Relevant bibliographies by topics / Children's rights

Academic literature on the topic 'Children's rights'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Children's rights":

1

Kraljić, Suzana. "Implementation and Protection of the Child’s Right to Education." Šolsko polje XXXI, no. 3-4 (December 21, 2020): 27–44. http://dx.doi.org/10.32320/1581-6044.31(3-4)27-44.

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The United Nations Convention on the Rights of the Child was adopted in 1989, becoming the first international binding instrument to explicitly recognise children as human beings with innate rights. The Convention on the Rights of the Child sets out children's rights across all areas of their lives, including education. Given that education is crucial for the short-, medium- and long-run well-being of every child, the main stress is on implementing and protecting this right in important international human and children's rights treaties. The author highlights problems arising from selected cases of infringements of children’s right to education, especially in ECtHR decisions. In the last section, attention is paid to the COVID-19 crisis and its impact on children's right to education.
2

Leonard, Sue, Susan McKay, Jo Murphy-Lawless, Benig Mauger, and Helen Gilmartin. "Mothers' Rights, Children's Rights." Books Ireland, no. 221 (1999): 101. http://dx.doi.org/10.2307/20631793.

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Staller, Karen M. "Children's Rights, Family Rights." International Review of Qualitative Research 4, no. 2 (August 2011): 171–88. http://dx.doi.org/10.1525/irqr.2011.4.2.171.

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In this article I explore the intersections of children's human rights, social policy, and qualitative inquiry from a social work perspective. First, I consider the relationship between human rights work and social work. Second, I argue that children add complexity to the human rights debate. In doing so, I briefly examine the conflict between children's rights as developed in the United States and that of the United Nation's Convention on the Rights of the Child. Third, I turn to a specific qualitative research project in which a team of researchers conducted an in-depth study of the prosecution of child sexual abuse in one U.S. jurisdiction. I argue that the findings from this study illustrate how qualitative inquiry can reveal conflicting and often hidden value trade-offs that must be addressed when enacting and enforcing children's human rights. This study demonstrates what qualitative inquiry has to offer policy advocates who seek to promote children's human rights.
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Dickenson, Donna L., and Richard Nicholson. "Children's Rights." Hastings Center Report 29, no. 1 (January 1999): 5. http://dx.doi.org/10.2307/3528531.

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Jones, Reynold, and C. A. Wringe. "Children's Rights." British Journal of Educational Studies 34, no. 2 (June 1986): 215. http://dx.doi.org/10.2307/3121339.

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Turner, J. Neville. "Children's Rights." Children Australia 10, no. 3 (1985): 19–20. http://dx.doi.org/10.1017/s0312897000016556.

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The recent soccer tradegy at Brussels has no doubt many explanations, but one thing is certain. The offending Liverpool football supporters largely consisted of youths who had been greatly deprived in their childhood. Anyone who has been to Liverpool will be aware of the miserable living conditions that many families find themselves in. It is hardly surprising that children from this upbringing turned into hooligans who so disgraced their country.Children are the citizens of the future. The future of Australia too depends on the children of today. It is therefore urgent that we protect the interests of children, who, of course, do not have a voice of their own.This Bureau is one of the few organizations in Australia concerned to see that legislation is passed which is truly in the best interests of children. There are many areas which give rise to great concern.
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Wheeler, R. "Children's rights." Archives of Disease in Childhood 90, no. 2 (February 1, 2005): 174–75. http://dx.doi.org/10.1136/adc.2004.053405.

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Waterston, T. "Children's rights." Archives of Disease in Childhood 90, no. 2 (February 1, 2005): 171. http://dx.doi.org/10.1136/adc.2004.064899.

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Hallett, Christine. "Children's rights." Child Abuse Review 9, no. 6 (2000): 389–93. http://dx.doi.org/10.1002/1099-0852(200011/12)9:6<389::aid-car662>3.0.co;2-6.

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Gran, Brian. "Comparing Children's Rights: Introducing the Children's Rights Index." International Journal of Children's Rights 18, no. 1 (2010): 1–17. http://dx.doi.org/10.1163/157181809x457905.

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AbstractChildren's rights continue to be subject of international debates. Moving past these debates can be facilitated with an international measure of children's rights. This article introduces the Children's Rights Index, an international measure of children's rights for over 190 countries. The Children's Rights Index consists of two civil rights, two political rights, two social rights, and two economic rights. This article presents country scores on the Children's Rights Index, then examines whether children's rights vary by region and other differences, such as country wealth. It is hoped that the Children's Rights Index will provide evidence on children's rights important to the work of governments and nongovernmental organizations, as well as scholars and others concerned about children's welfare.
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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Children's rights":

1

Dan, Jau-Wei. "Rights, children's rights and compulsory education." Thesis, University of Glasgow, 1991. http://theses.gla.ac.uk/3862/.

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The ideas of children's rights, children's right to education and compulsory education are widely accepted nowadays, if only in general terms. This thesis is concerned to explore and offer possible reasons for the acceptance of these ideas, and, particularly, to clarify the relation between the ideas of `lq children's right to education and `lq compulsory education. First, however, it is necessary to consider the general features of rights-talk, on the grounds that the denotations and connotations of rights-talk have some significant bearings on the central issues of the thesis. Thereafter, the emphasis is shifted to the question of children's rights. Certain writers' theories - namely, Hobbes', Mill's and Hart's - were once assumed to be contradictory to the idea of children's rights, but it is argued that these writers' theories have been misunderstood. Apart from clarifying these writers' theories in relation to children's rights, the thrust of this thesis is to offer a convincing justification for the idea of children's rights in general, and children's rights is rationally acceptable and practically necessary in maintaining satisfactory relationships between children and other parties for people who are rational, self-interested, just and benevolent. It is also argued that children's right to education is justifiable on the grounds that it is an essential good for both children and society as a whole. The issue of children's right to education is tackled within the framework of liberal democracy; hence the form of education proposed is also geared to the cultivation of persons who can play a part in a liberal democracy. The issue of compulsory education is discussed. It is argued that compulsory education can be justified and that its justification is mainly based on paternalism and children's obligation to undertake education. In the concluding chapter, it is argued that children's right to education can indeed be used to justify compulsory education, but this line of reasoning should be based on paternalism, which in turn should be rights-based. The thesis finally reaches the conclusion that the option-rights tradition and the claim that rights-talk is not self-referring should be rejected.
2

Tolley, Tamara Rose. "Understanding children's rights." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365523.

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Poh, Boon-nee. "Children's rights and child abuse /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470812.

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Viera-Crespo, Sharon Ellysse. "Children's rights and empowerment." Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571300.

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My objective in the proceeding paper is to qualitatively analyze the conditions of children since the child population faces severe discrimination with few laws created and enforced to protect it, especially when most societal systems are predicated on ageism (a form of discrimination based on age). The most comprehensive child policy present on an international level is the Convention of the Rights of the Child (CRC). This also includes the CRC's three Optional Protocols (OPs), which countries can also ratify for further protections or address emerging issues; these are OP number one: the safeguarding of children from armed conflict, OP number two: the sale of children, child prostitution, and child pornography, and OP number three: the opening of communications procedures for children with complaints of violations. Because of the progressiveness of the Convention and its Protocols, if ratified and adhered to by a country's government or if at least followed by those that have not ratified it, children's conditions would progressively improve. My primary case studies include El Salvador, Costa Rica, the United States; and I also touch upon Kenya, the Philippines, Sweden, Norway, and Canada. The conditions of children in neighboring Central American countries, El Salvador and Costa Rica, are compared with those in the U.S. By measuring the level of each country's fulfillment of key provisions and concepts within the CRC and the Protocols, despite the U.S not ratifying the core body of the CRC, I qualify the conditions of these country's children. The first Optional Protocol is especially pertinent to El Salvador, Costa Rica, and the Philippines since there are extremely high rates of child sexual exploitation in these countries. This is especially the case for the Philippines, since UNICEF estimates that one million children per year are trafficked out of Southeast Asia alone. The second Optional Protocol is especially pertinent to El Salvador since the Salvadorian community and its government are still recovering from the country's civil war and the participation of children in this conflict. Out of all of my case studies, Costa Rica is the only state that has adopted the third Optional Protocol (Melton), again demonstrating the country's progressiveness not only in valuing the child's voice, but more generally in human rights.

The analysis showed that the cultural and social backgrounds of each country are leading variables (other variables including standing law and economic systems in each country and inertia that follows after major policies are ratified) that drive the country's views and subsequent treatment of children; and the ratifying countries, Kenya, the Philippines, Sweden, and Norway also confirm this conclusion. Thus mere ratification of the CRC by a country is insufficient in ensuring children's rights under its provisions. In my concluding chapter, I look to leading international examples of child welfare promoters, Nordic countries such as Sweden and Norway, to offer suggestions on how local and national governments can better actualize and support positive conditions for children.

5

Poh, Boon-nee, and 傅文毅. "Children's rights and child abuse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31250269.

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Shier, Harry McCall. "Children's rights in school : the perception of children in Nicaragua." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709819.

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For the many thousands of children in poor countries who drop out of school and so lose out on the life-chances that education might offer them, the notion of a ‘right to education’ has little meaning. Poverty and child labour are contributing factors, but for many children lack of respect for their rights in education is also a major problem. While current ‘whole-school approaches’ to children’s rights seem promising, failure to address underlying problems reduces their effectiveness. This thesis explores how children and adolescents in Nicaragua’s coffee sector perceive their human rights in school, providing insights that can contribute to the development of effective human-rights- based approaches to schooling, particularly in poor countries where the right to go to school must itself be claimed and defended. To understand how children themselves perceive their rights in school and the issues that concern them, the adult researcher worked in partnership with a team of child researchers in Nicaragua. The use of a distinctive methodology known as ‘Transformative Research by Children and Adolescents’ generated additional knowledge regarding the development of productive and ethical partnerships between child and adult researchers. The child researchers were facilitated in developing and carrying out a research project using qualitative interviews to address the above issues, including producing and publishing their own report; while the adult researcher gathered background information from parents, teachers and other adult informants. With the young researchers’ approval, their original data was subjected to a more thorough thematic analysis, which was compared with their own analysis. Four main themes emerged: (1) Developing positive human relations is fundamental for a rights-respecting school; (2) Students see some forms of behaviour management as rights violations, for example depriving them of playtime as punishment; (3) Lack of attention to the complex relationship(s) between rights and responsibilities has led to confusion and misunderstandings; (4) The child’s right to be heard was not an important issue for the children in this research, which raises questions for adult researchers interested in this topic. The main implications of the study are: highlighting the need for a rights-based approach to human relations in schools, particularly for dealing with behaviour issues; identifying the need for a more coherent and consensual pedagogy around children’s rights and responsibilities; and helping adult and child researchers develop more effective and productive partnerships.
7

Boushel, Margaret. "Making sense of children's rights : how professionals providing integrated child welfare services understand and interpret children's rights." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48898/.

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The purpose of this study is to contribute to the development of integrated child welfare services through an exploration of how professionals providing such services make sense of children's rights and interpret their understandings in their approach to practice. The study focuses on professionals providing services for children between 5 and 13 years old within the Every Child Matters initiative, designed to support the assessment and provision of integrated child and family preventive services in England. The aims were to explore professional understandings of, and engagement with children's rights, provide a description and analysis of the empirical data, and develop a theorised understanding of the factors influencing sense-making and their implications for professionals' interpretations of their role. Areas of interest included similarities and differences in professionals' understandings and how these matched the understandings of service users and those evident in legal and policy texts. It was anticipated that professionals' understandings and engagement would draw on a complex mix of variable knowledge and embedded assumptions and practices, contested and negotiated in relation to welfare structures, texts and professional identities. The study was designed to explore whether this was borne out. A post-modernist theoretical approach was used, drawing on Bourdieu's theories of structured inequalities and influenced by Actor Network Theory's perspectives on networks. Using qualitative methodologies a case study was undertaken within one local area, linking a range of elements in an iterative process, with data from one phase interwoven in the next. Thirty-nine semi-structured interviews with professionals from social work, education and health settings drew on material developed from focus group discussions with child and parent service users and were supplemented by analysis of legal and policy texts and of 30 case records and site-based observations. Initial findings were discussed in parent and professional focus groups. In a second stage analysis of a subset of the data, these findings were explored further and situated within research and academic debate on professional practices and theories of childhood and of rights. Three broad configurations emerged from the data, reflecting differing professionals' constructions and practice interpretations of children's rights. Some participants interpreted children's rights as an essential ‘golden thread' underpinning their practice; others took a more selective ‘pick and mix' approach; and in a third perspective, children's rights were positioned as ‘uncomfortable accommodations' in relation to interpretations of professional role and of family life. These varying dispositions and related interpretations of professionals' regulated liberties were associated with perspectives on childhood, rights knowledge, professional setting, personal dispositions and relational practices. The findings are necessarily tentative and a causal relationship cannot be inferred. Three overarching themes emerged across these configurations. These related to: a common rights language and framework; children's longer-term welfare rights; and conceptualisations of the role of rights within relationships. The absence of a common rights framework to support professional and interprofessional discussions of children's rights was evident across all settings, as was a professional focus on the immediate and lack of attention to children's longer-term welfare, civil and social rights. Participants indicated that providing information about children's rights and exploring rights-based relationships in work with parents and carers was very rare and often avoided. The study proposes that in order to address children's rights in a more consistent and holistic way professionals need opportunities to explore theories of human and children's rights using a broad common framework such as the UNCRC. In integrating children's rights within professional practice increased attention is needed to children's longer-term welfare and development rights and to providing children and adults with information about, positive modelling of and opportunities to explore the place of rights in children's key relationships.
8

Murray, Ellen Jane Anne. "Exploring children's emerging conceptions of their participation rights and responsibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/NQ41361.pdf.

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Kihara, Ivy Evonne Wanjiku. "The Impact of Terrorism and Counter-Terrorism on the Right to Education." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1099_1318496212.

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After the 9/11 terrorist attacks in the United States of America, there has been a shift in the policies of many countries to combat terrorism. Terrorism has had a devastating effect on many citizens of the world. These include „the enjoyment of the right to life, liberty and physical integrity of victims. In addition to these individual costs, terrorism can destabilise Governments, undermine civil society, jeopardise peace and security, and threaten social and economic development.‟1 All of these also had a real impact on the enjoyment of human rights. Therefore the fight to curb further terrorist attacks is paramount. States are charged with the responsibility of curbing terrorism by their citizens. But with responsibility comes obligations to the citizenry.2 States should therefore not engage in policies or actions that further deprive others of their enjoyment of human rights. This is well put by Hoffman when he says „history shows that when societies trade human rights for security, most often they get neither.
10

Mahery, Prinslean Sandra. "Children's health service rights and the issue of consent." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1858_1223452795.

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Although the concept of human rights is very much accepted as part of human existence throughout the world today, there is still much controversy surrounding the idea of rights for children. The Constitution, however, not only recognises the fact that like all other members of society, children are capable of being bearers of human rights but emphasises also the special position of children in society by granting them specific rights in the Constitution. Health rights are particularly important for children as the entitlements and obligations created by such rights are necessary for children to realise their full potential. In this thesis the entitlements and obligations attached to children'shealth service rights in the COnstitution are explored.

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Books on the topic "Children's rights":

1

Malaspina, Ann. Children's rights. San Diego, CA: Lucent Books, 1998.

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Farrell, Courtney. Children's rights. Edina, Minn: ABDO Pub., 2010.

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Freeman, M. D. A. 1943-, ed. Children's rights. Aldershot: Ashgate Dartmouth, 2004.

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D, Freeman Michael, ed. Children's rights. Aldershot, Hants, England: Ashgate, 2003.

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Short, Paula. Children's rights. Uxbridge: Brunel University, 1987.

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L, Fernando Jude, and American Academy of Political and Social Science, eds. Children's rights. Thousand Oaks, CA: Sage Publications, 2001.

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WiLDAF-Ghana. Children's rights. Accra: Women in Law and Development in Africa (WiLDAF Ghana), 2014.

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Toure, Issa. Children's rights. Nairobi: Macmillan Kenya, 2007.

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McCurdie, Janet. Children's rights. Rondebosch [South Africa]: SJRP & LEAP Institute of Criminology, University of Cape Town, 1992.

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Dillon, Sara. International children's rights. Durham, N.C: Carolina Academic Press, 2010.

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Book chapters on the topic "Children's rights":

1

Donohue, William A. "Children's Rights." In The New Freedom, 79–90. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429339189-10.

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O’Neill, Tom, and Dawn Zinga. "Introduction." In Children's Rights, 1–18. Toronto: University of Toronto Press, 2008. http://dx.doi.org/10.3138/9781442687615-003.

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Kaesling, Katharina. "Children's digital rights." In Global Reflections on Children's Rights and the Law, 183–96. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003131144-22.

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Smith, Anne B. "Rights, Research and Policy." In Enhancing Children's Rights, 3–14. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_1.

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Cashmore, Judith, and Philip Mendes. "Children and Young People Leaving Care." In Enhancing Children's Rights, 140–50. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_10.

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Yazykova, Ekaterina, and Liepa V. Boberiene. "Family and Care Policies for Children in the Former Soviet Union: What Is Changing in Russia and Lithuania?" In Enhancing Children's Rights, 151–64. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_11.

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McLeigh, Jill D., and Francisco Pilotti. "Child Rights and Well-Being in Latin America: A Role for Conditional Cash Transfers?" In Enhancing Children's Rights, 165–79. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_12.

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Willow, Carolyne. "Taking Account of Children: How Far Have We Come in England?" In Enhancing Children's Rights, 183–96. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_13.

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Melton, Gary B., and Weijun Wang. "Young People as Leaders in (and Sometimes Victims of) Political and Cultural Change." In Enhancing Children's Rights, 197–213. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_14.

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Tisdall, E. Kay M., and John M. Davis. "Children’s Rights and Weil-Being: Tensions within the Children and Young People (Scotland) Act 2014." In Enhancing Children's Rights, 214–27. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_15.

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Conference papers on the topic "Children's rights":

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Osipenkova, Anastasiya Igorevna. "Bodily integrity children's rights." In III International applied research conference for pupils, Chair Yelena Anatolyevna Arosyeva. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-81086.

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Tavdgiridze, Lela, Ia Khasaia, Nato Sherozia, and Lela Turmanidze. "EDUCATION FOR THE PROTECTION OF CHILDREN'S RIGHTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0618.

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Preložnjak, Barbara. "IMPACT OF COVID CRISIS ON CHILD’S RIGHT TO EDUCATION." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18320.

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The right to education is regulated by norms of many international and regional documents. It includes many rights and plays an important role in the "all-round development of man" and its scope: physical, emotional, ethical, aesthetic, intellectual, professional, civic and international. The right to education is not the exclusive right of children. It is first and foremost the right of children and is essential for children's development. Therefore, it is generally accepted that educational opportunities should be equal for children. Unfortunately, the right to education has been severely curtailed in a short period of time due to the COVID -19 pandemic. According to UNESCO, 191 countries have temporarily closed national or local schools to contain the spread of COVID -19. This has resulted in school-age children being unable to receive basic education. This situation is particularly difficult for children from dysfunctional or disadvantaged families. Some families do not have internet, computers or books. Some parents cannot help them with homework because of educational or language limitations. All these unequal educational opportunities limit schooling. On the way to eliminate inequality in access to education and protect children from rights violations, the author will discuss whether Rawls' principle of fairness provides a good basis for the government to take action to eliminate unequal opportunities for education.
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Nugraha, Reza, M. Yoesoef, and Afnan Arummi. "Gender Equality and Children’s Rights: The Adults’ Ideology in Two Egyptian Children's Graphic Novels." In Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296253.

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Тарасова, Анна, and Anna Tarasova. "INTRODUCTORY ARTICLE." In International legal aspects of family law and protection of children's rights. Москва: INFRA-M Academic Publishing LLC., 2018. http://dx.doi.org/10.12737/2937-3-20.

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Арзуманян, Анна, and Anna Arzumanyan. "On some aspects of international legal protection of private and family life." In International legal aspects of family law and protection of children's rights. Москва: INFRA-M Academic Publishing LLC., 2018. http://dx.doi.org/10.12737/2938-21-29.

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Шиянов, Алексей, and Aleksey Shiyanov. "International legal means of development of conflict regulation of family relations." In International legal aspects of family law and protection of children's rights. Москва: INFRA-M Academic Publishing LLC., 2018. http://dx.doi.org/10.12737/2939-30-37.

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Тарасова, Анна, and Anna Tarasova. "The practice of the ECHR in disputes about children: myths and realities." In International legal aspects of family law and protection of children's rights. Москва: INFRA-M Academic Publishing LLC., 2018. http://dx.doi.org/10.12737/2940-38-84.

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Веняляйнен, Марина, and Marina Venyalyaynen. "Mediation and multiculturalism in disputes about children in Finland." In International legal aspects of family law and protection of children's rights. Москва: INFRA-M Academic Publishing LLC., 2018. http://dx.doi.org/10.12737/2941-85-91.

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Дроздова, Александра, and Aleksandra Drozdova. "Decade of childhood programme in the Russian Federation." In International legal aspects of family law and protection of children's rights. Москва: INFRA-M Academic Publishing LLC., 2018. http://dx.doi.org/10.12737/2942-92-98.

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Reports on the topic "Children's rights":

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Eyng, Ana Maria, ed. Children and violence: The challenge to guarantee the rights in the children's daily contexts: Executive Summary of the 2018 Investigation Report. Observatório das Juventudes PUCPR, March 2019. http://dx.doi.org/10.7213/resumo.relexecutivo.002.

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Dar, Anandini, and Divya Chopra. Co-Designing Urban Play Spaces to Improve Migrant Children’s Wellbeing. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.044.

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Between 2001 and 2011, India’s urban population increased from almost 28 per cent to just over 31 per cent. Almost 139 million people migrated to cities (mainly Delhi and Mumbai), often bringing their children with them. Most live in poverty in informal settlements that lack basic infrastructure and services. Their children are often out of school and have no safe spaces to play. The United Nations Convention on the Rights of the Child (UNCRC), ratified by India in 1989, recognises children’s right to play as fundamental to their social, emotional, and physical wellbeing. Urban planners need to involve children in co-designing better neighbourhoods that accommodate children’s right to play.
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Hunter, Janine, and Lorraine van Blerk. The Rights of Street Children and Youth. University of Dundee, May 2018. http://dx.doi.org/10.20933/100001147.

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Okyere, Samuel, Emmanuel Frimpong Boamah, Felix Asante, and Thomas Yeboah. Policies and Politics Around Children’s Work in Ghana. Action on Children’s Harmful Work in African Agriculture, March 2021. http://dx.doi.org/10.19088/acha.2021.003.

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This paper explores policy and legislation aimed at preventing, regulating, and abolishing harmful children’s work in Ghana, and the political debates and controversies surrounding these mechanisms. The paper critically interrogates the successes and challenges of previous and current policies and interventions. It concludes that legislation and interventions aimed at preventing hazardous or harmful work should incorporate both the formal legislative rights discourse and the informal, traditional rights discourse to successfully navigate the political terrain, thereby accelerating attainment of common objectives.
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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.

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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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Mazurkiewicz, Marek. ECMI Minorities Blog. German minority as hostage and victim of populist politics in Poland. European Centre for Minority Issues, February 2022. http://dx.doi.org/10.53779/fhta5489.

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On 4 February 2022, the Polish Journal of Laws published a new ordinance of the Minister of Education and Science, implementing cuts in the funding of education of German as a minority language. Consequently, the hourly length of such lessons will be significantly reduced. This regulation applies exclusively to the German minority, and the official motive for introducing discriminatory measures is to improve the situation of Polish diaspora in Germany. This is the first time after 1989 when the Polish state authorities introduce a law limiting the rights of Poland’s citizens belonging to a national minority (in this situation children), as a retaliation for the alleged situation of a kin-community elsewhere. Importantly, the adopted regulations are not only discriminatory towards one of the minorities; their implementation may in fact contribute to the dysfunctionality of the entire minority education system in Poland. This is also an obvious violation of the constitutional principle of equality before the law, the right of minorities to ‘maintain and develop their own language’, international standards of minority rights protection, as well as a threat to the very functioning of human rights protection mechanisms in the country.
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Turgut, Natalie, Lorraine van Blerk, Wayne Shand, Patrick Shanahan, Janine Hunter, Selassy Gbeglo, Thomas d’Aquin Rubambura, and Shaibu Chitsiku. Africa Consultation Report for the UN Committee on the Rights of the Child’s General Comment on Children in Street Situations. University of Dundee, 2016. http://dx.doi.org/10.20933/100001162.

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Lynn, Anna Lynn, and Marvin So So. Are the Kids All Right? A Look at Flourishing among School-age Children and Youth in Minnesota. Minnesota Medical Association, January 2021. http://dx.doi.org/10.15868/socialsector.37905.

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Wickenden, Mary. Disabled Children and Work: An Overview of a Neglected Topic with a Specific Focus on Ghana. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/acha.2021.002.

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This paper provides an overview of issues related to disabled children and work. This is a very unexplored topic and the literature is scant, so the paper first provides an overview of some key relevant background information on: disability globally and in Ghana, disability and employment, disabled children and relevant human rights approaches – the UNCRC and UNCRPD. Next examples of research on disabled children and work are presented and lastly some suggested hypotheses and possible research questions are proposed.

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