Education in the Best Interests of the Child

Howe, R. Brian; Covell, Katherine

doi:10.3138/9781442666108

Cited by 65 publications

(6 citation statements)

References 44 publications

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“…In addition to these three sections, the UNCRC also identifies four Articles (2, 3, 6 and 12) that act as the fundamental provisions to which all children's rights are understood (UNICEF, 2014b). As an extension, the Committee on the Rights of the Child (CRC) (2005) determined that these four articles would act as "general principles" (CRC, 2005, p. 4) of the UNCRC and be used to expand the knowledge of children as rights-holders, support the interpretation of the Convention, and act as a guide for providing universal standards for children (CRC, 2005;Di Santo & Kenneally, 2014;Howe, 2007;Howe & Covell, 2013). Additionally, the four guiding principles are intended to act as a guide for research that is conducted with or about children, as outlined in the works of Di Santo & Kenneally (2014) and Caplan et al, (2019).…”

Section: The United Nations Convention On the Rights Of The Childmentioning

confidence: 99%

Children and their inherent rights: A discourse analysis of Newfoundland and Labrador's early learning framework

Leeder

2024

Preprint

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<p>Ratified in 1991, the Canadian government made a commitment to uphold the rights of all children in accordance with the United Nations Convention on the Rights of the Child. However, over 30 years later, there continues to be a lack of awareness of children’s rights in early learning and childcare sector. Through the lens of children’s rights, this study employed a qualitative discourse analysis to review Newfoundland and Labrador’s early learning framework to examine if, how and to what extent the framework exemplifies a children’s rights approach. Findings revealed that children’s rights discourse is implicitly reflected throughout the framework. The study revealed that early learning frameworks have the potential to implement a children’s rights approach into practice and enhance the awareness of children's rights for children, families, early childhood professionals, pre-service early childhood professionals and the community.</p>

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Section: The United Nations Convention On the Rights Of The Childmentioning

confidence: 99%

Children and their inherent rights: A discourse analysis of Newfoundland and Labrador's early learning framework

Leeder

2024

Preprint

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“…Children, even in primary school classrooms, are capable of questioning, relating and expressing their ideas on challenging issues in their lives, families and communities and have the capacity to think critically and empathetically about difficult topics they encounter, including those that they may have witnessed or experienced first hand (Chafel et al, 2007;Howe & Covell, 2013;Tisdall et al, 2006;Vasquez, 2014). Effective age-and context-appropriate pedagogical approaches and resources are essential to guide the ways in which children process their learning within the world they find themselves within.…”

Section: Critical Literacy and Child Rights Education: Theoretical An...mentioning

confidence: 99%

Critical literacy: an approach to child rights education in Uganda and Canada

Jones

Manion

2023

Literacy

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For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and 'legitimate' knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach-theoretical and pedagogical-to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.

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“…Socioeconomic status (SES) is reported to be one of the greatest factors influencing educational outcomes (Howe & Covell, 2013). The SEN system can be challenging to understand but evidence suggests that middle‐class parents may face fewer barriers in accessing the SEN system than those from a less privileged background as they may be more aware of support services and have a greater awareness of their rights (Ahad et al, 2022; Pickard & Ingersoll, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Parental experiences of accessing assessments for special educational needs

Starkie

2023

Research in Spec Educ Needs

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An individual is considered to have special educational needs (SEN) if they require special educational provision to enable them to access education (British Educational Research Journal, 2011, 37, 421). In 2014, a new SEN code of conduct was established, which saw further amendments the following year (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf, 2015). Research has suggested that, prior to these reforms, many parents were dissatisfied with the process of accessing SEN assessments. Literature focusing on parental experiences since the reforms remains limited and often only relates to children with an Education and Health Care Plan (EHCP). This phenomenological research aims to provide an insight into the experiences of parents who have tried to access assessments for their child's possible SEN since the 2014 SEN reforms. Five participants, who had engaged with the SEN system, were selected using purposive sampling. Semi‐structured interviews were used to gain in‐depth qualitative data surrounding their experiences. Thematic analysis of the data indicates that parents are having to persistently fight to access assessments, which can affect the well‐being of the whole family.

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Education in the Best Interests of the Child

Cited by 65 publications

References 44 publications

Children and their inherent rights: A discourse analysis of Newfoundland and Labrador's early learning framework

Children and their inherent rights: A discourse analysis of Newfoundland and Labrador's early learning framework

Critical literacy: an approach to child rights education in Uganda and Canada

Parental experiences of accessing assessments for special educational needs

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