utopias: implications for citizenship education

Citizenship education, defined as learning to live together, requires agreement on certain common principles. One central purpose of a state education system is the transmission of common normative standards such as the human rights and fundamental freedoms that underpin liberal democratic societies. The paper identifies the conceptual roots of the Universal Declaration of Human Rights (UDHR) in the sociological concept of utopia and Enlightenment cosmopolitanism. In the UDHR, the vision of freedoms that may promote human flourishing provides a precise way of conceptualising limits on state power. Whilst human rights is not a general theory, the concept has the hugely beneficial property of enabling people whose value systems are diverse and apparently incompatible, nonetheless to recognise and accept common standards and principles that make living in society possible. The implications of this are that human rights education is rightfully recognised as an essential component of citizenship education.     

Child development in developing countries: child rights and policy implications

The Multiple Indicator Cluster Survey was used to provide information on feeding practices, caregiving, discipline and violence, and the home environment for young children across 28 countries. The findings from the series of studies in this Special Section are the first of their kind because they provide information on the most proximal context for development of the youngest children in the majority world using one of the only data sets to study these contexts across countries. Using the framework of the Convention on the Rights of the Child, in particular the Rights to Survival, Development and Protection, findings are explained with implications for international and national-level social policies. Implications are also discussed, with respect to policy makers and the larger international community, who have the obligation to uphold these rights.     

Children's Interpretations of Biblical Meal Stories: Ethnographic Intertextual Voicing as the Practice of Hospitable Pedagogy

Based on the ethnography conducted by Magrini in three midwestern United Methodist congregations, this article examines the development of “ethnographic intertextual voicing,” which describes multiple contexts and the ways in which these contexts influence representation of the participants and in turn, create in a community of learning. The ethnography studied children's interpretations of biblical meal stories, Eucharist experiences, and reflections on daily meal practices. Magrini's hospitable pedagogy approach was applied with 25 children ages 5 through 11. The hospitable pedagogy approach created a teaching and learning environment through which ethnographic intertextual voicing emerged. The author argues that ethnographic intertextual voicing is influenced by familial, ethnic, and faith contexts, as well as those of the researcher, and can create a community of learning as a result of the ethnographic research itself through the practice of hospitable pedagogy as a research methodology.     

Evolution of children's rights and implications for present policy

The decent treatment of children is a radical invention of our times. We believe that children have rights — rights to adequate food, shelter, and consistent care - based on their needs as developing organisms. Because of our concern for children as human beings, we are sensitive to their brutalization by adult caretakers. These ideas would have been incomprehensible to a person born several hundred years ago, when the concept of individual rights was almost unknown. The aim of this presentation is to discuss the evolution of children's rights and to place what we know about child abuse in the context of this evolution. We can then see how far we have progressed and perhaps get some perspective on desirable directions for the future.     

Children's memories for painful cancer treatment procedures: implications for distress

Children (ages 3 to 18, N = 55) diagnosed with leukemia were tested for their memories of lumbar punctures (LPs), a repeated and painful part of the cancer treatment protocol. Memory for both event details and the child's emotional responses was assessed one week after the LP. Children of all ages displayed considerable accuracy for event details, and accuracy increased with age. Overall recall accuracy for event details and emotional responses was similar. Recall among children given oral Versed was similar to that among children not given Versed. Finally, higher distress predicted greater exaggerations in negative memory 1 week later (although controlling for age weakened this relationship); moreover, greater exaggerations in negative memory predicted higher distress at a subsequent LP. These results indicate that children's memories play an important role in their experience of distress during repeated stressful events.