Relevant bibliographies by topics / Article 12 UNCRC

Academic literature on the topic 'Article 12 UNCRC'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Article 12 UNCRC"

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Bradwell, Marie. "Voice, views and the UNCRC Articles 12 and 13." Journal of Early Childhood Research 17, no. 4 (October 3, 2019): 423–33. http://dx.doi.org/10.1177/1476718x19875780.

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The voice of children aged 4 to 8 years is seldom heard in research circles, within the constraints of high-pressure academic model which is the current education system in England. Children are rarely listened to but expected to listen in the current normative societal cycle. This deficiency of active listening as an everyday occurrence impacts on children’s Mental Health. This article will give reference to an original empirical study, Hear Me and Listen. This study carried out in 2018 highlights the minimalistic practice of listening to children aged 4 to 8 years in the everyday. The research method used consisted of the Mosaic Approach. This approach provides various avenues for communication aside from the verbal. Data collected were analysed through a thematic approach. Themes which came from analysis included ‘This Is Me’, ‘Relationships’, ‘Environment’, ‘Curriculum’ and ‘Practitioners’. This article draws on this analysis and concludes that a change in the normative discourse of ‘hearing’ and not acting to one of ‘active listening’ and supporting is a path worth mapping.
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Bourke, Roseanna, and John O'Neill. "The rights of the child and what this means for teachers." Set: Research Information for Teachers, no. 3 (December 16, 2022): 4–9. http://dx.doi.org/10.18296/set.1512.

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Aotearoa New Zealand ratified the 1989 United Nations Convention on the Rights of the Child (UNCRC) in 1993, which means its principles and rights are obligatory, not optional. So, UNCRC has important implications for teachers, leaders, and boards of trustees in schools. UNCRC has 54 articles. A good starting point for teachers is the articles that directly impact on their work with their students. These include Articles 12, 13, 28, 29, and 30. The children’s rights framework of “space, voice, audience and influence” developed by Professor Laura Lundy is universally recognised as a useful tool for teachers to use when considering how to practically apply UNCRC Article 12, which states that all children have the right to have their say and express their views on matters of interest to them. This includes their classroom relations with teachers, the curriculum, school policies, and rules. Engaging students in meaningful decision making encourages more democratic and autonomy supportive forms of teaching and learning.
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Haugen, Gry Mette, Rebecca Marples, Adrian James, and Minna Rantalaiho. "The Voice of the Child in Family Mediation: Norway and England." International Journal of Children's Rights 18, no. 3 (2010): 313–33. http://dx.doi.org/10.1163/157181810x494173.

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AbstractIn the context of the growing use of mediation in many countries to resolve parental disputes in separation and divorce, this article considers the implications of mediation practice for the rights of the child and, in particular, the tension between Article 3 and Article 12. In order to highlight the potential influence of the UNCRC in ensuring that children's article 12 rights are not compromised by the practice of mediation, which revolves around adults and parental decision-making, recent developments in England and Norway are compared in order to consider the impact of Norway's recent incorporation of the UNCRC into its domestic law.
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Jones, Tara. "Unsatisfactory Progress: Article 12 and Pupil Participation in English Schools." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 68–84. http://dx.doi.org/10.1163/15718182-02501003.

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This paper explores the application of Article 12 of the uncrc to education in England, with specific emphasis on children’s involvement in definitions of “suitable education” in the context of English schools. It is demonstrated that, despite a claimed commitment to children’s rights by the uk government, little progress has been made in relation to Article 12 and pupil participation in education policy and practice. It is argued that this is because the school environment views children from within a paternalistic framework and the available mechanisms for children to participate are adult-defined and controlled and this limits what children are able to say. The paper concludes by suggesting some reasons why this state of affairs exists and what might be done to remedy it.
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Scullion, Dianne. "Passive victims or empowered actors: Accommodating the needs of child domestic workers." International Journal of Children’s Rights 21, no. 1 (2013): 97–126. http://dx.doi.org/10.1163/15718182-55680017.

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Legal regulation of child employment takes a particular focus, with concern surrounding children’s right to protection from exploitative work. Using domestic work as a case study, this article demonstrates that there is little or no consideration of the possibility that children discovered in domestic work, are there as a result of their own autonomous decision to enter what they view as an employment arrangement. Instead, there is often an assumption that these children have been trafficked. A child’s right to be heard under Article 12, UNCRC, and their right to protection from exploitative employment under Article 32, UNCRC, are relevant to this discussion, as are the decisions made for the child on the basis of their best interests under Article 3, UNCRC. An alternative approach is suggested which may help to empower children, enabling well-informed employment decisions to be made, rather than only ever treating them as passive victims.
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Mol, Charlotte. "Children’s Representation in Family Law Proceedings." International Journal of Children’s Rights 27, no. 1 (February 16, 2019): 66–98. http://dx.doi.org/10.1163/15718182-02701001.

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In the debate on child participation in family law proceedings, a pertinent question is whether or not to provide children with representation and if so, how to provide it. Article 12 of the United Nations Convention on the Rights of the Child (uncrc) provides minimum standards for the child’s right to express views and to do so, in judicial proceedings, through a representative. This article takes these minimum standards as a yardstick to evaluate the legal frameworks of child representation in the family law proceedings of four jurisdictions: Australia (New South Wales), France, the Netherlands and South Africa. On the basis of a systematic legal comparison and evaluation, this article presents a “compliance report card” and concludes with new insights and questions regarding children’s representation and Article 12, uncrc.
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Minson, Shona. "Direct harms and social consequences: An analysis of the impact of maternal imprisonment on dependent children in England and Wales." Criminology & Criminal Justice 19, no. 5 (August 23, 2018): 519–36. http://dx.doi.org/10.1177/1748895818794790.

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This article draws upon research with children whose mothers were imprisoned in England and Wales, to investigate the impacts of maternal imprisonment on dependent children. The research directly engaged with children, in accordance with Article 12 of the UNCRC 1989, and is set within an examination of the differentiated treatment in the family and criminal courts of England and Wales of children facing state initiated separation from a parent. The article explores children’s ‘confounding grief’ and contends that this grief originates from social processes, experienced as a consequence of maternal imprisonment. ‘Secondary prisonization’ is characterized by changes in home and caregiver and the regulation of the mother and child relationship. ‘Secondary stigmatization’ occurs when children are stigmatized by virtue of their relationship with their mother. These harms to children call into question the state’s fulfilment of its duty to protect children under Article 2 of the UNCRC 1989.
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Robin, Carol. "Lost in translation: the reality of implementing children�s right to be heard." Journal of the British Academy 8s4 (2021): 029–39. http://dx.doi.org/10.5871/jba/008s4.029.

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Paragraph 1 of Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) gives children the right to express their views freely in all matters affecting them and for their views to be given due weight in accordance with their age and maturity. It has previously been acknowledged, however, that the process of translating this article results in a gap between the stated article and its realisation within policy and practice contexts. This paper takes an in-depth look at the meanings attributed to Article 12 to provide a basis for understanding the principles inherent within the article. It draws on core values associated with respecting and operationalising the rights enshrined within Article 12 to critically explore factors to consider when implementing Article 12 if the dilution and reshaping of principles pertaining to the article are to be minimised during its translation into practice.
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Henderson-Dekort, Emmie, Hedwig van Bakel, and Veronica Smits. "The Complex Notion of the Capacity of a Child: Exploring the Term Capacity to Support the Meaningful Participation of Children in Family Law Proceedings." Social Sciences 11, no. 3 (February 24, 2022): 98. http://dx.doi.org/10.3390/socsci11030098.

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This article aims to explore the concept of capacity as necessitated by provisions within the UNCRC such as articles 12 and 5, which emphasize participation, and the evolving capacities of children. In family law proceedings when children are involved, age and capacity are considered in order to assess if the meaningful participation of that child is accessible. There is limited literature to indicate how the capacity of a child is determined, especially for children who are younger than twelve. Rather than relying on age to gauge capacity levels, this paper provides a unique, interdisciplinary evaluation of capacity through a combination of both legal and child development perspectives. This article aims to use a critical lens and rights-based approach to analyze the current literature regarding the capacities of children and proposes that a deeper understanding of what capacity entails is required in order to ensure the meaningful participation of children.
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Welty, Elizabeth, and Laura Lundy. "A children’s rights-based approach to involving children in decision making." Journal of Science Communication 12, no. 03 (December 11, 2013): C02. http://dx.doi.org/10.22323/2.12030302.

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Children’s issues have become a greater priority on political agendas since the UN General Assembly adopted the Convention on the Rights of the Child (UNCRC). Each government has agreed to ensure that all those working with and for children understand their duties in relation to upholding children’s rights including the obligation to involve children in decisions that affect them (Article 12). Respecting children’s views is not just a model of good pedagogical practice, but a legally binding obligation. However, there is a limited awareness of Article 12, and how to actualise it. While many people speak about the ‘voice of the child’ or ‘student voice’, these concepts do not capture the full extent of the provision. Lundy (2007) developed a model, which helps duty bearers involve children meaningfully in decision-making. According to this model four separate factors require consideration: Space, Voice, Audience, and Influence. In this paper, we provide an overview of these four factors and a summary of the main implications of the model.
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Dissertations / Theses on the topic "Article 12 UNCRC"

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Bashatah, Lina. "Saudi researchers' perspectives on the ethics of children's participation in research : an exploration using Q-methodology." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/saudi-researchers-perspectives-on-the-ethics-of-childrens-participation-in-research-an-exploration-using-qmethodology(e25ecbec-1d73-45a2-b7ca-8a772b43da32).html.

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In the Kingdom of Saudi Arabia (KSA), little is known about Saudi educational researchers' perspectives concerning the issue of ethics when recruiting children to participate in research. It has come to light that researchers use children to collect their data from but do not give them the opportunity to express their wishes regarding participation in that research, and no ethical consent form is specifically required for children's use unless the topic of research is sensitive. Accordingly, in the context of KSA, this research aims at identifying and exploring educational researchers' perspectives about children's rights when conducting research with children. This research used two methods: Q-methodology and interview. Q-methodology was used to determine the viewpoints of educational researchers working in education departments at two universities in Riyadh city in the KSA (King Saud University and Princess Nourah Bint Abdulrahman University). Fifty-two (52) female educational researchers sorted 54 Q-methodology statements, according to personal opinion, ranging from (+5) most agree to (-5) most disagree, while the interviews were conducted with three policymakers from the National Commission for Childhood and the Ministry of Education. Following analysis of the data, a number of findings were identified from the Q analysis, five factors, and the interview analysis: the need for more childhood and children's rights studies; the challenges facing researchers when including children as research participants; the weak belief pertaining to children's capabilities; the low level of awareness of children's participation rights and how the ethics process is in the KSA. These findings illustrate the acceptance of ethics as a process in research. Finally, the effectiveness of using Q-methodology as an approach was confirmed. This research is in a position to inform the Saudi research community and policymakers about current understandings and practices in terms of children's participation in research. The viewpoints that emerged strongly indicate agreement with the concept of ethics when children participate in research. Educational researchers call for ethics guidelines and for them to be compulsory in the KSA and, more significantly, policymakers support their demand.
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Book chapters on the topic "Article 12 UNCRC"

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Mol, Charlotte. "Maturity and the Child's Right to be Heard in Family Law Proceedings: Article 12 UNCRC and Case Law of the ECtHR Compared." In Plurality and Diversity of Family Relations in Europe, 237–54. Intersentia, 2019. http://dx.doi.org/10.1017/9781780689111.012.

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