Students' Perceptions of Their Rights in School: A Systematic Review of the International Literature

Autor/in	Perry-Hazan, Lotem
Titel	Students' Perceptions of Their Rights in School: A Systematic Review of the International Literature
Quelle	In: Review of Educational Research, 91 (2021) 6, S.919-957 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perry-Hazan, Lotem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211031642
Schlagwörter	Student Attitudes; Student Characteristics; Student Rights; Childrens Rights; Civil Rights; Intuition; Psychological Patterns; Knowledge Level; Context Effect; School Role; Diversity (Institutional); International Law; Foreign Countries; Treaties; Educational Research + Suchen Sie Ihr Suchwort? Schülerverhalten; 'Children''s rights'; Kindesrecht; Bürgerrechte; Grundrechte; Zivilrecht; Wissensbasis; Law of nations; Völkerrecht; Ausland; Abkommen; Bildungsforschung; Pädagogische Forschung
Abstract	This review focuses on students' perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students' knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students' rights perceptions as intuitive--that is, perceptions that are not grounded in legal rules but in students' personal insights. The findings also identify key factors affecting students' perceptions: school context, national context, and students' individual characteristics. The conclusions underscore that school rights-based practices, student body and school staff diversity, and school relationships influence students' rights consciousness. However, questions remain concerning how students' perceptions are affected by cultural repertoires, religion, socioeconomic status, gender, and age. The implications are that future studies should apply a context-based agenda to inform the design and implementation of human rights education programs and rights-based organizational practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01