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Journal ArticleDOI: 10.1080/01596306.2019.1599324

Conceptualising conflicts between student participation and other rights and interests

04 Mar 2021-Discourse: Studies in The Cultural Politics of Education (Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: 42, Iss: 2, pp 184-198
Abstract: This paper delineates the conflicts that can arise between student participation and other rights and interests and presents a model that conceptualises these conflicts. It fills a gap in the devel...

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11 results found

Open accessJournal ArticleDOI: 10.2390/JSSE-V9-I3-1136
Abstract: “One warm day in the spring of 2006, I visited a U.S. History class at a public charter school in a large Midwestern city …” (p. 1) This is the beginning of Diana Hess’ book about the methods of democratic discussion in classroom and it indicates its strong narrative quality including several teacher portraits and scenic vignettes. The book is winner of the 2009 “Exemplary Research in Social Studies” award from the National Council for the Social Studies. In an interview with Kerry G. Hill for the campus journal (School of Education, University of Wisconsin the author roots the book’s content back to her own biography and socialization: While growing up in northern Illinois, Diana Hess recalls members of her family engaging in lively, raucous political discussions. “Disagreement wasn’t a negative thing,” she remembers.

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Topics: Social studies (52%)

427 Citations

Journal ArticleDOI: 10.1080/13504622.2010.551179
John Parry1Institutions (1)
Abstract: edited by Barry Percy‐Smith and Nigel Thomas, London/New York, Routledge, 2009, 400 pp., £80.00 (hardback), ISBN 978‐0‐415‐46851‐0, £24.99 (paperback), ISBN 978‐0‐415‐46852‐7 I am always somewhat w...

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321 Citations

Open accessPosted Content
Lotem Perry-Hazan1Institutions (1)
Abstract: This paper analyzes the challenges embedded in the conflict between the right to accessible education, which implies a prohibition on discriminatory practices in school admission, and the right to adaptable education, which accommodates children’s cultural affiliations. It shows that a normative lens, which examines the ways by which legal rules correspond to conflicting rights and interests, cannot fully capture the tension between legal prohibitions on discrimination in education and the socio-cultural norms in religious communities. Thus, the paper offers a socio-legal lens, which focuses on the context of admission policies to Jewish religious schools. Based on three test cases of admission policies to Jewish religious schools in Israel, England, and Flanders, Belgium, the paper demonstrates how the legal rules regulating the admission policies are influenced by social forces. In Israel and England, these forces have facilitated a descent down slippery slope, originating with religious criteria, but concluding with discriminatory criteria. They also shaped admission practices reflecting the asymmetric power relations between the institutional school systems and individual families. The paper highlights the benefits of the Belgian policy, which proscribes religious classification of school candidates. This policy circumvents the ambiguous distinction between religion, ethnicity, and social class, and expands educational choices.

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Topics: School choice (55%), Discrimination in education (53%), Comparative education (50%) ... read more

16 Citations

Open accessPosted Content
Tal Nir1, Lotem Perry-Hazan1Institutions (1)
Abstract: This study describes the phenomenon of framed participation, which constrains children’s participation frameworks within a confined area of decision-making. It draws on interviews and focus groups with 32 children who participated in eight Israeli municipal youth councils, ranging in age from 13 to 18. In addition, five interviews were conducted with adult leaders of youth councils. The study showed that council activities remained confined to the particular municipal department responsible for them and comprised mostly the organization of leisure activities, such as parties, performances, and group trips for youth. Yet, almost all the children participating in the study perceived the organization of leisure activities as “meaningful” participation, which “succeeds,” “empowers,” and “leads.” The adult leaders acknowledged the framed participation and, while critical of it, preferred to remain within the comfort zone of their professional responsibility. We argue that when framed participation entails the organization of popular activities, in which the municipality invests considerable resources, the ensuing positive experiences may frame the children’s rights consciousness and critical thinking. We also discuss the institutional conditions that may shape framed participation, and the role of human rights education in building children’s capacity to mobilize their participation rights.

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Topics: Human rights education (53%)

14 Citations

Journal ArticleDOI: 10.1080/02680939.2020.1785014
Ilana Finefter-Rosenbluh1Institutions (1)
Abstract: Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and ‘client’ recruitment, encapsulating economic ideologies that assume privatisation is

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Topics: Ideology (54%), Narrative (51%), Power (social and political) (51%) ... read more

14 Citations


109 results found

Journal ArticleDOI: 10.3817/0678036169
20 Jun 1978-Telos
Abstract: This writer who has warned us of the “ideological” function of both the oeuvre and the author as unquestioned forms of discursive organization has gone quite far in constituting for both these “fictitious unities” the name (with all the problems of such a designation) Michel Foucault. One text under review, La Volonté de Savoir, is the methodological introduction of a projected five-volume history of sexuality. It will apparently circle back over that material which seems to have a special fascination for Foucault: the gradual emergence of medicine as an institution, the birth of political economy, demography and linguistics as “human sciences,” the invention of incarceration and confinement for the control of the “other” in society (the mad, the libertine, the criminal) and that special violence that lurks beneath the power to control discourse.

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Topics: Prison (64%)

14,948 Citations

Open accessJournal Article
Abstract: A nation is democratic to the extent that its citizens are involved, particularly at the community level. The confidence and competence to be involved must be gradually acquired through practice. It is for this reason that there should be gradually increasing opportunities for children to participate in any aspiring democracy, and particularly in those nations already convinced that they are democratic. With the growth of children’s rights we are beginning to see an increasing recognition of children’s abilities to speak for themselves. Regrettably, while children’s and youths’ participation does occur in different degrees around the world, it is often exploitative or frivolous. This Essay is written for people who know that young people have something to say but who would like to reflect further on the process. It is also written for those people who have it in their power to assist children in having a voice, but who, unwittingly or not, trivialize their involvement.

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Topics: Tokenism (52%)

1,485 Citations

Journal ArticleDOI: 10.17763/HAER.84.1.P2RJ131485484751
Gloria Ladson-Billings1Institutions (1)
Abstract: In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance o...

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Topics: Education theory (61%), Scholarship (53%)

1,004 Citations

Open access
19 Jun 2009-
Abstract: 2. The Committee welcomes the third and forth consolidated report of the State party as well as the written replies to its list of issues (CRC/C/NGA/Q/3-4/Add.1) and commends the State party on the frank and self-critical nature of the report. The Committee appreciates the presence of a high level delegation, led by the Minister of Women’s Affairs and Social Development, and the constructive dialogue.

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935 Citations

No. of citations received by the Paper in previous years