Defining the characteristics of the ideal global citizen - critically reflective, ethically concerned with social justice, and capable of exercising personal control - Rhys Griffith examines how citizenship is promoted, ignored or even suppressed in schools. His study is based on five years' research in 97 educational establishments. He offers an analysis of existing methods of cultivating citizenship, and describes independent learning projects designed to develop the attributes of global citizenship. From this research, Dr Griffith concludes that the current emphasis of the curriculum is on the perception of the child as a passive vessel for accumulating knowledge. This encourages conformity rather than the enquiring and active mental state which Griffith considers essential to the global citizen of the next century. He proposes in detail how the present system can be adapted to promote greater participation among pupils and, through this, increased independence and flexibility.
Providing perspectives, insights and recommendations, this is a comprehensive overview of the current state of children's rights and education around the world. Written by experts in their fields, the book includes chapters on: national accountability how international standards can be implemented the rights of children with special needs respecting children's views in education education and democracy how the United Nations Convention on the Rights of the Child can be implemented. This authoritative and thought-provoking volume will be essential reading for anyone involved in, or concerned about, the rights of children in education around the world.
Mary John considers how children learn about power. She compares the situation of children to that of other powerless minority groups, arguing that children are rarely included in debates on freedom and economy.
Exploring Beliefs, Attitudes, Principles and Practice
Author: Priscilla Alderson
Publisher: Jessica Kingsley Publishers
Category: Social Science
Priscilla Alderson examines the issue of young children's rights, starting with the question of how the 1989 UN Convention on the Rights of the Child applies to the youngest children, from birth to eight years of age. The question of finding a balance between young children's rights to protection, to provision (resources and services) and to participation (expressing their views, being responsible) is discussed. The author suggests that, in the belief we are looking after their best interests, we have become overprotective of children and deny them the freedom to be expressive, creative and active, and that improving the way adults and children communicate is the best way of redressing that balance. She considers some of the problems adults may have communicating with children and offers practical suggestions as to how these can be overcome. Young Children's Rights is published by Jessica Kingsley for Save the Children, the leading international voluntary organisation for children in the UK, who saw the need for this book and commissioned the work. This readable, informative and thought-provoking book is a compelling invitation to rethink our attitudes to young children's rights in the light of new theories, research and practical evidence about children's daily lives. It will be of interest to anyone who works with young children.
What social change has been achieved over the past 30 years? What have been the main barriers to progress? What great achievements can we identify and celebrate today? Marking Jessica Kingsley Publishers' 30th year of publishing books on social and behavioural issues, this book gathers together over 30 leading thinkers from diverse disciplines - from autism specialists and social workers through to trans rights activists and complementary therapists. Contributors provide a thoughtful account of how their field of expertise has changed over the past 30 years, and how they see it evolving in the future. Offering a unique insight into many professions, 30 Years of Social Change highlights much of the positive social change achieved in the past 30 years across these fields and the challenges we face in the future.
This second book in this new series concentrates on the theme of providing for children in child-centred ways. It includes the philosophical background to thinking about children's rights vis-a-vis society's responsibilities and examines the effectiveness and dilemmas associated with the concept of the 'Best Interest of the Child'. Article three of the Convention of the Right of the Child states that all actions concerning children, whether undertaken by public or private social welfare organisations, courts of law, administrative authorities or legislative bodies, must hold the best interests of the child as the primary consideration. Rarely, however, does a child have a say in what those interests are. This volume redresses the balance and looks at provision and redistribution of resources as far as possible from the child's perspective. It looks at children in very disadvantaged circumstances such as in Romania but also at some of the issues arising from developments in the `developed' world. In addition to established areas this volume looks at two new issues as they concern the rights of the young: the possibilities of the information super highway and the rights of children born as a result of reproductive technologies.
Life in the United Kingdom Advisory Group,Great Britain, Home Office
Author: Life in the United Kingdom Advisory Group,Great Britain, Home Office
Publisher: The Stationery Office
Category: Political Science
This compendium of information aims primarily to assist teachers of English as a second language, mentors and others helping immigrants to integrate, It will also help immigrants who have workable English and who are required to take a citizenship test if they apply for naturalisation as Briitsh citizens. Sections include: the making of the United Kingdom (history); a changing society; a profile of Britain today; how Britain is governed; everyday needs (housing, health, education, money, leisure etc); employment; sources of help; knowing the law.
Overcoming the Structural Barriers to School Reform
Author: Paul Manna,Patrick McGuinn
Publisher: Brookings Institution Press
America's fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. Education Governance for the Twenty-First Century comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today. Contents: Education Governance in America: Who Leads When Everyone Is in Charge?, Patrick McGuinn and Paul Manna The Failures of U.S. Education Governance Today, Chester E. Finn Jr. and Michael J. Petrilli How Current Education Governance Distorts Financial Decisionmaking, Marguerite Roza Governance Challenges to Innovators within the System, Michelle R. Davis Governance Challenges to Innovators outside the System, Steven F. Wilson Rethinking District Governance, Frederick M. Hess and Olivia M. Meeks Interstate Governance of Standards and Testing, Kathryn A. McDermott Education Governance in Performance-Based Federalism, Kenneth K. Wong The Rise of Education Executives in the White House, State House, and Mayor's Office, Jeffrey R. Henig English Perspectives on Education Governance and Delivery, Michael Barber Education Governance in Canada and the United States, Sandra Vergari Education Governance in Comparative Perspective, Michael Mintrom and Richard Walley Governance Lessons from the Health Care and Environment Sectors, Barry G. Rabe Toward a Coherent and Fair Funding System, Cynthia G. Brown Picturing a Different Governance Structure for Public Education, Paul T. Hill From Theory to Results in Governance Reform, Kenneth J. Meier The Tall Task of Education Governance Reform, Paul Manna and Patrick McGuinn
‘Here’s a knocking indeed!’ says the Porter in Shakespeare’s Scottish play (Act II, Scene 3) and immediately puts himself into role in order to deal with the demands of such an early call after a late night of drinking and carousal: ‘If a man were porter of hell-gate...’. But what roles does the porter of curriculum-gate take on in order to deal with drama’s persistent demands for entry? Ah, that depends upon the temperature of the times. We, who have been knocking for what seems to be a very long time, know well that when evaluation and measurement criteriaare demanded as evidence of drama’s ef cacy, an examiner stands as gatekeeper. When the educational landscape is in danger of overcrowding, we meet a territorial governor. And how often has the courtesan turned out to be only a tease because the arts are, for a brief moment, in the spotlight for their abilities to foster out-of-the-box thinkers? In this text, we meet these ‘commissionaires’ and many more. The gatekeeping roles and what they represent are so familiar that they have become cliches ́ to us. We know them by their arguments, ripostes, dismissals, their brief encouragement and lack of follow-up. And we know that behind each one (however rmly they think they keep the keys) is a nancial and political master whose power controls the curriculum building and everything in it.