Edited By Beth Blue Swadener, Laura Lundy, Janette Habashi and Natasha Blanchet-Cohen
Section One: Complexities and Perspectives in Promoting Participation and Inclusion
Complexities and Perspectives in Promoting Participation and Inclusion S e c t i o n o n e SwadenerEtal.indd 17 06/08/13 8:05 AM SwadenerEtal.indd 18 06/08/13 8:05 AM Education Rights in a Society Emerging from Conflict Curriculum and Student Participation as a Pathway to the Realization of Rights c H A P t e R o n e Lesley Emerson & Laura Lundy In societies emerging from conflict, the rhetorical and aspirational aspects of transition to peace are often framed in the context of the next generation, with children’s rights portrayed as central to the rebirth of the society (Lundy, 2006) . The focus of peace-building initiatives at times of transition is both retrospec- tive and prospective: remedying past injustices and creating the conditions for a more stable future . Children are likely to have been disproportionately affected by the conflict (Connolly & Healy, 2004; Machel, 1996), and children’s rights instruments provide a set of benchmarks for determining what is necessary to redress the social, psychological, and physical impacts of violence upon children . In terms of future planning, children’s rights are thought to form the building blocks for a human rights culture and are therefore recognized increasingly as core aspects of political settlements in transitional societies (see, e .g ., Sacramento & Pessoa, 1996) . More pragmatically, children’s rights are often perceived as politi- cally neutral territory, making it easier to garner political and popular support for initiatives that benefit children than it is in other, more contentious spheres of engagement . Thus, not only are...
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