Children's human rights

2020

is essay argues that children's rights will adequately transform societies only when the very concept of "human rights" is reimagined in light of childhood. In this case, human rights would be understood as grounded, not in modernist ideas of autonomy, liberty, entitlement, or even agency, but in a postmodern circle of responsibility to one another. is "childist" interpretation of rights is constructed by examining various forms of child-centered ethical theory in Western history; their impacts on major human rights theories of the Enlightenment and today; alternative visions implied in twentieth century international children's rights agreements; new theoretical groundings arising out of postmodern ethics; and the possibility of human rights as truly including all humanity.

Th is essay argues that children's rights will adequately transform societies only when the very concept of "human rights" is reimagined in light of childhood. In this case, human rights would be understood as grounded, not in modernist ideas of autonomy, liberty, entitlement, or even agency, but in a postmodern circle of responsibility to one another. Th is "childist" interpretation of rights is constructed by examining various forms of child-centered ethical theory in Western history; their impacts on major human rights theories of the Enlightenment and today; alternative visions implied in twentieth century international children's rights agreements; new theoretical groundings arising out of postmodern ethics; and the possibility of human rights as truly including all humanity.

Šolsko polje, 2020

A s evident in academic discussions, including in this thematic issue, children's rights are usually understood today as moral rights and also as internationally recognised legal norms that all countries should respect and protect. However, this does not mean that children's rights are no longer unambiguous and uncontroversial. Just the opposite, several problems concerning children's rights remain unresolved. In this paper, I shall discuss-very shortly-only three of them: the relationship between human and children's rights; the controversy over children's liberty rights; and the antinomy of rights, that is, the opposition between the right of the child to freedom of religion and the right of parents to educate their children in conformity with their own religious convictions.

The Module will introduce and critically examine the concept of children's rights in international human rights law, focusing on the 1989 UN Convention on the Rights of the Child. The Module introduces classic and contemporary theories of childhood and human rights, covers the philosophical foundations of children's rights and offers a systematic investigation of the Convention. The module locates the debates about children's rights within broader theoretical questions concerning childhood, law and society.

The Routledge International Handbook of Young Children’s Rights, 2019

Family Group Conferencing with Children and Young People, 2018

Childhood

Journal of Philosophy of Education, 2008

The United Nations Convention on the Rights of the Child (UNCRC) is presented and understood as the primary reference point regarding questions of children's rights. However, the UNCRC is not a neutral instrument deployed to meet the rights of children: it embodies a specific perception of the child, childhood and citizenship. The interpretation of the UNCRC from the point of view of children's legal status emphasises the autonomy of children; the focus is on the rights that children possess. Conversely, the social-political interpretation of the UNCRC addresses the question of how the rights of children can be realised. It is suggested that distinguishing between these interpretations is essential with regard to questions of pedagogy and education.

The International Journal of Children’s Rights, 2019

A long-standing debate on the concept of rights sets the so-called choice theory in contrast to the interest theory. As has been noted in the literature, the debate is relevant for the question of whether children can be conceived as rights-holders at all. This essay reflects on the concept of rights as applied to children, motivated by the view that instead of settling the conceptual issue, we should directly discuss the moral status of children as possible rights-holders. In this way, two main insights are gained. First, it is pointed out that the moral position of children-if they have rights-is very different from the status of adult rights-holders. Second, it is made clear that regardless of whether children have rights, the focus on duties towards children, rather than a focus on their rights, provides us with a clearer picture of children's moral status.

The ANNALS of the American Academy of Political and Social Science, 2001