Curricular Choices of Ultra-Orthodox Jewish Communities: Translating International Human Rights Law into Education Policy

Autor/in	Perry-Hazan, Lotem
Titel	Curricular Choices of Ultra-Orthodox Jewish Communities: Translating International Human Rights Law into Education Policy
Quelle	In: Oxford Review of Education, 41 (2015) 5, S.628-646 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2015.1074564
Schlagwörter	Religious Education; Judaism; Jews; Civil Rights; Educational Legislation; Laws; Educational Policy; State Church Separation; Case Studies; Academic Standards; Incentives; Access to Education; International Law; Foreign Countries; Belgium; Israel; New York; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Judaismus; Jew; Jude; Jüdin; Juden; Bürgerrechte; Grundrechte; Zivilrecht; Bildungsrecht; Schulgesetz; Law; Recht; Politics of education; Bildungspolitik; Kirche-Staat-Beziehung; Case study; Fallstudie; Case Study; Anreiz; Education; Access; Bildung; Zugang; Bildungszugang; Law of nations; Völkerrecht; Ausland; Belgien
Abstract	This paper employs the provisions of international human rights law in order to analyse whether and how liberal states should regulate Haredi educational practices, which sanctify the exclusive focus on religious studies in schools for boys. It conceptualises the conflict between the right to acceptable education and the right to adaptable education in international human rights law, and analyses four case studies of Haredi education that exemplify different socio-legal approaches towards this conflict. The case studies show how education laws are transformed along the cogwheels of education policy, in which there are plural normative orders and many agents who implement them. Based on the case studies, I suggest that policies providing financial incentives for implementing educational standards may facilitate the realisation of the right to acceptable education in Haredi schools more than policies devised to enforce this right. I also suggest stipulations for effective conditional-funding policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01