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Journal articles on the topic 'Children’s Human Rights'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

Kraljić, Suzana. "Implementation and Protection of the Child’s Right to Education." Šolsko polje XXXI, no. 3-4 (2020): 27–44. http://dx.doi.org/10.32320/1581-6044.31(3-4)27-44.

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The United Nations Convention on the Rights of the Child was adopted in 1989, becoming the first international binding instrument to explicitly recognise children as human beings with innate rights. The Convention on the Rights of the Child sets out children's rights across all areas of their lives, including education. Given that education is crucial for the short-, medium- and long-run well-being of every child, the main stress is on implementing and protecting this right in important international human and children's rights treaties. The author highlights problems arising from selected cas

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Novenanty, Wurianalya Maria. "Between Human Rights and Justice Principle in Children’s Civil Rights." MELINTAS 32, no. 2 (2017): 132. http://dx.doi.org/10.26593/mel.v32i2.2675.132-147.

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Children’s rights are fundamental in a country. Children are the future generation of a country. They have rights in civil law field. The examples of such rights are the right to have family name, the right to get alimony, and the right to get inheritance from the parents. Indonesian Law Number 1 of 1974 regarding Marriage (Marriage Law) distinguishes the civil rights of legitimate and illegitimate children. In 2010, the Indonesian Constitutional Court produced a decision which became a controversial decision because it was deemed to ‘legalize’ illegitimate child to have the same rights as leg

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Tobin, John. "Justifying Children’s Rights." International Journal of Children’s Rights 21, no. 3 (2013): 395–441. http://dx.doi.org/10.1163/15718182-02103004.

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The conceptual foundations of children’s rights remain under theorized. This paper develops a social interest theory of rights to offer a justification for the conception of rights under the UN Convention on the Rights of the Child. It reveals that this conception is capable of producing a culturally sensitive, dynamic, inclusive and relational conception of rights that remedies many of the deficiencies associated with the traditional conception of human rights as being Western, individualistic trumps.

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Trihastuti, Nanik, and Stephanie Apsari Putri. "REPOSITION OF CHILD PROTECTION THROUGH THE ENFORCEMENT OF HUMAN RIGHTS AND CONSTITUTIONAL RIGHTS." Jurnal Hukum dan Peradilan 9, no. 2 (2020): 314. http://dx.doi.org/10.25216/jhp.9.2.2020.314-335.

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The number of violations of children’s rights in the form of exploitation and violence against children is increasing in Indonesia. The increase is due to the lack of understanding of children’s rights from related parties. Repositioning children’s rights is needed because children need a specific right and specific protection under a specific human rights framework, so that they do not lose power when establishing relationships with adults; where at this point, children are very vulnerable to treatment discriminatory. The repositioning of children’s rights is carried out by making a protectio

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Salmenkivi, Eero, Tuija Kasa, Niina Putkonen, and Arto Kallioniemi. "Human rights and children’s rights in worldview education in Finland." Human Rights Education Review 5, no. 1 (2022): 47–69. http://dx.doi.org/10.7577/hrer.4456.

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In this article we examine the profiling of human rights and children’s rights in religious education (RE) and its secular alternative in Finland. We use the term ‘worldview education’ to describe the combination of these subjects. We analyse what kinds of human rights and ethical issues are raised in Finnish worldview education. One specific focus is the explicit mention of human rights and children’s rights in the worldview education section of the Finnish national core curriculum (2014). We conclude that the curriculum gives plenty of space to human rights and children’s rights, and that th

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Silva Niño de Zepeda, Rafael. "Inter-American Children and their Rights: A Critical Discourse Analysis of Judicial Decisions of the Inter-American Court of Human Rights." International Journal of Children’s Rights 30, no. 2 (2022): 552–76. http://dx.doi.org/10.1163/15718182-30020006.

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Abstract This article focuses on the influence of courts and the achr in the social construction of childhood and children’s rights. Using critical discourse analysis, it explores the meanings and understandings of childhood and children’s rights that emerge from the judgments of the Inter-American Court of Human Rights on family care, custody, adoption, deprivation of liberty and detention conditions. From this analysis, I argue that the iachr constructs a normative notion of the child according to which she is understood as being between the categories of human being, human becoming, subject

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TURCZYK, MAŁGORZATA. "REALISING THE CHILD'S RIGHTS IN EARLY CHILDHOOD IN THE CONTEXT OF CHILDREN’S SOCIAL PARTICIPATION: THE CASE OF THE CHILD’S RIGHT TO A FAMILY." Society Register 5, no. 2 (2021): 69–82. http://dx.doi.org/10.14746/sr.2021.5.2.05.

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The article presents the need to make the culture of children's rights fundamental from the earliest years of their lives, given the idea of children's social participation. Creating and practising such a culture throughout childhood is a task that requires not only a thorough knowledge of the child’s rights among both parents and teachers but also the wider acceptance of these ideas and the creation of the right environment for sharing and speaking up for them both at home and in early education settings. The academic and colloquial discourse on parental practices and institutional childcare

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DEMIRAL, SERAN. "CHILDREN’S POWER TO CHALLENGE AUTHORITY." Society Register 5, no. 2 (2021): 99–114. http://dx.doi.org/10.14746/sr.2021.5.2.07.

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Child rights can be considered through the different characteristics of human rights, according to the classification “3P” as Protection, Provision, and Participation. The (potential) distinction between child rights and human rights recalls the former perspective about children’s not seen as human beings. The development of the fields on childhood studies such as “children’s participation” and “agency” are also related to the concept “empowerment,” which indicates the power relations between children and grown-ups. The main purpose of this paper is to debate all those notions through the chil

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9

DeLaet, Debra L. "Genital Autonomy, Children’s Rights, and Competing Rights Claims in International Human Rights Law." International Journal of Children’s Rights 20, no. 4 (2012): 554–83. http://dx.doi.org/10.1163/15718182-55680007.

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Claims that genital autonomy should be considered a human right call into question medically unnecessary genital alterations, including genital cutting of both boy and girl children, the forced or coerced circumcision of adults, and surgical alterations performed on the genitals of intersex children prior to the age of consent. To date, global norms suggest only a narrow applicability of any right to genital autonomy. International organizations, states, and non-governmental organizations increasingly condemn genital cutting of girls and women but generally tolerate both the genital cutting of

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Liebel, Manfred. "Welfare or Agency? Children’s Interests as Foundation of Children’s Rights." International Journal of Children’s Rights 26, no. 4 (2018): 597–625. http://dx.doi.org/10.1163/15718182-02604012.

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In the debate on children’s rights, reference is often made to children’s interests but very little attention is paid to what the interests of children actually are, how they come about, and how they contribute to the foundation and understanding of children’s rights and to a practice oriented towards these rights. The author explains the complex relationship between children’s rights and interests, while illuminating some of its reasons and consequences. Since children’s rights are to be understood as human rights, the author takes a more general approach to the political and moral philosophi

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Pare, Mona. "Children’s Rights Are Human Rights and Why Canadian Implementation Lags Behind." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 4, no. 1 (2017): 24–47. http://dx.doi.org/10.22215/cjcr.v4i1.1163.

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Child rights scholarship is increasingly calling for further theorization of children’s rights, and research using the Convention on the Rights of the Child as a framework is being criticized. This paper discusses children’s rights as a legal concept that is part of wider international human rights law. It recognizes the importance of critical studies and the contribution of other disciplines, but it makes a plea for not rejecting a legal reality. Children do have rights, and these are legal norms. The paper refers to Canadian practice as an example of how the lack of recognition of children’s

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Lewis, Bridget. "Children’s Human Rights-based Climate Litigation at the Frontiers of Environmental and Children’s Rights." Nordic Journal of Human Rights 39, no. 2 (2021): 180–203. http://dx.doi.org/10.1080/18918131.2021.1996002.

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Brantefors, Lotta, and Nina Thelander. "Teaching and Learning Traditions in Children’s Human Rights." International Journal of Children’s Rights 25, no. 2 (2017): 456–71. http://dx.doi.org/10.1163/15718182-02502009.

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The aim of this paper is to develop educational theoretical concepts for analyses and descriptions of the teaching and learning traditions in children’s human rights and to illustrate its diversity. The paper suggests viewing human rights as a subject field for research and education and using curriculum theory – particularly the concept of curriculum emphases – as a tool for the analyses. Drawing on the results of a previous international study (Brantefors and Quennerstedt, 2016), four teaching and learning traditions of rights are identified: (1) the participation emphasis; (2) the empowerme

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Ammann, Kira. "RIGHT AND WRONG FROM THE PERSPECTIVE OF 8- AND 12-YEAR-OLD CHILDREN: AN EXPLORATORY ANALYSIS." International Journal of Child, Youth and Family Studies 9, no. 2 (2018): 109. http://dx.doi.org/10.18357/ijcyfs92201818215.

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Understanding rights not only means knowing what is permitted by law and what is not, but also being aware of and knowing one’s own rights as a human being. This analysis explores how children understand right and wrong, how they gain moral orientations and a sense of justice, and whether they are aware of human rights and children’s rights, and if so to what extent. Twelve children aged either 8 or 12 participated in an interview on a dilemma story, as pioneered by Kohlberg, and were also asked about children’s rights and human rights. Qualitative content analysis showed that the majority use

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Dewi, Anak Agung Istri Ari Atu, Ni Ketut Supasti Dharmawan, Anak Agung Istri Eka Krisnayanti, Putu Aras Samsithawrati, and I. Gede Agus Kurniawan. "The Role of Human Rights and Customary Law to Prevent Early Childhood Marriage in Indonesia." Sriwijaya Law Review 6, no. 2 (2022): 268. http://dx.doi.org/10.28946/slrev.vol6.iss2.1885.pp268-285.

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Preventing early childhood marriage (ECM) can protect children’s rights from the perspective of human rights. There are several rules regarding the age limit for marriage. In Indonesia, the minimum age for marriage is nineteen years. However, in fact, early child marriage is still relatively high, with the seventh highest ranking in the world. This study aims to elaborate on the rights of children, which ECM potentially violates, and to identify who is responsible for minimizing and/or combating this phenomenon. This normative legal research with a human rights approach occurs in the childhood

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Alderson, Priscilla. "Young Children’s Human Rights: a sociological analysis." International Journal of Children's Rights 20, no. 2 (2012): 177–98. http://dx.doi.org/10.1163/157181812x622187.

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Children tend to be missing from the literature on human rights. Sociology can help to fill the gap by providing evidence about the importance and benefits of recognising children's human rights, the dangers of not doing so, and joint rights-promoting work by adults and children. However, sociology has paid relatively little attention to human rights, and to the related topics of the Holocaust, human nature, real bodies, universal principles and moral imperatives. This paper examines splits in sociology around a central absence, which could partly explain these omissions. Then it considers how

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Quennerstedt, Ann. "Children’s Human Rights at School – As Formulated by Children." International Journal of Children’s Rights 24, no. 3 (2016): 657–77. http://dx.doi.org/10.1163/15718182-02403004.

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This article explores 8- and 12-year old children’s own views on their rights in school. The aims of the paper are to expand the understanding of what human rights mean to children in the school setting, and to contribute to new ways of thinking about rights for children. Human rights theorising points to the temporary status of what we currently understand as human rights and the various ways in which human rights grow and change. However, children’s perspectives have rarely been used to question or develop human rights thinking. Responding to this, the article specifically seeks to represent

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Covell, Katherine, R. Brian Howe, and Justin K. McNeil. "Implementing children’s human rights education in schools." Improving Schools 13, no. 2 (2010): 117–32. http://dx.doi.org/10.1177/1365480210378942.

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Isenström, Lisa, and Ann Quennerstedt. "Governing rationalities in children’s human rights education." International Journal of Educational Research 100 (2020): 101546. http://dx.doi.org/10.1016/j.ijer.2020.101546.

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Kmak, Malgorzata. "DEVELOPMENT OF CHILDREN'S RIGHTS IN POLAND – SELECTED ASPECTS." MEST Journal 9, no. 1 (2021): 46–53. http://dx.doi.org/10.12709/mest.09.09.01.06.

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Children’s rights are human rights, they result from the personal dignity and uniqueness of the child as a person. They apply to every child, they cannot be stripped away or renounced. It also means that if a child has a right, the state must ensure that it can be exercised. Further, if the child has a certain right, it means that there must also be procedures to enforce it. The beginning of the international movement for the protection of children's rights dates back to 1874, when the first organization for the protection of children's rights, the New York Society for the Prevention of Cruelt

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Lee-Koo, Katrina. "The Universal Declaration of Human Rights at 70: children’s rights." Australian Journal of International Affairs 73, no. 4 (2019): 326–30. http://dx.doi.org/10.1080/10357718.2019.1631251.

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Howe, R. Brian, and Katherine Covell. "Meeting the Challenge of Populism to Children’s Rights: The Value of Human Rights Education." Journal of Human Rights Practice 13, no. 1 (2021): 45–66. http://dx.doi.org/10.1093/jhuman/huab002.

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Abstract This article analyses the rise of the new right-wing, nationalistic, xenophobic, and authoritarian populism as a challenge to children’s human rights. Informed by human needs theory, it situates the new populism in the context of globalization, economic grievances, and cultural resentment and backlash against out-groups. Fuelling the rise in support for populism has been growing existential insecurity combined with a lack of effective education on human rights. The outcome, as shown in countries where populism has come into power, has been a threat and an attack on the human rights of

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KAPSALYAMOV, Kairat, Saule KAPSALYAMOVA, Dinara OSMANOVA, Baurzhan ZHUZBAEV, and Bakhyt ZHUSIPOVA. "International Legal Regulation of the Children’s Rights." Journal of Advanced Research in Law and Economics 10, no. 7 (2019): 2002. http://dx.doi.org/10.14505/jarle.v10.7(45).08.

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This research discusses the urgent problems of regulating children’s rights at the global level. The goal is a comprehensive theoretical analysis of the children’s rights and their normative consolidation in international law; studying the effectiveness of protection mechanisms and the development of theoretical and practical proposals directed to improving the measures taken by Kazakhstan in this direction. The methodological basis of the study forms historical and comparative legal methods, which involved the analysis of scientific works on the issues of sociology, psychology, economics and

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Agarwal, Varsha, and Ganesh L. "Standards of human rights to palliative care: gaps and trends." International Journal of Human Rights in Healthcare 13, no. 4 (2020): 293–98. http://dx.doi.org/10.1108/ijhrh-02-2020-0013.

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Purpose The purpose of this paper is to investigate key milestones in development of standards of human rights to health care in particular context of addressing palliative care, relevant efforts of advocacy in past decade and future area of growth. Design/methodology/approach In this study, analysis of human rights and its standards in context of palliative care has been provided through the lens of freedom from ill treatment and torture, right to health care and older persons’ and children’s rights. Findings Findings of this study highlighted significant developments in this area which inclu

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Kim, Sun Hyoung, and Soo Kyung Yoo. "A content analysis study on perceptions of infants and children’s rights in care-giving teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (2022): 39–55. http://dx.doi.org/10.22251/jlcci.2022.22.24.39.

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Objectives The purpose of this study was to examine care-giving teacher’s perception of infant and children’s rights. Methods To achieve the purpose, a survey with open-ended questions was conducted with 159 care-giving teachers. The data collected were 263 cases related to human rights and 262 cases related to infant and children’s rights. The survey result was analyzed with wordcloud analysis method on R-program, and the specific significant categories were obtained. Results The result of this study was as following; First, human rights is categorized into six types by meaning; b

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Cassidy, Claire. "Promoting Human Rights through Philosophy with Children." International Journal of Children’s Rights 24, no. 3 (2016): 499–521. http://dx.doi.org/10.1163/15718182-02403001.

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Whilst much has been written about children’s rights and children’s human rights, little appears to have been said about the place children have in the promotion of human rights. This article considers the concept of child in conjunction with citizenship education to take forward children’s promotion of human rights. It is proposed that one approach, where individuals explore views and come to this through reason, dialogue and community engagement, would be through Philosophy with Children (PwC). PwC provides space for children to engage in the political, that they might explore questions rele

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Staszkiewicz-Grabarczyk, Iwona, and Małgorzata Dankowska-Kosman. "Human rights as children’s rights in the international space – document analysis." Rozprawy Społeczne 15, no. 3 (2022): 75–85. http://dx.doi.org/10.29316/rs/139500.

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Nyarko, Michael Gyan, and Henrietta Markfre Ekefre. "Recent Advances in Children’s Rights in the African Human Rights System." Law & Practice of International Courts and Tribunals 15, no. 2 (2016): 385–95. http://dx.doi.org/10.1163/15718034-12341327.

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This case note reviews recent developments in the protection of children’s rights in Africa through the individual communications mandate of the African Committee of Experts on the Rights and Welfare of the Child (the Committee). It examines the recent decision of the Committee concerning the Talibés of Senegal. It argues that whilst the Committee took a commendable progressive approach in the interpretation of the African Charter on the Rights and Welfare of the Child, its decision lacked a gender sensitive approach which it must address in future communications.

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Lundy, Laura. "Protecting Children’s Rights in Crises." Current History 121, no. 838 (2022): 310–15. http://dx.doi.org/10.1525/curh.2022.121.838.310.

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The implementation of children’s rights is regarded as especially important in times of emergency. In responding to the COVID-19 pandemic, however, few governments around the world chose to pay explicit attention to children and their human rights. The adverse consequences of lockdowns for children’s education, health, and development have been profound. Had governments engaged with children and young people, as they have promised to do, some of these harms might have been reduced or avoided. In future emergencies, governments should ensure that children’s best interests are a primary consider

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Redmond, Gerry. "To their Fullest Potential?" International Journal of Children’s Rights 22, no. 3 (2014): 618–40. http://dx.doi.org/10.1163/15718182-02203005.

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In this paper a framework is proposed for conceptualising ‘fullest potential’ towards which, according to the Convention on the Rights of the Child (crc), children’s education should be directed (Article 29). Children’s development to their fullest potential is linked explicitly to their right to a standard of living adequate for their development (Article 27). The paper argues that focus on ‘fullest potential’ as a human rights issue exposes a tension between the rights of children, the obligations of parents to their children and the obligations of the state to support all children’s develop

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Shner, Moshe. "Why Children have Rights: Children Rights in Janusz Korczak’s Education Philosophy." International Journal of Children’s Rights 26, no. 4 (2018): 740–60. http://dx.doi.org/10.1163/15718182-02604004.

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Children are a weak part of society. They suffer injustice, their voice is unheard, their property is not theirs and they depend on adults in all aspects of their life. Even today, children are victims of war crimes, street violence, sexual abuse, hard labour, lack of proper education and insufficient life conditions. Their rights remain an unfulfilled promise.We claim that children have rights, but what does it mean? Of course, we love our children, the challenge is not to define what we gracefully give but what children’s rights are, regardless of our own feelings? How can we substantiate th

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Pasaribu, Stephany Iriana, and Frank Vanclay. "Children’s Rights in the Indonesian Oil Palm Industry: Improving Company Respect for the Rights of the Child." Land 10, no. 5 (2021): 500. http://dx.doi.org/10.3390/land10050500.

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Although companies have many direct and indirect impacts on the lives of children, discussion of the responsibility of business to respect the rights of children has primarily focused on child labor. Using UNICEF’s Children’s Rights and Business Principles as a framework for our analysis, we considered the activities of oil palm plantation companies operating in Indonesia. Our data come from key informant interviews and reflection on two programs established to promote respect for children’s rights in the Indonesian palm oil industry: one by Pusat Kajian Perlindungan Anak (PKPA) (Center for Ch

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Ferguson, Lucinda. "Not merely rights for children but children’s rights: The theory gap and the assumption of the importance of children’s rights." International Journal of Children’s Rights 21, no. 2 (2013): 177–208. http://dx.doi.org/10.1163/15718182-55680015.

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This article aims to reinvigorate the debate over the nature and value of the claim that children have children’s rights. Whilst the language of rights and children’s rights continues to be widely employed, and even relied upon, in many situations involving the legal regulation of children we lack strong child-centred evidence that it is better to regulate children through the lens of children’s rights, rather than their ‘best interests’ or in terms of duties owed to them. My argument proceeds in four stages. First, I distinguish between rights for children and children’s rights. Understood in

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Johnson, Afrooz Kaviani. "Protecting Children’s Rights in Asian Tourism." International Journal of Children’s Rights 22, no. 3 (2014): 581–617. http://dx.doi.org/10.1163/15718182-02201001.

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International attention was first drawn to horrifying accounts of children being sexually exploited by foreign tourists in South East Asia in the early 1990s. This article reviews progress over the last two decades to combat this crime. With tourism reaching record levels and the relative vulnerability of children in South East Asia, I contend it is an opportune time to re-examine the response. Moving forwards, prevention initiatives must better address underlying vulnerabilities and acknowledge the indivisibility and interrelationship of children’s rights granted under international human rig

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Fuentes, Alejandro, and Marina Vannelli. "Expanding the Protection of Children’s Rights towards a Dignified Life: The Emerging Jurisprudential Developments in the Americas." Laws 10, no. 4 (2021): 84. http://dx.doi.org/10.3390/laws10040084.

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The Inter-American Court of Human Rights (IACrtHR) has developed in recent years an innovative jurisprudence that has integrated the entity and extension of States’ obligations regarding children’s rights—as established in Article 19 ACHR—through the evolutive, dynamic, and effective interpretation of the American Convention on Human Rights (ACHR). In fact, by acknowledging the existence of an international corpus juris for the protection of children’s rights, the Court has examined this provision in the light of instruments enshrined within the corpus juris, such as the UN Convention on the R

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Sounoglou, Marina, and Aikaterini Michalopoulou. "Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education." Journal of Education and Learning 6, no. 2 (2016): 53. http://dx.doi.org/10.5539/jel.v6n2p53.

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This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children’s responses. The third axis relates to involve children and t

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Erol, Hüseyin. "An investigation into social studies curriculum and course books in the context of women's and children's rights." African Educational Research Journal 9, no. 2 (2021): 385–94. http://dx.doi.org/10.30918/aerj.92.21.042.

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Human rights are necessary and compulsory for all people irrespective of language, religion, race, gender or sect. Learning about these rights begins within family and continues in school formally. Human rights education is necessary for values of human rights to pass from theory to practice. The rights given to people or groups with certain characteristics only in the past are today offered on the basis of equality and freedom in the contemporary society. Among those groups, children and women who obtained their rights later than others are of sensitive importance. This study investigated the

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Martin-Ortega, Olga, and Rebecca M. M. Wallace. "BUSINESS, HUMAN RIGHTS AND CHILDREN: THE DEVELOPING INTERNATIONAL AGENDA." Denning Law Journal 25, no. 1 (2013): 107–27. http://dx.doi.org/10.5750/dlj.v25i1.747.

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The consideration of the role of the private business sector with regards to the fulfilment of children’s rights is relatively recent. International attention on the effects of business activities have on children has been fragmented until now, focussing on specific sectors, mainly child labour and economic exploitation. Recent international developments, addressed both to states and business enterprises, propose a more comprehensive approach. This article focuses on two of them: the UNICEF-Global Compact and Save the Children Children’s Rights and Business Principles (CRB Principles), launche

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Almog, Shulamit, and Lotem Perry-Hazan. "Conceptualizing the Right of Children to Adaptable Education." International Journal of Children’s Rights 20, no. 4 (2012): 486–500. http://dx.doi.org/10.1163/157181812x634463.

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The contention put forward here is that a conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing two interrelated dimensions of the right to adaptable education: adaptability to the children’s circles of cultural affiliations and adaptability to the children’s preferences. We will continue by describing the need to balance between the right to adaptable education and other features of the right to education - available education,

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Osler, Audrey, and Trond Solhaug. "Children’s human rights and diversity in schools: Framing and measuring." Research in Comparative and International Education 13, no. 2 (2018): 276–98. http://dx.doi.org/10.1177/1745499918777289.

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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

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Aridi, Vicky. "Finding a Legal Balance between the Right to Strike and Right to Education in Kenya." Strathmore Law Review 5, no. 1 (2020): 85–109. http://dx.doi.org/10.52907/slr.v5i1.119.

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The teachers’ right to strike and the children’s right to education are both essential rights recognised by national and international laws in Kenya. Despite this fact, there are instances where conflicts arise between these two rights. The courts have a mandate to balance competing human rights in instances of conflict. However, whenever there has been a conflict between the two rights, Kenyan courts have issued injunctions that require public-school teachers to suspend their strike. By doing so, the courts are leaving the teachers with no effective alternative mechanism to address their pert

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Tobin, John. "Understanding Children’s Rights: A Vision beyond Vulnerability." Nordic Journal of International Law 84, no. 2 (2015): 155–82. http://dx.doi.org/10.1163/15718107-08402002.

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The idea of children’s vulnerability played a critical role in motivating the adoption of the un Convention on the Rights of a Child, but should vulnerability provide the basis for special human rights for children? Are children especially vulnerable relative to adults? This article seeks to explore the idea of children’s vulnerability in understanding the concept of children’s rights. It argues that vulnerability is not a condition peculiar to children. At the same time it recognizes that children experience special vulnerabilities relative to adults. It is these vulnerabilities that provide

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Zhussipbek, Galym, and Zhanar Nagayeva. "The Need to Bridge the Gap between Research on Children’s Rights and Parenting Styles: Authoritative/Democratic Style as an Acultural Model for the Child’s Well-Being." Social Sciences 12, no. 1 (2022): 22. http://dx.doi.org/10.3390/socsci12010022.

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The United Nations Convention on the Rights of the Child contains specific provisions on parent–child relations and parenting, but these provisions can be described as elusive. Furthermore, the Convention does not explicitly specify a children’s-rights-friendly parenting style. On the other hand, there is a disconnect between research on children’s rights and parenting styles. Based on the insights of the meta-theoretical critical realist approach, this paper argues that universal human flourishing is inconceivable without the development of a children’s-rights-friendly parenting style. It is

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Seatzu, Francesco. "The Interpretation of the American Convention on Human Rights through the Prism of the United Nations Convention on the Rights of the Child." International Human Rights Law Review 9, no. 1 (2020): 1–26. http://dx.doi.org/10.1163/22131035-00901007.

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This article considers the Inter American Court of Human Rights (IACtHR)’s and Inter-American Commission on Human Rights (iachr)’s approach to interpreting and applying the American Convention on Human Rights (achr) provisions through the prism of the United Nations Convention on the Rights of the Child (crc) and ascertains the features of each convention that supports this approach. It concentrates on the IACtHR’s and iachr’s development and implementation of the principle of the best interest of the child, and on two specific areas of the IACtHR’s and iachr’s jurisprudence on children’s righ

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Osler, Audrey, and Aya Kato. "Power, Politics and Children’s Citizenship: The Silencing of Civil Society." International Journal of Children’s Rights 30, no. 2 (2022): 440–72. http://dx.doi.org/10.1163/15718182-30020007.

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Abstract Children remain marginalised in theoretical analyses of citizenship and political rights, with their partial citizenship status attracting minimal attention. We consider the ontological need for political engagement, children’s political agency and intergenerational justice. We discuss how Derrida’s hospitality concept may inform analyses of power structures that serve to exclude children from the demos. We then examine the case of Japan where education law neglects children’s political rights, though respect for human rights and popular sovereignty are core constitutional values. Ana

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Kim, Jeong Nae. "The human conditions and the senses of children’s rights." Korean Council For Children's Rights 24, no. 2 (2020): 125–50. http://dx.doi.org/10.21459/kccr.2020.24.2.125.

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Brantefors, Lotta, Ann Quennerstedt, and Bulent Tarman. "Teaching and learning children’s human rights: A research synthesis." Cogent Education 3, no. 1 (2016): 1247610. http://dx.doi.org/10.1080/2331186x.2016.1247610.

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Menon, Nidhiya, Yana van der Meulen Rodgers, and Huong Nguyen. "Women’s Land Rights and Children’s Human Capital in Vietnam." World Development 54 (February 2014): 18–31. http://dx.doi.org/10.1016/j.worlddev.2013.07.005.

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Grover, Sonja. "Rights education and children’s collective self-advocacy through public interest litigation." Human Rights Education Review 1, no. 1 (2018): 65–83. http://dx.doi.org/10.7577/hrer.2691.

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If human rights education of schoolchildren addresses advocacy at all, it is mostly or exclusively in terms of civic participation, which perhaps includes civil protest. This approach implicitly discourages young people from considering engaging with the courts as an additional or alternative vehicle in seeking a remedy for violations of their fundamental human rights. Human rights education is incomplete when it fails to address the child’s right to legal standing in the effort to seek justice; for instance, as part of a child collective that is significantly adversely and directly impacted b

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Lo, Yan Lam. "Hong Kong pre-service teachers’ attitudes towards and knowledge of children’s rights." Education, Citizenship and Social Justice 15, no. 2 (2018): 119–35. http://dx.doi.org/10.1177/1746197918800670.

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The Convention on the Rights of the Child emphasizes that the education of the child should be directed to the development of respect for human rights and fundamental freedoms. However, though Hong Kong is a one of the States Parties to the Convention on the Rights of the Child, the government does not put much emphasis on promoting Convention on the Rights of the Child. Children’s rights education is not compulsory in schools or in teacher training institutions in Hong Kong. It is detrimental if teachers do not possess adequate knowledge and positive attitudes towards children’s rights as the

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