Titlebook: Children’s Rights from International Educational Perspectives; Wicked Problems for Jenna Gillett-Swan,Nina Thelander Book 2021 The Editor(

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Ability-Grouping and Rights-Based Education in the Neoliberal Era: An Irresolvable Combination?,education marketplace, however, have intensified the development of school structures that use student assessment data to determine student “ability”. These categories are used group students by ability so that teaching can be directed at improving publicly-reported student outcomes on high-stakes s

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,Participation and Social Exclusion – Are They Mutually Exclusive Phenomena?,tive case study, our aim was to achieve a better understanding of how participation could be put into practice. While we sought out narratives and situations in which participation took place, in one school we discovered many tendencies towards social exclusion. Children and teenagers reported in in

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Small Voices Bring Big Messages. Experiences of Student Voice and Inclusion in Spanish Schools,dents voice and to promote school improvements following a critical model of participation is analysed. The project was carried out in 11 education schools in Cantabria (Spain) from early childhood to secondary levels. The methodological framework is based on Participatory Qualitative Research. The

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How to Recognise and Support Participation in Schools: Critical Considerations,fullest sense of the term requires promoting participatory school culture. In schools, participation is both a method and a goal. There is a need to promote participation methods that actively seek the opinions of the child, and also to find ways of listening to these opinions carefully. In this cha

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,Perspectivising Children’s Rights and Education in Research: Analysing the Teaching and Learning ofare used. This multi- disciplinary research field seems sometimes to be too dispersed with a lack of a main collective theory and with an overly strong focus on the Convention. In this chapter, the question of theory, specifically the use of Human Rights Education (HRE) theory as a basis for analyse

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,Child Rights Knowledge and Children’s Education Rights,blems that may offer more questions than answers. The wicked problems in children’s rights and education critically considered in this chapter are positioned in terms of: (1) the varied interpretations and translations of the Convention in educational practice, (2) where rights knowledge and rights