Recontextualisation of children’s rights in local school contexts
The importance of socioeconomic and ethnic conditions
Datos Bibliográficos
| ID | 19217543 |
|---|---|
| Autores | Mattias Nylund (0000-0003-0530-6378, University of Teacher Education in Special Needs, autor de correspondencia), Emma Arneback (0000-0002-0481-1586, University of Teacher Education in Special Needs), Andreas Bergh (0000-0003-2621-6769, Örebro University) |
| Año | 2026 |
| Páginas | 1-19 |
| Fecha de publicación | 2026-06-02 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | British Journal of Sociology of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2026.2679480 |
| OpenAlex | W7163154972 |
| Idioma | EN |
| Referencias citadas | 28 |
This article examines how the Convention on the Rights of the Child (CRC), incorporated into Swedish law in 2020, is recontextualised in five socioeconomically and ethnically diverse school settings. Drawing on Bernstein's concepts of recontextualization, classification and voice, the study analyses interviews with teachers, principals and superintendents to explore how the CRC shapes pedagogical relations in terms of boundaries and power relations between children, school staff and parents. The results indicate that the CRC's weak classification enables markedly different local interpretations. These, in turn, produce distinct configurations of voice: from individualised child- and parent-driven claims in affluent majority contexts to juridical boundary-setting or collective empowerment approaches in disadvantaged ethnic minority settings. Across cases, the socioeconomic and ethnic contexts strongly condition how boundaries are drawn and whose voice is strengthened or constrained - illustrating the importance of understanding the CRC as a context-sensitive educational object.
Educational attainment · Ethnic group · Higher education · Social class · Socioeconomic status · Sociology of Education · Children's Rights and Participation · Educational Theory and Curriculum Studies · Peace and Human Rights Education
Pedagogy, Symbolic Control, and Identity
Mapping Juridification
Minority parental involvement and school barriers
A theory of children’s human rights education
Differentiation of education through juridification
The elusive content of children’s human rights education
Being and becoming a female student and worker in gendered processes of vocational education and training
Why are middle-class parents more involved in school than working-class parents
Taking education to account? The limits of law in institutional and professional practice
The rise of law in education - exploring three drivers of juridification in the context of a changing welfare state
Juridification through rights
Different forms of juridification – an analysis of two cases in Swedish education law
Teachers, social class and underachievement
We are the professionals’
Reshaping school discipline with metrics
The impact of school space on primary education art teachers’ pedagogical practices
Theorising Education Law and Childhood
The social construction of time in contemporary education
Researching children’s rights in education
Teachers’ racialised habitus in school knowledge construction
Socialisation and citizenship preparation in vocational education
Perils and Promises
The gendered patterns and impacts of teacher-student interactions
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |