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| 2. |
- Leo, Ulf, et al.
(författare)
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Analysis and Reflections
- 2014
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Ingår i: Enforcing Child Rights Globally. - 9789198053555 ; , s. 141-156
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Bokkapitel (refereegranskat)
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| 3. |
- Leo, Ulf, et al.
(författare)
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Background
- 2014
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Ingår i: Enforcing Child Rights Globally. - 9789198053555 ; , s. 7-13
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Bokkapitel (refereegranskat)
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| 4. |
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| 5. |
- Leo, Ulf, et al.
(författare)
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The Role of Change Agents
- 2014
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Ingår i: Enforcing Child Rights Globally. - 9789198053555 ; , s. 171-187
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Bokkapitel (refereegranskat)
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| 6. |
- Rasmusson, Bodil, et al.
(författare)
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Summing up
- 2015
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Ingår i: Change Projects from the International Training Programme: Child Rights, Classroom and School Management. Final reports. Batch 18.. - 9789198053531 ; Volume 7, s. 197-207
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Bokkapitel (refereegranskat)
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| 7. |
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| 8. |
- Leo, Ulf, et al.
(författare)
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Children´s Rights in Schools : From International Initiatives to Local Implementation
- 2019
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Ingår i: International Studies on Enactment of Children´s Rights in Education : 30 researchers from non-western countries - 30 researchers from non-western countries. - : Sociology of Law, Lund University. - 1404-1030. - 9789172674196 - 9789172674202 ; 2019:3, s. 135-160
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Bokkapitel (refereegranskat)abstract
- The UN Convention on the Rights of the Child is a human rights treaty adopted by the UN General Assembly in 1989, which has had a major impact on children’s rights, policies and legislation in many countries around the world. This paper describes longstanding experiences of running a Sida-funded training programme on children’s rights at Lund University. The authors have participated in the programme as teachers, and have, over the years, visited around 20 countries and gained deep insights into change processes at different administrative levels of these countries’ education systems. These experiences from similar projects in other countries and continents help put developments in Sweden into perspective. The aim of the present chapter is firstly to gain an understanding of how the CRC can be used to bring about change in schools and in the classroom. The chapter’s secondary aim is to analyse and reflect on, from a norm perspective, how the Convention on the Rights of the Child (CRC) has contributed to bringing about change at different levels of the participating countries’ education systems. The chapter consists of five sections. Each one begins by describing the programme’s background, goal and objective. This is followed by a description of the changes implemented in the participating countries since 2003, which are based in three key CRC perspectives: ’Participation’, ’Protection’ and ’Provision’. The third section introduces norm-theory and the importance of norms in change processes, both in an international as well as as a Swedish context. The fourth section deals with change processes from the local to the national level and can be initiated both from the bottom–up as well as top–down. The final discussion addresses how some school problems, seen from a Swedish perspective, could be discussed in terms of changing norms in areas where children and students are able to exert a degree of influence. The terms “children”, “pupils” and “students” are used variably throughout the text. The Swedish Education Act adheres to the CRC and defines children as “every human being below the age of eighteen years” (the Swedish Education Act 2010:800, Chap.1 §10). Additionally, the student is also defined as “whomsoever participates in education under this act, with the exception of children attending preschool” (the Swedish Education Act 2010:800, Chap.1 §10).
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| 9. |
- Singh, Nandita, 1969-, et al.
(författare)
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Accessing water through a rights-based approach : problems and prospects regarding children
- 2012
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Ingår i: Water Policy. - : IWA Publishing. - 1366-7017 .- 1996-9759. ; 14:2, s. 298-318
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Tidskriftsartikel (refereegranskat)abstract
- The right to water has been recently recognized as a fundamental human right by the United Nations, thereby clarifying its status as 'legally binding', making it 'justiciable' and enforceable. This development has been heralded as a key that holds great potential to change the lives of the billions who still lack access to clean water. Many of those deprived of enjoyment of the right are children, who constitute up to a third of the population in the developing world. What is the value added of the rights-based approach for access to water, especially for children? Would recognition of the right to water as legally binding deliver real benefits to children in improving their access to water? Does it really offer anything new that can help them realize their right to water more effectively? These questions will be explored in this paper using empirical evidence from India, where water has been legally interpreted as a fundamental right, and as a welfare state, where there has been consistent effort on part of the state to improve children's access to water.
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| 10. |
- Singh, Nandita, 1969-, et al.
(författare)
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Children’s right to water as a contested domain : Gendered reflections from India
- 2008
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Ingår i: Development. - : Springer Science and Business Media LLC. - 1011-6370 .- 1461-7072. ; 51:1, s. 102-107
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Tidskriftsartikel (refereegranskat)abstract
- Nandita Singh and her colleagues look at children's right to water in India. They argue for the exercise of the right by children by analyzing the universal normative-legal framework and its difference to the local socio-culturally defined framework. They suggest that defining problems and designing actions only within the normative-legal framework can obscure understanding the critical realities at the right-holders' end. They suggest that interventions at various levels, such as through policy and targeted programmes, have at best provided an ‘enabling environment’, but the process of implementation of children's rights at the right-holders' end is to date an incomplete socio-cultural process.
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