Ann Quennerstedt
Biographic Data
| ID | 195118 |
|---|---|
| NAME | Ann Quennerstedt |
| GIVEN NAMES | Ann |
| FAMILY NAME | Quennerstedt |
| SIGNATURE | QUENNERSTEDT A |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0002-3812-0652 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 103 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
A theory of children’s human rights education
Children’s entitlement to education about their human rights is affirmed by various United Nations treaties and emphasised in scholarly literature. However, the field of rights education for children is hindered by fragmented research and inconsistent terminology, resulting in conceptual confusion that obstructs the development of effective rights education practices. This article tackles these challenges by presenting an innovative theory of Chi…
The elusive content of children’s human rights education
There is strong support for educating children and young people about their human rights, but there is also widespread uncertainty about what this education should consist of—what the content of children’s human rights education should be. This article maps and synthesizes what previous research has identified as the main content areas and suggests a terminology for talking about content in education about, through and for rights. Drawing on two …
Are participation rights a lingua franca? The complexities of translating and comparing the term 'participation' in educational contexts
Children's right to express their views under article 12 of the United Nations Convention on the Rights of the Child is commonly referred to as 'participation'. How this term is used in scholarship, policy and practice, however, varies enormously across linguistic and national contexts. This article reports and discusses four complexities associated with translating and comparing the term participation that were identified from a series of intern…
Theorising in Educational Children’s Rights Research: A Systematic Review of Publications 2012–2021
Child rights research has increased since the adoption of the Convention on the Rights of the Child ( crc ) in 1989. Reviews of the research has indicated a lack of criticality and a reluctance to interrogate or challenge dominant views. Some scholars argue that this results from under theorisation, whereas other maintain that theorisation is abundant. The paradox suggesting that children’s rights research can be both abundant and deficient in th…
Children’s and young people’s human rights education in school: Cardinal complications and a middle ground
This article examines the academic discussion about human rights education for children and young people and argues that the current state of research does not provide sufficient support and guidance to nations, schools, and teachers in the establishment of human rights education in schools. The article’s aim is to add insights into how scholarly work may be contributing to the low uptake of human rights education in formal schooling. By drawing …
Governing rationalities in children’s human rights education
Educational Children’s Rights Research 1989–2019: Achievements, Gaps and Future Prospects
Since the adoption of the United Nations Convention on the Rights of the Child in 1989, research into children’s rights issues in educational contexts has grown significantly. This paper takes stock of the evolution of educational children’s rights research, and provides a characterisation of the research field. By means of a systematic analysis of the published scholarship, the main achievements of the research are identified, as well as gaps in…
The child as a gendered rights holder
In this article, we call for a gendering of children's rights by using an intersectional approach. First, age and gender in different theoretical frameworks are highlighted. Second, we demonstrate the interconnection of age and gender in United Nations human rights treaties and interpretation guidance. Third, current gendered rights issues are identified and new ones are proposed. Finally, we argue that further gendering of children's rights is n…
The UNCRC: The Voice of Global Consensus on Children’s Rights
That the United Nations Convention on the Rights of the Child (UNCRC) encompasses contradictions is known. Despite this knowledge, attention to conflicting aspects within the convention is limited, and instead, the assumption that the convention represents an international consensus on the meaning of children’s human rights seems to be widespread in policy and academic work. Furthermore, the available literature within the field of children’s rig…
The International Economy of Children’s Rights: Issues in Translation
The United Nations Convention on the Rights of the Child ( uncrc ) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc . On the basis of this diagnosis, we then raise a series of ethic…
Children’s Human Rights at School – As Formulated by Children
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, child…
Locations of racism in education: A speech act analysis of a policy chain
This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which ant…
Questioning the no-touch discourse in physical education from a children's rights perspective
In this paper we question the rationality of 'no-touch policies' and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in PE practice. The avoidance of intergenerational touch is increasingly justified by referring to the c…
Researching children’s rights in education: Sociology of childhood encountering educational theory
This paper aims to explore and develop a theoretical approach for children’s rights research in education formed through an encounter between the sociology of childhood and John Dewey’s educational theory. The interest is mainly methodological, in the sense that the primary ambition of the investigation is to suggest a fruitful and useful theoretical base for formulating research problems and undertaking research in children’s rights in education…
Ethical Guardrails When Children Participate in Research: Risk and Practice in Sweden and Australia
This article investigates interpretations of sound research ethics in social science research involving children as framed through regulation. Coinciding with an emergent significance being given to research that involves children, debate has developed regarding whether particular ethical considerations are warranted in this type of research. We overlay the examination of regulation documents in Sweden and Australia with an interpretative lens dr…
Children’s Rights Research Moving into the Future – Challenges on the Way Forward
The expansion of the research into children’s rights during the last 20 years has constituted children’s rights research as an established and legitimate field of study. The time may now be ripe to reflect on the work undertaken so far and to consider the future of children’s rights research. In recent years, self-critical voices have surfaced within the research field, pointing out possible areas of concern. The ambition of this paper is to cont…
The Political Construction of Children’s Rights in Education – A Comparative Analysis of Sweden and New Zealand
The study presented in this paper examines and compares how issues of children’s rights in education are constructed in policy in two nations: Sweden and New Zealand. Claims for human rights for children originate from international human rights agreements, but have to be incorporated into national policy. The central interest of the analysis is the process of the contextualisation of human rights, in which rights are transformed from their expre…
The construction of children's rights in education – a research synthesis
This paper presents a research synthesis that aims to clarify and discuss how children's rights in education are constructed in research. A basic assumption is accordingly that research is an important participant in the process in which principal meanings and essential aspects of children's rights take shape. In the synthesis, 35 research publications, published between 1997-2008, have been selected and analysed. The main findings show that the …
"Children, But Not Really Humans? Critical Reflections on the Hampering Effect of the "3 p's
In this paper, the widespread use of the "3 p's", provision, protection and participation, to categorise children's rights is critically examined. This conceptualisation is argued to have hampering effects on research in children's rights, in that it frames the research in a problematic way and hinders the possibilities of attaining theoretically driven analyses. In the paper, the emergence and use of the 3 p's is first traced and discussed. Ther…
Education as a Human and a Citizenship Right — Parents' Rights, Children's Rights, or…? The Necessity of Historical Contextualization
This paper serves as an introduction to the three following papers by Roth, Wahlström, and Quennerstedt, analyzing the contextual background to the different treaties—the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights, and the United Nations' Convention on the Rights of the Child—and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped du…
Balancing the Rights of the Child and the Rights of Parents in the Convention on the Rights of the Child
The purpose of this paper is to analyze how the relation between parents' rights and children's rights took shape in the drafting of the Convention on the Rights of the Child, with a special interest for this relation in the matter of education. By means of the perspective elaborated by T. H. Marshall of citizenship rights as composed of civil, political, and social rights, questions about what kind of right education is and who owns the right to…
"Children, But Not Really Humans? Critical Reflections on the Hampering Effect of the "3 p's
In this paper, the widespread use of the "3 p's", provision, protection and participation, to categorise children's rights is critically examined. This conceptualisation is argued to have hampering effects on research in children's rights, in that it frames the research in a problematic way and hinders the possibilities of attaining theoretically driven analyses. In the paper, the emergence and use of the 3 p's is first traced and discussed. Ther…
Children’s Rights Research Moving into the Future – Challenges on the Way Forward
The expansion of the research into children’s rights during the last 20 years has constituted children’s rights research as an established and legitimate field of study. The time may now be ripe to reflect on the work undertaken so far and to consider the future of children’s rights research. In recent years, self-critical voices have surfaced within the research field, pointing out possible areas of concern. The ambition of this paper is to cont…
Questioning the no-touch discourse in physical education from a children's rights perspective
In this paper we question the rationality of 'no-touch policies' and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in PE practice. The avoidance of intergenerational touch is increasingly justified by referring to the c…
The construction of children's rights in education – a research synthesis
This paper presents a research synthesis that aims to clarify and discuss how children's rights in education are constructed in research. A basic assumption is accordingly that research is an important participant in the process in which principal meanings and essential aspects of children's rights take shape. In the synthesis, 35 research publications, published between 1997-2008, have been selected and analysed. The main findings show that the …
Educational Children’s Rights Research 1989–2019: Achievements, Gaps and Future Prospects
Since the adoption of the United Nations Convention on the Rights of the Child in 1989, research into children’s rights issues in educational contexts has grown significantly. This paper takes stock of the evolution of educational children’s rights research, and provides a characterisation of the research field. By means of a systematic analysis of the published scholarship, the main achievements of the research are identified, as well as gaps in…
Researching children’s rights in education: Sociology of childhood encountering educational theory
This paper aims to explore and develop a theoretical approach for children’s rights research in education formed through an encounter between the sociology of childhood and John Dewey’s educational theory. The interest is mainly methodological, in the sense that the primary ambition of the investigation is to suggest a fruitful and useful theoretical base for formulating research problems and undertaking research in children’s rights in education…
Balancing the Rights of the Child and the Rights of Parents in the Convention on the Rights of the Child
The purpose of this paper is to analyze how the relation between parents' rights and children's rights took shape in the drafting of the Convention on the Rights of the Child, with a special interest for this relation in the matter of education. By means of the perspective elaborated by T. H. Marshall of citizenship rights as composed of civil, political, and social rights, questions about what kind of right education is and who owns the right to…
The UNCRC: The Voice of Global Consensus on Children’s Rights
That the United Nations Convention on the Rights of the Child (UNCRC) encompasses contradictions is known. Despite this knowledge, attention to conflicting aspects within the convention is limited, and instead, the assumption that the convention represents an international consensus on the meaning of children’s human rights seems to be widespread in policy and academic work. Furthermore, the available literature within the field of children’s rig…
Locations of racism in education: A speech act analysis of a policy chain
This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which ant…
Children’s and young people’s human rights education in school: Cardinal complications and a middle ground
This article examines the academic discussion about human rights education for children and young people and argues that the current state of research does not provide sufficient support and guidance to nations, schools, and teachers in the establishment of human rights education in schools. The article’s aim is to add insights into how scholarly work may be contributing to the low uptake of human rights education in formal schooling. By drawing …
Children’s Human Rights at School – As Formulated by Children
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, child…
Ethical Guardrails When Children Participate in Research: Risk and Practice in Sweden and Australia
This article investigates interpretations of sound research ethics in social science research involving children as framed through regulation. Coinciding with an emergent significance being given to research that involves children, debate has developed regarding whether particular ethical considerations are warranted in this type of research. We overlay the examination of regulation documents in Sweden and Australia with an interpretative lens dr…
Theorising in Educational Children’s Rights Research: A Systematic Review of Publications 2012–2021
Child rights research has increased since the adoption of the Convention on the Rights of the Child ( crc ) in 1989. Reviews of the research has indicated a lack of criticality and a reluctance to interrogate or challenge dominant views. Some scholars argue that this results from under theorisation, whereas other maintain that theorisation is abundant. The paradox suggesting that children’s rights research can be both abundant and deficient in th…
The International Economy of Children’s Rights: Issues in Translation
The United Nations Convention on the Rights of the Child ( uncrc ) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc . On the basis of this diagnosis, we then raise a series of ethic…
Education as a Human and a Citizenship Right — Parents' Rights, Children's Rights, or…? The Necessity of Historical Contextualization
This paper serves as an introduction to the three following papers by Roth, Wahlström, and Quennerstedt, analyzing the contextual background to the different treaties—the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights, and the United Nations' Convention on the Rights of the Child—and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped du…
Balancing the Rights of the Child and the Rights of Parents in the Convention on the Rights of the Child
The purpose of this paper is to analyze how the relation between parents' rights and children's rights took shape in the drafting of the Convention on the Rights of the Child, with a special interest for this relation in the matter of education. By means of the perspective elaborated by T. H. Marshall of citizenship rights as composed of civil, political, and social rights, questions about what kind of right education is and who owns the right to…
"Children, But Not Really Humans? Critical Reflections on the Hampering Effect of the "3 p's
In this paper, the widespread use of the "3 p's", provision, protection and participation, to categorise children's rights is critically examined. This conceptualisation is argued to have hampering effects on research in children's rights, in that it frames the research in a problematic way and hinders the possibilities of attaining theoretically driven analyses. In the paper, the emergence and use of the 3 p's is first traced and discussed. Ther…
The Political Construction of Children’s Rights in Education – A Comparative Analysis of Sweden and New Zealand
The study presented in this paper examines and compares how issues of children’s rights in education are constructed in policy in two nations: Sweden and New Zealand. Claims for human rights for children originate from international human rights agreements, but have to be incorporated into national policy. The central interest of the analysis is the process of the contextualisation of human rights, in which rights are transformed from their expre…
The construction of children's rights in education – a research synthesis
This paper presents a research synthesis that aims to clarify and discuss how children's rights in education are constructed in research. A basic assumption is accordingly that research is an important participant in the process in which principal meanings and essential aspects of children's rights take shape. In the synthesis, 35 research publications, published between 1997-2008, have been selected and analysed. The main findings show that the …
Children’s Rights Research Moving into the Future – Challenges on the Way Forward
The expansion of the research into children’s rights during the last 20 years has constituted children’s rights research as an established and legitimate field of study. The time may now be ripe to reflect on the work undertaken so far and to consider the future of children’s rights research. In recent years, self-critical voices have surfaced within the research field, pointing out possible areas of concern. The ambition of this paper is to cont…
Researching children’s rights in education: Sociology of childhood encountering educational theory
This paper aims to explore and develop a theoretical approach for children’s rights research in education formed through an encounter between the sociology of childhood and John Dewey’s educational theory. The interest is mainly methodological, in the sense that the primary ambition of the investigation is to suggest a fruitful and useful theoretical base for formulating research problems and undertaking research in children’s rights in education…
Ethical Guardrails When Children Participate in Research: Risk and Practice in Sweden and Australia
This article investigates interpretations of sound research ethics in social science research involving children as framed through regulation. Coinciding with an emergent significance being given to research that involves children, debate has developed regarding whether particular ethical considerations are warranted in this type of research. We overlay the examination of regulation documents in Sweden and Australia with an interpretative lens dr…
Questioning the no-touch discourse in physical education from a children's rights perspective
In this paper we question the rationality of 'no-touch policies' and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in PE practice. The avoidance of intergenerational touch is increasingly justified by referring to the c…
Children’s Human Rights at School – As Formulated by Children
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, child…
Locations of racism in education: A speech act analysis of a policy chain
This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which ant…
The International Economy of Children’s Rights: Issues in Translation
The United Nations Convention on the Rights of the Child ( uncrc ) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc . On the basis of this diagnosis, we then raise a series of ethic…
The UNCRC: The Voice of Global Consensus on Children’s Rights
That the United Nations Convention on the Rights of the Child (UNCRC) encompasses contradictions is known. Despite this knowledge, attention to conflicting aspects within the convention is limited, and instead, the assumption that the convention represents an international consensus on the meaning of children’s human rights seems to be widespread in policy and academic work. Furthermore, the available literature within the field of children’s rig…
Governing rationalities in children’s human rights education
Educational Children’s Rights Research 1989–2019: Achievements, Gaps and Future Prospects
Since the adoption of the United Nations Convention on the Rights of the Child in 1989, research into children’s rights issues in educational contexts has grown significantly. This paper takes stock of the evolution of educational children’s rights research, and provides a characterisation of the research field. By means of a systematic analysis of the published scholarship, the main achievements of the research are identified, as well as gaps in…
The child as a gendered rights holder
In this article, we call for a gendering of children's rights by using an intersectional approach. First, age and gender in different theoretical frameworks are highlighted. Second, we demonstrate the interconnection of age and gender in United Nations human rights treaties and interpretation guidance. Third, current gendered rights issues are identified and new ones are proposed. Finally, we argue that further gendering of children's rights is n…
Children’s and young people’s human rights education in school: Cardinal complications and a middle ground
This article examines the academic discussion about human rights education for children and young people and argues that the current state of research does not provide sufficient support and guidance to nations, schools, and teachers in the establishment of human rights education in schools. The article’s aim is to add insights into how scholarly work may be contributing to the low uptake of human rights education in formal schooling. By drawing …
Theorising in Educational Children’s Rights Research: A Systematic Review of Publications 2012–2021
Child rights research has increased since the adoption of the Convention on the Rights of the Child ( crc ) in 1989. Reviews of the research has indicated a lack of criticality and a reluctance to interrogate or challenge dominant views. Some scholars argue that this results from under theorisation, whereas other maintain that theorisation is abundant. The paradox suggesting that children’s rights research can be both abundant and deficient in th…
A theory of children’s human rights education
Children’s entitlement to education about their human rights is affirmed by various United Nations treaties and emphasised in scholarly literature. However, the field of rights education for children is hindered by fragmented research and inconsistent terminology, resulting in conceptual confusion that obstructs the development of effective rights education practices. This article tackles these challenges by presenting an innovative theory of Chi…
The elusive content of children’s human rights education
There is strong support for educating children and young people about their human rights, but there is also widespread uncertainty about what this education should consist of—what the content of children’s human rights education should be. This article maps and synthesizes what previous research has identified as the main content areas and suggests a terminology for talking about content in education about, through and for rights. Drawing on two …
Are participation rights a lingua franca? The complexities of translating and comparing the term 'participation' in educational contexts
Children's right to express their views under article 12 of the United Nations Convention on the Rights of the Child is commonly referred to as 'participation'. How this term is used in scholarship, policy and practice, however, varies enormously across linguistic and national contexts. This article reports and discusses four complexities associated with translating and comparing the term participation that were identified from a series of intern…
Political science (19 works) · Sociology (19 works) · Children's Rights and Participation (18 works) · Law (16 works) · Human rights (15 works) · Law (13 works) · Peace and Human Rights Education (9 works) · Human Rights Education (7 works) · Politics (7 works) · Convention (6 works)