Theorising in Educational Children’s Rights Research

Abstract

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 theory calls for a thorough discussion about theorisation. This systematic review engages in this debate by exploring what is positioned as “theory” in educational children’s rights research, and what function theory has. Analysis determined that alignment with established theoretical approaches is uncommon. Previous research literature is instead often positioned as theory, mostly in combination with policy, law or an established theory. Main functions of theory are to construct the object of study and to provide analysis support. Some uses of theory appear to be more powerful than others.

Have The European Union Guidelines been a Driving Force in the Inclusion of Children’s Rights into the German “Sachunterricht” Course Curriculum?

“…From the perspective of educational child rights research, this may be a beneficial approach. Because the boundedness of educational children's rights research to certain cultural traditions and investigative approaches poses a risk to the future and depth of children's rights research (Gillett-Swan et al, 2023).…”