Article 12: The Right to Be Heard

Lansdown, Gerison

doi:10.1007/978-3-030-84647-3_5

Cited by 17 publications

(24 citation statements)

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“…The limited evidence may reflect values affecting progress in this field of research (Lineham, 2018 ). A disenfranchised and silenced population (children in institutions) can scarcely influence the allocation of research monies (Archard & Skivenes, 2009 ; Care Council For Wales, 2016 ; Lansdown, 2011 ); whereas the increase in records from the 2000s coincides with media reports (Busch & Shore, 2000 ; Weiss, 1998 ) that stimulated US‐wide support for RP reduction (National Association of State Mental Health Program Directors, 2006 ).…”

Section: Discussionmentioning

confidence: 99%

Mapping review of interventions to reduce the use of restrictive practices in children and young people's institutional settings: The CONTRAST study

et al. 2022

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Restrictive practices are often used harmfully with children in institutional settings. Interventions to reduce their use do not appear to have been mapped systematically. Using environmental scanning, we conducted a broad-scope mapping review of English language academic databases, websites and social media, using systematic methods. Included records (N = 121) were mostly from the United States and contained details of 82 different interventions. Children's participation was limited. Reporting quality was inconsistent, which undermined claims of effectiveness. Overall, despite a multitude of interventions, evidence is limited. Leaders should consider the evidence, including children's perspectives, before introducing poorly understood interventions into children's settings.

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Section: Discussionmentioning

confidence: 99%

Mapping review of interventions to reduce the use of restrictive practices in children and young people's institutional settings: The CONTRAST study

et al. 2022

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“…The right of children to engage in decisions affecting their lives and communities is set out in the Universal Declaration of Human Rights (1948) and Convention on the Rights of the Child (CRC) (1989). A wide range of other literature supports this perspective (Commissioner for Children, 2015; Correia et al, 2019; Howell, 2018; Kotsanas et al, 2014; Lansdown, 2011; Tie & Chua, 2011). This universal concurrence is consistent with child-centered learning approaches emphasizing collaboration for improving the inclusion of children in any country, and specifically developing countries, starting with schools.…”

Section: Introductionmentioning

confidence: 86%

A “Participatory School” in Iran: A Bottom-Up Learning Approach in a Top-Down Education System

Manouchehri

Burns

2021

Education and Urban Society

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This article discusses how a bottom-up approach to learning can be positioned within a top-down educational structure. For the first time, Iran’s educational system has witnessed a shift from a one-dimensional teacher-centered approach to the triangular student-facilitator-parent approach. While the majority of children’s participative activities in Iran have pedagogical functions, the participatory type of school was established to prioritize the voice of students. Through an analysis of interviews in a study of participatory schooling in Iran, this research identified several similarities and contradictions in terms of children’s inclusion between the theoretical framework and philosophy of democratic and child-centered school with the conventional Iranian one. The contribution of this article is to highlight how the socio-political features of the context can influence the structure and approach to education and effectiveness of inclusion. This approach to learning can be significant in societies where child integration has not yet found its meaningful position in schools.

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“…As such, this storybook may elicit an enlightening discussion about children's expression of their views, feelings, ideas, and wishes and the weight given to them. In addition, this storybook may foster a discussion about how the boy could have articulated to the mouse that he could not comply with his every request (Lansdown, 2011). In line with respect for the child's views and feelings on matters concerning them, when reading this book, children should be given the opportunity to choose whether they would like to respond to the question or not.…”

Section: Article 12: Respect For the Views And Feelings Of The Childmentioning

confidence: 99%

Through the Lens of Children's Rights: A Discourse Analysis of Popular Children's Literature

Robichaud¹

2023

Preprint

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Adopted in 1989, the United Nations Convention on the Rights of the Child (UNCRC) delineates the inherent, equal, and indivisible rights that all children hold. However, almost 30 years after the establishment of the UNCRC, there is still a lack of awareness of children’s rights. Through the lens of children’s right, this study examined if, how, and to what extent children’s rights are communicated in the lexical and pictorial narratives of ten popular preschool children’s storybooks. Findings show that although children’s rights discourses are plentiful in varying degrees in children’s storybooks, these discourses are primarily implicit. Implications from this study suggest that early childhood educators may adopt a “right-integrative” (Di Santo & Kenneally, 2014, p. 396) lens when selecting, reading, and discussing storybooks with young children, with an aim to increase awareness of rights. Keywords: children’s rights; children’s literature; United Nations Convention on the Rights of the Child

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Article 12: The Right to Be Heard

Cited by 17 publications

References 0 publications

Mapping review of interventions to reduce the use of restrictive practices in children and young people's institutional settings: The CONTRAST study

Mapping review of interventions to reduce the use of restrictive practices in children and young people's institutional settings: The CONTRAST study

A “Participatory School” in Iran: A Bottom-Up Learning Approach in a Top-Down Education System

Through the Lens of Children's Rights: A Discourse Analysis of Popular Children's Literature

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