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Childrenʼs Rights and Education

International Perspectives


Edited By Beth Blue Swadener, Laura Lundy, Janette Habashi and Natasha Blanchet-Cohen

This book compares ways in which children’s rights in, to, and through education, formal and informal, are viewed and implemented in a variety of social and political contexts, aiming to shed light on how policies and practices can improve equal access to high quality education in an environment which is respectful of children’s rights. Chapters focus on understanding the opportunities for and challenges of addressing children’s rights to participation and to inclusion. Authors draw from a variety of disciplines, including critical and cultural studies of childhood, and bring internationally comparative policy perspectives to share nuanced and contrasting examples of ways in which a rights-based approach to education might empower children and youth. The book deepens and complicates research on children’s education rights, and will contribute to courses in comparative education, childhood studies, education policy, and children’s rights.
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13 Intersections of Education and Freedom of Religion Rights in the UNCRC and in Practice

Religious Education



Intersections of Education and Freedom of Religion Rights in the UNCRC and in Practice

Janette Habashi

The key to the United Nations Convention on the Rights of the Child (UNCRC) is the assumption that signatory nation-states are obligated to uphold children’s rights. The reason that this is an assumption is that not all signatory nation-states have implemented or even totally agreed on every article of the UNCRC. The UNCRC document delineates core rights that pertain to children’s life experiences, which encompass the foundation of children’s development and interactions with the adult world. As this volume has emphasized, one of the essential rights that implicitly enables a child to engage and develop is the right of education. The right of education within the UNCRC is not considered a luxury that is accessible to the few, but a right of all children. This impeccable concept entails the process and meaning of education to every child. To safeguard education as a fundamental right of every child is, one assumes, to ensure children’s welfare and development now and in the future. Indeed, the attainment of such a right is through the achievement of other rights entailed in the CRC.

The right of education is intertwined with other rights in the CRC and should be examined in light of this interdependence. However, for the purpose of this chapter, the focus is on the relationship between children’s right of education and right of freedom of thought...

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