Children’s rights, educational research and the UNCRC: Past, present and future

Children’s rights, educational research and the UNCRC: Past, present and future Int Rev Educ (2017) 63:949–952 https://doi.org/10.1007/s11159-017-9679-5 BOOK REVIEW Children’s rights, educational research and the UNCRC: Past, present and future Edited by Jenna Gillet-Swan and Vicki Coppock. Symposium Books, Oxford, 2016, 166 pp. ISBN 978-1-873927-95-3 (pbk) Stephanie Bengtsson Published online: 1 November 2017 Springer Science+Business Media B.V. and UNESCO Institute for Lifelong Learning 2017 The children’s rights movement has come a long way since Eglantyne Jebb drafted the first Declaration of the Rights of the Child, endorsed by the League of Nations General Assembly in Geneva in 1924 (Bengtsson and Bartlett 2011). This charter consisted of only five key rights concerning children’s well-being, rights which were formulated in such a way as to cast children as passive objects rather than active subjects of relief and development efforts (ibid.). The drafting and subsequent near-universal ratification of the United Nations Convention on the Rights of the Child (UNCRC) in 1989 not only signalled a global recognition of the importance of the concept of children’s rights, but also a broadening of the scope of these rights and a gradual shift towards an acknowledgement of children’s agency and voice within global policy agendas. Further, education was enshrined as a right in Articles 28 and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Review of Education Springer Journals

Children’s rights, educational research and the UNCRC: Past, present and future

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Publisher
Springer Netherlands
Copyright
Copyright © 2017 by Springer Science+Business Media B.V. and UNESCO Institute for Lifelong Learning
Subject
Education; International and Comparative Education; Education, general
ISSN
0020-8566
eISSN
1573-0638
D.O.I.
10.1007/s11159-017-9679-5
Publisher site
See Article on Publisher Site

Abstract

Int Rev Educ (2017) 63:949–952 https://doi.org/10.1007/s11159-017-9679-5 BOOK REVIEW Children’s rights, educational research and the UNCRC: Past, present and future Edited by Jenna Gillet-Swan and Vicki Coppock. Symposium Books, Oxford, 2016, 166 pp. ISBN 978-1-873927-95-3 (pbk) Stephanie Bengtsson Published online: 1 November 2017 Springer Science+Business Media B.V. and UNESCO Institute for Lifelong Learning 2017 The children’s rights movement has come a long way since Eglantyne Jebb drafted the first Declaration of the Rights of the Child, endorsed by the League of Nations General Assembly in Geneva in 1924 (Bengtsson and Bartlett 2011). This charter consisted of only five key rights concerning children’s well-being, rights which were formulated in such a way as to cast children as passive objects rather than active subjects of relief and development efforts (ibid.). The drafting and subsequent near-universal ratification of the United Nations Convention on the Rights of the Child (UNCRC) in 1989 not only signalled a global recognition of the importance of the concept of children’s rights, but also a broadening of the scope of these rights and a gradual shift towards an acknowledgement of children’s agency and voice within global policy agendas. Further, education was enshrined as a right in Articles 28 and

Journal

International Review of EducationSpringer Journals

Published: Nov 1, 2017

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