Positions of children's human rights in school-age educare centers
Bibliographic Data
| ID | 21578461 |
|---|---|
| Authors | Lisa Isenström (0000-0002-5157-3322, Karlstad University, corresponding author) |
| Year | 2024 |
| Volume | 128 |
| Pages | 102492 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2024.102492 |
| OpenAlex | W4404182618 |
| Language | EN |
| References cited | 25 |
This article explores children's human rights in school-age educare centers. Schoolage educare (SAEC) is an underexplored educational context in terms of children's human rights. Previous research has emphasized the importance of a whole-school approach for sustainable human rights education. The aim of this article is to clarify how SAEC teachers position children's human rights within their practice in terms of where rights are actualized and with what aims. Interviews with 19 SAEC teachers were conducted and analyzed by qualitative content analysis. Biesta's aims of education - qualification, socialization and subjectification - were used in the analysis. The results show how teachers position children's human rights in SAEC practice as: 1) an overarching pedagogic approach; 2) participation for satisfaction; 3) social relations for exploring the self; 4) social learning for being in the world; 5) knowledge to understand the world. An unexpected result was the finding of an additional aim – satisfication
Developmental psychology · Pedagogy · Children's Rights and Participation · Peace and Human Rights Education · Poverty, Education, and Child Welfare · Psychology
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The Beautiful Risk of Education
Three Approaches to Qualitative Content Analysis
| Highly cited | No |
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