Z Moody
Biographic Data
| ID | 37003 |
|---|---|
| NAME | Z Moody |
| GIVEN NAMES | Z |
| FAMILY NAME | Moody |
| SIGNATURE | MOODY Z |
| AFFILIATIONS | University of Geneva |
| ORCID | 0000-0003-0631-3051 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
School bullying
Introduction School bullying arises from a system of peers who form bonds through the repeated victimization of others. This empirical research article examines the function of bullying within the context of children and adolescent norms and cultures, aiming to highlight the motivations underlying inappropriate and anti-social behavior in school. Methods The study is a multi-method qualitative inquiry undertaken in one school system in Switzerlan…
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…
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…
Des droits de protection aux droits humains des enfants Mirjam Janett, Vormundschaft und Fremdplatzierung in der Schweiz im 20. Jahrhundert. Ein Einblick in die neuere Forschung
In the 20th century, tens of thousands of children grew up in care homes, reformatories or foster families in Switzerland. The article provides an insight into the most important findings of recent research on the out-of-home placement of children and adolescents. It shows how family became an element of social control in the 20th century. The out-of-home placement of minors from precarious families was part of a repressive welfare policy aimed a…
Children’s human rights education
The study of human rights education has emerged in recent years, but few studies have addressed students’ learning processes regarding children’s human rights education (CHRE). This paper conceptualises the interrelated features of these processes in school, subsumed under three conceptual levels of analysis. The first highlights the individual child, whose learning is influenced by developmental and socio-cultural factors and should consider chi…
Theorising in Educational Children’s Rights Research
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…
Diversité et égalité en éducation (2000-2019)
Face à la diversité des publics de l’éducation, la thématique de l’égalité constitue un objet d’attention dans les recherches en éducation. La persistance des inégalités et le difficile équilibre à trouver entre prise en compte des besoins particuliers et non-discrimination sont au cœur des débats, pour tenter de mettre en lumière les défis théoriques et pratiques de la diversité dans l’éducation. Cette contribution propose une revue systématique…
Le chemin de l’école
Les études de l’enfance (Childhood Studies) montrent que les enfants n’apprennent pas seulement au travers d’une éducation formelle ou non formelle, soit au sein de l’école ou au sein du foyer familial. Ils et elles apprennent également dans d’autres milieux et contextes au travers de leurs propres actions. Sur la base de données empiriques issues d’un projet de recherche inter- et transdisciplinaire sur le chemin de l’école, cet article met en l…
Research with children from a transdisciplinary perspective
Based on a transdisciplinary perspective, this contribution aims to describe the methodological issues presenting themselves when walking is deployed as a tool to co-produce knowledge in a research project conducted with children. An analysis of two projects, one in Switzerland and the other in Spain, shows the relevance of working across a number of disciplines to study the movement of children and adolescents in their living environment. These …
Co-producción de conocimiento al caminar con niños, niñas y adolescentes. Miradas cruzadas entre dos investigaciones llevadas a cabo en Suiza y España
Presentamos a continuación reflexiones metodológicas sobre la relevancia de trabajar caminando con niños, niñas y adolescentes. Este texto es un diálogo entre investigadoras de dos proyectos (uno en Suiza y otro en Cataluña) interesadas en sus recorridos diarios. Ambos equipos consideran importante no hablar en lugar de los y las jóvenes, sino permitirles participar en la investigación a través de su cuerpo y palabras
Éducation aux droits, à la citoyenneté et à l’interculturalité
Educational Children’s Rights Research 1989–2019
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…
L'interdisciplinarité à l'école. Succès, résistance, diversité
sont discutés et mis en perspective.Dans le chapitre 10 (Interdisciplinarité et projets collectifs : vers une nouvelle professionnalité enseignante ?), Catherine Reverdy présente les pratiques interdisciplinaires sous le double angle de l'innovation qu'elles incarnent et des difficultés qu'elles rencontrent dans leur mise en place.Les cas des nouveaux enseignements pratiques interdisciplinaires en France sont pris comme exemples de dispositifs im…
Studying childhood, children, and their rights
This article proposes an epistemological reflection on the multidisciplinary/interdisciplinary fields of Childhood and Children's Rights Studies. The theoretical backgrounds underlying the claims for interactions between disciplines in these specific fields are investigated, exploring their multidisciplinary or interdisciplinary nature(s). Between specificities, similarities, and complementarities, possibilities of dialogue and integration within…
Transnational treaties on children’s rights
During the twentieth century, the socio-legal status of the child changed dramatically. The adoption of three international treaties specific to the rights of the child – namely, the Geneva Declaration (1924), the United Nations Declaration of the Rights of the Child (1959) and the United Nations Convention on the Rights on the Child (1989) – increasing at each stage the number and different types of rights, is a remarkable illustration of this s…
Studying childhood, children, and their rights
This article proposes an epistemological reflection on the multidisciplinary/interdisciplinary fields of Childhood and Children's Rights Studies. The theoretical backgrounds underlying the claims for interactions between disciplines in these specific fields are investigated, exploring their multidisciplinary or interdisciplinary nature(s). Between specificities, similarities, and complementarities, possibilities of dialogue and integration within…
Educational Children’s Rights Research 1989–2019
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…
Research with children from a transdisciplinary perspective
Based on a transdisciplinary perspective, this contribution aims to describe the methodological issues presenting themselves when walking is deployed as a tool to co-produce knowledge in a research project conducted with children. An analysis of two projects, one in Switzerland and the other in Spain, shows the relevance of working across a number of disciplines to study the movement of children and adolescents in their living environment. These …
Transnational treaties on children’s rights
During the twentieth century, the socio-legal status of the child changed dramatically. The adoption of three international treaties specific to the rights of the child – namely, the Geneva Declaration (1924), the United Nations Declaration of the Rights of the Child (1959) and the United Nations Convention on the Rights on the Child (1989) – increasing at each stage the number and different types of rights, is a remarkable illustration of this s…
Theorising in Educational Children’s Rights Research
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…
Transnational treaties on children’s rights
During the twentieth century, the socio-legal status of the child changed dramatically. The adoption of three international treaties specific to the rights of the child – namely, the Geneva Declaration (1924), the United Nations Declaration of the Rights of the Child (1959) and the United Nations Convention on the Rights on the Child (1989) – increasing at each stage the number and different types of rights, is a remarkable illustration of this s…
L'interdisciplinarité à l'école. Succès, résistance, diversité
sont discutés et mis en perspective.Dans le chapitre 10 (Interdisciplinarité et projets collectifs : vers une nouvelle professionnalité enseignante ?), Catherine Reverdy présente les pratiques interdisciplinaires sous le double angle de l'innovation qu'elles incarnent et des difficultés qu'elles rencontrent dans leur mise en place.Les cas des nouveaux enseignements pratiques interdisciplinaires en France sont pris comme exemples de dispositifs im…
Studying childhood, children, and their rights
This article proposes an epistemological reflection on the multidisciplinary/interdisciplinary fields of Childhood and Children's Rights Studies. The theoretical backgrounds underlying the claims for interactions between disciplines in these specific fields are investigated, exploring their multidisciplinary or interdisciplinary nature(s). Between specificities, similarities, and complementarities, possibilities of dialogue and integration within…
Co-producción de conocimiento al caminar con niños, niñas y adolescentes. Miradas cruzadas entre dos investigaciones llevadas a cabo en Suiza y España
Presentamos a continuación reflexiones metodológicas sobre la relevancia de trabajar caminando con niños, niñas y adolescentes. Este texto es un diálogo entre investigadoras de dos proyectos (uno en Suiza y otro en Cataluña) interesadas en sus recorridos diarios. Ambos equipos consideran importante no hablar en lugar de los y las jóvenes, sino permitirles participar en la investigación a través de su cuerpo y palabras
Éducation aux droits, à la citoyenneté et à l’interculturalité
Educational Children’s Rights Research 1989–2019
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…
Diversité et égalité en éducation (2000-2019)
Face à la diversité des publics de l’éducation, la thématique de l’égalité constitue un objet d’attention dans les recherches en éducation. La persistance des inégalités et le difficile équilibre à trouver entre prise en compte des besoins particuliers et non-discrimination sont au cœur des débats, pour tenter de mettre en lumière les défis théoriques et pratiques de la diversité dans l’éducation. Cette contribution propose une revue systématique…
Le chemin de l’école
Les études de l’enfance (Childhood Studies) montrent que les enfants n’apprennent pas seulement au travers d’une éducation formelle ou non formelle, soit au sein de l’école ou au sein du foyer familial. Ils et elles apprennent également dans d’autres milieux et contextes au travers de leurs propres actions. Sur la base de données empiriques issues d’un projet de recherche inter- et transdisciplinaire sur le chemin de l’école, cet article met en l…
Research with children from a transdisciplinary perspective
Based on a transdisciplinary perspective, this contribution aims to describe the methodological issues presenting themselves when walking is deployed as a tool to co-produce knowledge in a research project conducted with children. An analysis of two projects, one in Switzerland and the other in Spain, shows the relevance of working across a number of disciplines to study the movement of children and adolescents in their living environment. These …
Theorising in Educational Children’s Rights Research
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…
Des droits de protection aux droits humains des enfants Mirjam Janett, Vormundschaft und Fremdplatzierung in der Schweiz im 20. Jahrhundert. Ein Einblick in die neuere Forschung
In the 20th century, tens of thousands of children grew up in care homes, reformatories or foster families in Switzerland. The article provides an insight into the most important findings of recent research on the out-of-home placement of children and adolescents. It shows how family became an element of social control in the 20th century. The out-of-home placement of minors from precarious families was part of a repressive welfare policy aimed a…
Children’s human rights education
The study of human rights education has emerged in recent years, but few studies have addressed students’ learning processes regarding children’s human rights education (CHRE). This paper conceptualises the interrelated features of these processes in school, subsumed under three conceptual levels of analysis. The first highlights the individual child, whose learning is influenced by developmental and socio-cultural factors and should consider chi…
School bullying
Introduction School bullying arises from a system of peers who form bonds through the repeated victimization of others. This empirical research article examines the function of bullying within the context of children and adolescent norms and cultures, aiming to highlight the motivations underlying inappropriate and anti-social behavior in school. Methods The study is a multi-method qualitative inquiry undertaken in one school system in Switzerlan…
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…
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…
Children's Rights and Participation (10 works) · Political science (10 works) · Sociology (7 works) · Social science (5 works) · Computer Science (4 works) · Human rights (4 works) · Humanities (4 works) · Law (4 works) · Law (4 works) · Peace and Human Rights Education (4 works)