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
International Review of Education – Springer Journals
Published: Nov 1, 2017
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