Children's Human Rights and Diversity in Schools: Framing and Measuring

Autor/inn/en	Osler, Audrey; Solhaug, Trond
Titel	Children's Human Rights and Diversity in Schools: Framing and Measuring
Quelle	In: Research in Comparative and International Education, 13 (2018) 2, S.276-298 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918777289
Schlagwörter	Civil Rights; Student Attitudes; Teacher Attitudes; Cultural Pluralism; Comparative Education; Children; Childrens Rights; Foreign Countries; International Law; Treaties; Citizenship Education; Standard Setting; Attitude Measures; Secondary School Teachers; Secondary School Students; Norway + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Schülerverhalten; Lehrerverhalten; Kulturpluralismus; Vergleichende Erziehungswissenschaft; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Ausland; Law of nations; Völkerrecht; Abkommen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Standardisierung; Sekundarschüler; Norwegen
Abstract	We report on the development of an instrument to measure attitudes to children's human rights and diversity in schools. It was developed to investigate perceptions of human rights and diversity among students and then teachers in two contrasting areas of Norway. The instrument draws on human rights standards articulated in the United Nations Convention on the Rights of the Child. It is intended for use in future baseline studies, allowing for transnational and comparative analysis of child rights in education. The near-universal ratification of the United Nation Convention on the Rights of the Child provides an agreed international framework for evaluating rights implementation strategies over time. We contextualise the measurement instrument, focusing on rights provision, child protection, and participation in schools. We consider its strengths and possible limitations and discuss the need for a sound human rights conceptual model through which child rights in school settings can be interpreted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01