Children's Rights EducationReynaert

8/7/2019 Children's Rights EducationReynaert

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’

and Social Work:on ras ng o e s an

Understandin s

Didier Reynaert, MaEd – University College Ghent – Ghent University

Maria Bouverne-De Bie, PhD – Ghent University- –

,



Outline

• Introduction

• Goal

’ • Children’s Rights Education as an

mp emen a on ra egy or e

• Children’s Rights Education as SocialAction

• Conclusion: Im lications for Social Work

Theory and Practice2



Introduction

•

• Article 42:

“States Parties undertake to make the principles

known, by appropriate and active means, to

adults and children alike.”



Introduction

‘ ’ ’•

rights education as a social work

practice• “

profession” (cf. international



Introduction

•

develop learning materials and

programmes for the realisation of a“culture of human ri hts”

• Little explored in academic



Goal

’•

rights education:

– How is the notion of ‘education’ understood?

– Can different educational concepts be

– If so, by what are they characterized?



Definin Children’s Ri hts Education

•

• Shared communalities:

– Goals

–

– Educational context– Themes



Definin Children’s Ri hts Education

’•

umbrella

• Under-theorized field in social work



Children’s Rights Education as an

1. The dominance of teaching

2. Children’s rights education as aninstrumental practice

3. Individualization & professionalization of

the children’s rights education field




.

– Starting point: the rights children have

– av ng now e ge a ou c ren s r g s sa premise to practice its rights

’– =

educated about children’s rights

Education = teaching




’.

instrumental practice

– c ren s r g s are presen e as o ec ve knowledge

‘ ’– -

children and the rhetoric of children’s rights

– ‘ ’ ,




’.

education field

−

ren are cons ere as au onomous anresponsible citizens (individual consumers

− Shift from state to individual




’.

rights education field:

−

ro ess ona exper s on c ren s r g s andidactics

− - -

implementation-monitoring (‘global

children’s ri hts industr ’



Children’s Rights Education as

•

1. Children’s Rights Education and

Society2. Children’s Ri hts Education as a

Self-critical and Open Practice




’.

Society

– emr ca ey ng : soc a prac ces

are:

• “ ”

• Discourse-dependent: protection and liberationist

discourse on children’s rights• Perspective-dependent: welfare and justice

perspective




’.

Society

– very soc a prac ce re a es o e soc a

system and structural processes

‘ ’–

‘social’; between daily life and social

conditions




’. -

Critical and Open Practice

– e ec on a ou mean ng o c ren s

rights in daily contexts…

– … ,

cultural an historical context of society




’. -

Critical and Open Practice

– n ers an ng an e n ng c ren s

rights (‘law in action’)

–

children’s rights are obstructed from being

realized



Conclusion: Implications for

in the discussion on children’s rights

, .

• Social workers as ‘social policy

a m n s ra ors oose e e,

vs. social workers as ‘agents of change’



uestions?

Research AssistantFaculty of Social Work and Welfare StudiesUniversit Colle e Ghent

Voskenslaan 3629000 GhentTel.: 0032 (0)9/242.26.68Fax: 0032 (0)9/243.87.93

E-mail: [email protected]

Children's Rights EducationReynaert

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