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Journal articles on the topic 'Children’s rights'

Author: Grafiati

Published: 4 June 2021

Last updated: 24 January 2023

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1

Wells, Julie. "Children’s rights." Paediatric Nursing 3, no. 1 (1991): 12. http://dx.doi.org/10.7748/paed.3.1.12.s12.

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2

Ngwaba, Uchechukwu, and Ibe Okegbe Ifeakandu. "Children’s Rights." African Yearbook of International Law Online / Annuaire Africain de droit international Online 22, no. 1 (2017): 80–97. http://dx.doi.org/10.1163/22116176_02201005.

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3

van Daalen, Edward, Karl Hanson, and Olga Nieuwenhuys. "Children’s Rights as Living Rights." International Journal of Children’s Rights 24, no. 4 (2016): 803–25. http://dx.doi.org/10.1163/15718182-02404006.

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In this article we propose the notion of living rights to highlight that children, whilst making use of notions of rights, shape what these rights are, and become, in the social world. Emphasising children’s agency in living with and through their rights facilitates empirical enquiry, and moves the vectors of the debate on what children’s rights are to the interplay between how children understand their rights and the way others translate and make use of rights claims on children’s behalf. The argument builds upon a case study in Yogyakarta, Indonesia, where street children, claiming the right

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4

Mullins, Robert. "Children’s Rights and Parents’ Rights." Jurisprudence 8, no. 3 (2017): 701–10. http://dx.doi.org/10.1080/20403313.2017.1380902.

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5

Hanson, Karl. "Reinventing children’s rights." Childhood 29, no. 2 (2022): 149–56. http://dx.doi.org/10.1177/09075682221098593.

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6

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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7

Dailey, Anne C. "Children’s Transitional Rights." Law, Culture and the Humanities 12, no. 2 (2014): 178–94. http://dx.doi.org/10.1177/1743872114523529.

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8

Saguisag, Lara, and Matthew B. Prickett. "Introduction: Children’s Rights and Children’s Literature." Lion and the Unicorn 40, no. 2 (2016): v—xii. http://dx.doi.org/10.1353/uni.2016.0013.

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9

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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10

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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11

Batool, Warda, Marina Apostolopoulos, Melissa Bagirakandi, Nichola Nonis Jayawardena, and Justine Lee. "Expressions of Children and Families on Children’s Rights: Lessons from STM: EC 2019." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, no. 1 (2020): 276–300. http://dx.doi.org/10.22215/cjcr.v7i1.2624.

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Abstract The Shaking the Movers: Early Childhood (STM: EC) event was held at Ryerson University and was the first to invite young children to participate in learning about and discussing their inherent rights. In this article, five graduate students draw on young children’s and family members’ expressions, with regard to children’s right to non-discrimination (United Nations General Assembly, 1989, Article 2), as well as lessons learned, and their suggestions for future STM events. Children and families experiences as presented in the STM: EC report (Robichaud et al., 2019) were examined

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12

Ross, Hamish. "Children’s Rights and Theories of Rights." International Journal of Children’s Rights 21, no. 4 (2013): 679–704. http://dx.doi.org/10.1163/15718182-02104001.

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This essay revisits themes touched upon in an influential debate on the nature of rights between two of the leading jurists of the past century – H. L. A. Hart and Neil MacCormick. Consideration is given to how MacCormick uses children’s rights as a basis for a critique of Hart’s version of the will theory of rights towards support of MacCormick’s version of the rival interest theory of rights. While MacCormick argues, in some respects persuasively, that children’s rights and ‘rights’ apparently grounded in the criminal law present significant challenges to Hart’s version of the will theory of

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13

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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Yohana, Nova, M. Nor, Fitri Hardianti, and Tuti Khairani Harahap. "Communication Model Of Siak Children’s Forum Cohesiveness In Actualizing Siak Child-Friendly City." MIMBAR : Jurnal Sosial dan Pembangunan 34, no. 1 (2018): 138–46. http://dx.doi.org/10.29313/mimbar.v34i1.3222.

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The Siak Children’s Forum (FASI) is a children's organization organized by the government of Siak Regency to bridge communication and interaction between government and children in order to fulfill the rights of children’s participation and empowerment in a development policy program of Siak Regency as a child-friendly city. This study is conducted in order to inform and analyze the participation and communication of cohesiveness to achieve empowerment in a development policy of child-friendly city in Siak Regency. The research is qualitative with collecting data methods of observation, interv

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15

Tisdall, E. Kay M. "Children’s Wellbeing and Children’s Rights in Tension?" International Journal of Children’s Rights 23, no. 4 (2015): 769–89. http://dx.doi.org/10.1163/15718182-02304003.

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Children’s wellbeing has moved from an academic field of interest to a policy and practice framework, internationally and in many countries. Children’s wellbeing tends to be twinned casually with children’s rights but recent Scottish legislation – the Children and Young People (Scotland) Act 2014 – has put children’s rights and children’s wellbeing in tension. This provides an opportunity to consider the concepts critically. The article scrutinises parliamentary debates and accompanying submissions, to reveal that children’s rights arguments failed due to political concerns about litigation an

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16

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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17

Erlings, Esther. "Is Anything Left of Children’s Rights?" International Journal of Children’s Rights 24, no. 3 (2016): 624–56. http://dx.doi.org/10.1163/15718182-02403008.

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In this article it is argued that parental responsibility offers a weak basis for the protection of children’s rights due to its emphasis on (1) responsible parents’ determinations of welfare and (2) the concomitant nature of rights to duties. Based on these two premises, courts have often either neglected children’s rights, or have subordinated them to the rights of duty-holders (parents) when deciding on matters falling within the scope of parental responsibility. Recently, a third limitation on children’s rights has been added: theapplicationof a (non-derogable) right held by the child can

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18

Arce, Matías Cordero. "Maturing Children’s Rights Theory." International Journal of Children’s Rights 23, no. 2 (2015): 283–331. http://dx.doi.org/10.1163/15718182-02302006.

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Children’s rights research is an under-theorised field of studies. The Convention on the Rights of the Child (crc) has gained the status of source and (“theoretical”) framework of research, policy and practice, thus making most research efforts a matter of discussing implementation. This paper wishes to advance a critical, that is, politically committed theoretical agenda for children’s rights research that is not bounded by the institutional framework (i.e. crc) but intends to freely think it. Programmatically, it delves on the following issues, that call for further research, of the like tha

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19

Zahoruy, L. M. "Children’s rights to property." Naukovyy Visnyk Dnipropetrovs'kogo Derzhavnogo Universytetu Vnutrishnikh Sprav spec_3, spec_3 (2018): 190–94. http://dx.doi.org/10.31733/2078-3566-2018-5-190-194.

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20

Cornock, Marc. "Abortion and children’s rights." Nursing Standard 20, no. 25 (2006): 31. http://dx.doi.org/10.7748/ns.20.25.31.s33.

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21

Oberg, Charles N. "Embracing International Children’s Rights." Clinical Pediatrics 51, no. 7 (2012): 619–24. http://dx.doi.org/10.1177/0009922811417302.

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22

Larroque, Carol. "Children’s Interests/Mothers’ Rights." Journal of Developmental & Behavioral Pediatrics 23, no. 3 (2002): 182. http://dx.doi.org/10.1097/00004703-200206000-00014.

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23

Alderson, Priscilla. "Children’s Rights and Violence." International Journal of Children’s Rights 24, no. 4 (2016): 915–23. http://dx.doi.org/10.1163/15718182-02404010.

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24

Morgan, Julia. "Children’s rights in practice." Journal of Education for Teaching 40, no. 2 (2014): 191–93. http://dx.doi.org/10.1080/02607476.2013.865924.

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25

Yngve, Agneta. "Children’s rights and wrongs." Public Health Nutrition 11, no. 4 (2008): 329. http://dx.doi.org/10.1017/s1368980008001936.

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26

Byrne, Bronagh. "Children’s rights in practice." Educational Review 65, no. 2 (2013): 251–52. http://dx.doi.org/10.1080/00131911.2012.657462.

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27

Richardson, Jim. "Children’s rights in action." Journal of Children's and Young People's Nursing 1, no. 2 (2007): 98. http://dx.doi.org/10.12968/jcyn.2007.1.2.23755.

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28

Streuli, Jürg C., Margot Michel, and Effy Vayena. "Children’s rights in pediatrics." European Journal of Pediatrics 170, no. 1 (2010): 9–14. http://dx.doi.org/10.1007/s00431-010-1205-8.

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29

Elisha, Isabelle M., and Martin D. Ruck. "Urban Youth’s Views of Children’s Nurturance and Self-determination Rights: An Exploratory Study." International Journal of Children’s Rights 20, no. 3 (2012): 422–39. http://dx.doi.org/10.1163/157181812x640781.

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The present qualitative study examined low-income urban adolescents’ understanding of children’s rights. Using a written instrument, sixteen 11–15 year olds responded to hypothetical vignettes in which a child story character expresses the desire to exercise a nurturance or self-determination right. Participants were asked whether they, their parents, and their peers would support the story characters’ rights and to provide justifications for their responses. Results indicated that in general participants were in favour of supporting children’s nurturance and self-determination rights. Howeve

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30

Fairhall, Nicola, and Kevin Woods. "Children’s Views on Children’s Rights: A Systematic Literature Review." International Journal of Children’s Rights 29, no. 4 (2021): 835–71. http://dx.doi.org/10.1163/15718182-29040003.

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Abstract Children’s rights are set out in the United Nations Convention on the Rights of the Child. This systematic literature review aimed to investigate children’s views of children’s rights, at a broad level. Nine papers were included, from a range of countries and contexts. They all accessed the views of children and young people (aged up to 18 years). A content analysis was carried out using a recursive process of hybrid aggregative-configurative synthesis, and themes within children’s views and factors that may affect these were identified. These were ‘awareness of rights’, ‘value placed

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31

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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32

Huser, Carmen. "‘I want to share this video with you today.’ Children’s participation rights in childhood research." Human Rights Education Review 2, no. 2 (2019): 45–63. http://dx.doi.org/10.7577/hrer.3322.

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The Convention on the Rights of the Child foregrounds the right to participate. Contributing to decision-making on matters concerning children’s lives is fundamental to rights education. This paper discusses ethical and methodological considerations of children’s rights-based epistemology, arguing that children are competent to reflect upon and exercise their participation rights. The present study explores 4/5-year-old children’s perspectives on play in an Australian early childhood education service. It aims to identify ethical spaces in research involving children. The findings address chil

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33

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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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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Spronk, Sarah. "Realizing Children’s Right to Health." International Journal of Children’s Rights 22, no. 1 (2014): 189–204. http://dx.doi.org/10.1163/15718182-55680013.

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This contribution sketches the background and development of the Optional Protocol on a Communications Procedure for Children under the Convention on the Rights of the Child. It analyzes the additional value of the Optional Protocol for realizing children’s right to health. It does so by analyzing how children’s right to participation is integrated in the Protocol and how this influences the possibility to make complaints on deficits in realizing economic, social and cultural rights, most specifically children’s right to health. It concludes by suggesting ways to strengthen opportunities for c

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36

Yermolaiev, Viktor M., Aisel A. Omarova, and Hanna P. Ponomarova. "The development of children’s medical rights in Ukraine (1919 – beginning of the XXI century)." Journal of the National Academy of Legal Sciences of Ukraine 28, no. 4 (2021): 181–89. http://dx.doi.org/10.37635/jnalsu.28(4).2021.181-189.

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Children's medical rights were actively developed in the twentieth century after the First World War. It was an event of a global scale that prompted legislative changes in national legislations, including Ukraine. Ukraine's experience in children's health care is rich in examples of both successful reforms in this field, and also not that successful ones. The development of children's medical rights in Ukraine had passed different stages of its development. The period from 1919 to the beginning of the 21st century was taken to resolve this issue. The choice of this historical period is justif

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37

Nurdina, Melista Aulia. "Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens." Constitutionale 2, no. 1 (2021): 01–12. http://dx.doi.org/10.25041/constitutionale.v2i1.2254.

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Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the

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38

Cassidy, Claire. "Children’s Status, Children’s Rights and ‘dealing with’ Children." International Journal of Children's Rights 20, no. 1 (2012): 57–71. http://dx.doi.org/10.1163/157181812x608282.

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Several models of child exist, each maintaining child as something other to adult. Stables asserts: “…how we think about [children] does affect how we deal with them” (2008: 1). Seeing children as becomings is a problem. Here, I would like to consider the recommendations from the most recent United Nations’ report card on the implementation of the UNCRC in the UK and place these against the question of how society ‘deals with’ children and whether a report that is more positive than ‘must do better’ is likely to take us beyond seeing the child as different, as other, as becoming.

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39

Sagberg, Sturla. "Taking a children’s rights perspective on children’s spirituality." International Journal of Children's Spirituality 22, no. 1 (2017): 24–35. http://dx.doi.org/10.1080/1364436x.2016.1276050.

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40

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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41

Sabbagh, Rajaa. "Democratic movements in Lebanon and children’s understanding of their rights." Society Register 6, no. 2 (2022): 87–108. http://dx.doi.org/10.14746/sr.2022.6.2.05.

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Children’s rights should be applicable for children, and be acknowledged by children themselves and practice them in the present and future lives. The increasing awareness and concern about children’s rights need a thorough investigation of how children themselves understand their rights. The aim of this study is to analyze the perspective of children in Lebanon of their rights and examine the impact of democratic movements on their understanding of their rights. A qualitative research methodology was employed and data were gathered in the form of semi-structured VoIP interviews. Thematic anal

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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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43

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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44

Kosher, Hanita. "What Children and Parents Think about Children’s Right to Participation." International Journal of Children’s Rights 26, no. 2 (2018): 295–328. http://dx.doi.org/10.1163/15718182-02602005.

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Recent years have witnessed an increase in the global commitment to children’s rights in general and their rights to self-determination and participation in particular. This has been firmly expressed in the United Nations Convention on the Rights of Children, which recognises the right of children to participate in decisions about their own lives. The present study examined perceptions and attitudes regarding the concept of children’s right to participation among children and parents from Israel. The results indicate that children showed a tendency to support the right to participation to a gr

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45

Kılıç, Ahmet, and Ayşe Öztürk. "An Analysis of Children’s Right to Participation at Primary Schools in Turkey: A Case Study." Qualitative Research in Education 7, no. 3 (2018): 265. http://dx.doi.org/10.17583/qre.2018.3528.

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This research attempted to explore to what level children’s right to participation was realized at a primary school which is highly qualified in terms of children’s rights in Turkey. The study was designed as a case study. The study group of the research was chosen via critical case sampling. The data were gathered through observations, interviews and document analysis. The data were analyzed by conducting content and descriptive analysis. In the research, children’s right to participation related 15 different contexts, of which three were laws, were determined at the primary school which is h

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Vanner, Catherine. "‘We are the Assets of the School’." International Journal of Children’s Rights 22, no. 2 (2014): 339–60. http://dx.doi.org/10.1163/15718182-02202005.

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Children’s participation in decision-making is a universal right as articulated by the un Convention on the Rights of the Child. This right to participation is a central feature of Save the Children’s primary school School Health and Nutrition (shn) project in El Salvador. This article presents the results of a qualitative study that examined the nature and extent of children’s participation in the shn project in three schools. The findings indicate that while a cadre of children elected by their peers are key project leaders, assisted by designated teacher advisors, children’s participation i

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Simbine, Lisenga, and Liana Le Roux. "VATSONGA PEOPLE’S PERCEPTIONS OF CHILDREN’S RIGHTS." Social Work/Maatskaplike Werk 57, no. 4 (2021): 472–85. http://dx.doi.org/10.15270/57-4-971.

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This article is based on the findings of a qualitative study that explored the Vatsonga people’s perceptions of children’s rights to protection. Semi-structured interviews were conducted with 40 community-based participants and 11child protection social workers who were familiar with the Vatsonga people's cultural heritage. Key informant and snowball sampling techniques were employed to select the community-based participants and availability sampling for selecting the social work participants. The study established that the Vatsonga people recognise the provision, protection and participation

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48

Gudžinskienė, Vida, Rita Raudeliūnaitė, and Rokas Uscila. "The Possibilities of Implementation of the Rights of the Child in Children’s Day Care Centres." Pedagogika 121, no. 1 (2016): 209–24. http://dx.doi.org/10.15823/p.2016.15.

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As economic and cultural changes proliferate in our society, there is an increasing number of families the functioning of which disrupted – they are called social risk families. Social risk families are dominated by such negative factors as alcohol consumption, violence, negligence, failure to comply with societal norms, which are observed by growing up children every day. Gradually children growing up in social risk families become socially injured and need exceptional assistance. In order to assist socially injured children children’s day care centres are established, one of the functions of

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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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Gorbunovs, Andrejs. "Bērnu tiesību diskurss Apvienotajā Karalistē." Vārds un tā pētīšanas aspekti: rakstu krājums = The Word: Aspects of Research: conference proceedings, no. 25 (November 23, 2021): 236–43. http://dx.doi.org/10.37384/vtpa.2021.25.236.

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The goal of the article is to describe the main characteristics of the children's rights discourse in the United Kingdom. To achieve the said goal, the author provides a description and definition of discourse, institutional discourse, legal discourse, and children’s rights discourse while also applying the characteristics of the said discourses to determine the main characteristics of the children rights discourse in the United Kingdom. Children’s rights discourse in the United Kingdom is an institutional subordination system defined by legislation (primary and secondary acts), and this legis

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