| 1. |
- Quennerstedt, Ann, 1967-
(författare)
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Balancing the rights of the child and the rights of parents in the convention on the rights of the child
- 2009
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Ingår i: Journal of Human Rights. - : Routledge. - 1475-4835 .- 1475-4843. ; 8:2, s. 162-176
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to analyze how the relation between parents' rights and children's rights took shape in the drafting of the Convention on the Rights of the Child, with a special interest for this relation in the matter of education. By means of the perspective elaborated by T. H. Marshall of citizenship rights as composed of civil, political, and social rights, questions about what kind of right education is and who owns the right to education is addressed. The main empirical source used in the analysis is the UN working group's annual reports, which account for the process in which the different articles were formed. The analysis shows that the main challenge to emerge during the drafting process with regard to the relation between the rights of parents and their children seems to be that of a balancing of the civil and political rights of the child and the civil rights of the parents. In the working group's discussions about education the social right of the child to education was confronted with, and stood against, the civil right of the parents. The wording of Article 28 on the right to education changed several times during the drafting, and in the final version the contradictions that had been present in the elaboration process concerning the rights of the child and the rights of parents in the matter of education became invisible, since the article only expresses the social right of the child to education.
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| 2. |
- Arneback, Emma, 1974-, et al.
(författare)
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Locations of racism in education : a speech act analysis of a policy chain
- 2016
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Ingår i: JEP. - : Routledge. - 2158-9232. ; 31:6, s. 773-788
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which anti-racist actions are proposed. The article thereby clarifies who or what is, at different policy levels, perceived to be the location of racism. A first finding concerns terminology: throughout the policy chain the problem of racism is discussed in terms of ‘discrimination’. At European, national and local level, discrimination is mostly associated with ‘ethnicity’, thereby removing from policy a possibly stronger language for combating racism. A second finding is that the location of racism in education moves gradually through the chain from an institutional to an individual location of racism, with an increasing focus on the significance of the student rather than the importance of societal structures. The importance of circumstances for policy formation is a third main finding in the article.
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| 3. |
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| 4. |
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| 5. |
- Quennerstedt, Ann, 1967-
(författare)
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Language use in the teaching of human rights
- 2019
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Ingår i: Cogent Education. - : Cogent OA. - 2331-186X. ; 6:1
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Tidskriftsartikel (refereegranskat)abstract
- This research seeks to increase the knowledge about the role of language in the teaching of human rights. The specific interest is to examine how language use extends and specifies the human rights learning situation. Drawing on John Dewey’s arguments for two main constituents of an educative language use—the extension of vocabulary and rendering it more precise, observational data from ongoing human rights teaching in six Swedish classes in Years 2–3, 5 and 8 are analysed. The findings show six focal points towards which the language use in the teaching extends the students’ vocabulary and generic understanding of human rights, and three objectives for an increased preciseness in students’ language. The paper highlights differences between the age groups concerning the focal points and precision objectives, and points out potentials and strengths in the observed teaching, as well as aspects of problematic character to consider further.
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| 6. |
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| 7. |
- Quennerstedt, Ann, 1967-
(författare)
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Shapes of freedom : in rights theory and educational practice
- 2012
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Konferensbidrag (refereegranskat)abstract
- In this paper, a philosophical and rights theoretical perspective is applied to the story The Freedom Bird. In the story, freedom takes form as something that cannot be destroyed, and the story suggests that attempts to do so will just make freedom assume another shape. In this vein, and from a human rights perspective, freedom can be seen as a basic fundament to the very idea of human rights. The paper will raise the questions: What is ‘freedom’ from a rights theoretical perspective? What does ‘freedom rights’ include? Based on these considerations, education will be discussed as a setting for children’s and young peoples’ freedom, particularly concerning how children’s and young people’s capacity to claim and exercise freedom is promoted and allowed to grow, and how education may fail to respect children’s and young peoples’ freedom rights and restrict their possibilities to grow in capacity to exercise freedom.
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| 8. |
- Quennerstedt, Ann, 1967-
(författare)
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The political construction of children's rights in education : a comparative analysis of Sweden and New Zealand
- 2011
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 2:3, s. 453-471
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Tidskriftsartikel (refereegranskat)abstract
- The study presented in this paper examines and compares how issues of children’s rights in education are constructed in policy in two nations: Sweden and New Zealand. Claims for human rights for children originate from international human rights agreements, but have to be incorporated into national policy. The central interest of the analysis is the process of the contextualisation of human rights, in which rights are transformed from their expressions at the universal level to concrete interpretations in a particular policy of an individual state. Similarities and differences in the political constructions of children’s rights in education in the two nations are identified, and their expression in policy is discussed as embedded in national particularity.
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| 9. |
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| 10. |
- Öhman, Marie, 1958-, et al.
(författare)
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Questioning the no-touch discourse in physical education from a children's rights perspective
- 2017
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 22:3, s. 305-320
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we question the rationality of ‘no–touch policies’ and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in physical education (PE) practice. The avoidance of intergenerational touch is increasingly justified by referring to the children’s rights agenda. Here, arguments for ‘no-touching’ are linked to children’s right to be protected from harm. In the paper we explore a children’s rights based viewpoint that supports the use of and need for physical contact in PE teaching by developing theoretical and practice based arguments. An alternative children’s rights perspective, based on rights theorising, is used to formulate the theoretical argument. Interviews with 16 PE teachers about their experiences of physical contact in their pedagogical work form the practice-based arguments. The two arguments provide a way of looking at intergenerational touch in education from the vantage point of children’s human right to develop to their full potential, which can support a need for physical touch in pedagogical situations.
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