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Isenström, L. & Quennerstedt, A. (2020). Governing rationalities in children's human rights education. International Journal of Educational Research, 100, Article ID 101546.
Open this publication in new window or tab >>Governing rationalities in children's human rights education
2020 (English)In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 100, article id 101546Article in journal (Refereed) Published
Abstract [en]

This research synthesis examines earlier studies within the field of children's human rights in education, with the specific aim of clarifying which rationalities of teaching and learning children's human rights are activated as significant for teachers’ thinking and work. Theoretically framed by a Foucauldian governmentality approach, the qualitative analysis identifies five different rationalities in the teaching and learning of children's human rights in previous research. The paper discusses how the identified rationalities support or contradict each other in a complex way and their connection to differing conceptions of rights for children. Further, the possible consequences for teachers, teacher educators and policymakers are considered.

Place, publisher, year, edition, pages
Equinox Publishing, 2020
Keywords
Children's rights, Governmentality, HRE, Human rights, Human rights education
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-80635 (URN)10.1016/j.ijer.2020.101546 (DOI)2-s2.0-85080133136 (Scopus ID)
Available from: 2020-03-13 Created: 2020-03-13 Last updated: 2020-03-13Bibliographically approved
Robinson, C., Phillips, L. & Quennerstedt, A. (2020). Human rights education: developing a theoretical understanding of teachers’ responsibilities. Educational review (Birmingham), 72(2), 220-241
Open this publication in new window or tab >>Human rights education: developing a theoretical understanding of teachers’ responsibilities
2020 (English)In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 72, no 2, p. 220-241Article in journal (Refereed) Epub ahead of print
Abstract [en]

The United Nations (UN) asserts that children and young people should have access to human rights education (HRE) and that schools are one of the key means through which HRE should be made available. However, there is currently limited knowledge about the presence and form of HRE in school contexts, and there is no established means through which HRE provision within schools is evaluated. This paper proposes a theoretical framework to support the classification of teachers’ responsibilities in relation to HRE and argues that systemic change is needed within education systems if HRE provision is to be realised in more extensive and consistent ways. The curriculum documents of three nations – Australia, England and Sweden – were analysed to determine teacher responsibilities for educating pupils about human rights. The viability of the developed framework was then tested through applying it to the outcomes of these analyses. The theoretical contribution made by the paper deepens knowledge and understandings about the nature of responsibilities placed on teachers to educate pupils about human rights, and provides a foundation from which to stimulate debate about what constitutes effective school-based HRE practices.

Place, publisher, year, edition, pages
Routledge, 2020
Keywords
human rights, teacher responsibilities, human rights education, HRE
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-69056 (URN)10.1080/00131911.2018.1495182 (DOI)000515538100006 ()2-s2.0-85053562603 (Scopus ID)
Projects
Utbildning som växthus för barns och ungas mänskliga rättigheter
Funder
Swedish Research Council, 2013-2129
Available from: 2018-09-25 Created: 2018-09-25 Last updated: 2020-03-17Bibliographically approved
(2019). Att undervisa om barns mänskliga rättigheter i förskolan och skolan: Utbildningens syften, innehåll och arbetsmetoder. Örebro: Örebro universitet
Open this publication in new window or tab >>Att undervisa om barns mänskliga rättigheter i förskolan och skolan: Utbildningens syften, innehåll och arbetsmetoder
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2019 (Swedish)Report (Refereed)
Alternative title[en]
Teaching children’s human rights in early childhood education and school : Educational aims, content and processes
Abstract [sv]

Med startpunkt i växthusmetaforen har projektet utforskat utbildning som en plats där barn och unga utvecklas som innehavare och utövare av mänskliga rättigheter. Utifrån en didaktisk forskningsansats har projektets centrala vetenskapliga intresse varit att undersöka syften, innehåll och arbetssätt i undervisning och lärande om barns mänskliga rättigheter, i förskolan och grundskolan. I föreliggande rapport behandlas och besvaras forskningsfrågorna:

-       Vilka syften vill man nå genom undervisning om barns mänskliga rättigheter? Vad är innehållet i undervisning om, i och genom mänskliga rättigheter och vilka arbetsmetoder används?

 

För att besvara dessa frågor genomfördes klassrumsforskning i fyra åldersgrupper: förskolan och grundskolans tidiga, mellan- och sena år. Forskarna studerade undervisning om barns mänskliga rättigheter, och data skapades genom intervjuer med lärare och barn samt genom observationer av pågående undervisning. En didaktisk analys gjordes av materialet, med stöd av ett analysredskap som utvecklades ifrån de tre didaktiska frågorna varför, vad och hur.

 

I rapporten ges först en bakgrund till förskolans och skolans uppdrag att utbilda barn och unga i och om mänskliga rättigheter. Utbildning för mänskliga rättigheter introduceras och placeras i svensk politik- och läroplanskontext. Tidigare utbildningsforskning om barns rättigheter och utbildning för mänskliga rättigheter beskrivs, och studiens teoretiska och metodologiska ramverk redovisas. Därefter presenteras resultaten från projektets fyra delstudier, var och en från en specifik åldersgrupp. I det sista kapitlet görs en sammanfattande analys och det samlade resultatet diskuteras.

Abstract [en]

Setting out from the metaphor of a greenhouse, this project has explored education as a site for children’s and young people’s development as holders and practitioners of human rights. Drawing on a Didaktik research approach and terminology, the core scientific interest of the project has been to examine the aims, content and working methods in the teaching and learning of children’s human rights in early childhood education and compulsory school. The current report explores and answers the research questions:

- What aims are strived for through the teaching in, through and about human rights? What is the content of the education, and which working methods are used?

To answer these questions, classroom research was undertaken in four age groups: in early childhood education and in early, middle and late school years in Swedish compulsory school. The researchers studied teaching about children’s human rights, and data was collected by means of interviews with teachers and children and observations of ongoing teaching. The analysis drew on didactic theory, and an analytical tool based on the three didactic questions of why, what and how was developed and used.

The report first provides a background to the role of early childhood education and school to educate children and young people in and about human rights. Human rights education

is introduced and elaborated, and placed in a Swedish policy and curriculum context. An account of previous educational research on children’s rights and human rights education in school is given, and the study’s theoretical and methodological framework presented. The findings from the four studies undertaken within the project are thereafter presented in four chapters, each presenting the results from a specific age group. The final chapter presents a concluding analysis and discussion of the collated findings.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2019. p. 124
Series
Rapporter i pedagogik, ISSN 1650-0652 ; 21
Keywords
Children’s rights, human rights education, HRE, Convention on the Rights of the Child, Barns rättigheter, rättighetsundervisning, Konventionen om barnets rättigheter, HRE
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-73439 (URN)
Projects
Education as greenhouse for children's and young people's human rights
Funder
Swedish Research Council, 2013-2129
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-04Bibliographically approved
Quennerstedt, A. (2019). Klämd mellan mänskliga rättigheter (1ed.). In: Anette Olin, Jonas Almqvist, Karim Hamza, Lisbeth Gyllander Torkildsen (Ed.), Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling (pp. 164-166). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Klämd mellan mänskliga rättigheter
2019 (Swedish)In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Karim Hamza, Lisbeth Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, 1, p. 164-166Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78065 (URN)978-91-44-12574-9 (ISBN)
Available from: 2019-11-25 Created: 2019-11-25 Last updated: 2019-11-26Bibliographically approved
Quennerstedt, A. (2019). Language use in the teaching of human rights. Cogent Education, 6(1), Article ID 1683932.
Open this publication in new window or tab >>Language use in the teaching of human rights
2019 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 6, no 1, article id 1683932Article in journal (Refereed) Published
Abstract [en]

This research seeks to increase the knowledge about the role of language in the teaching of human rights. The specific interest is to examine how language use extends and specifies the human rights learning situation. Drawing on John Dewey’s arguments for two main constituents of an educative language use—the extension of vocabulary and rendering it more precise, observational data from ongoing human rights teaching in six Swedish classes in Years 2–3, 5 and 8 are analysed. The findings show six focal points towards which the language use in the teaching extends the students’ vocabulary and generic understanding of human rights, and three objectives for an increased preciseness in students’ language. The paper highlights differences between the age groups concerning the focal points and precision objectives, and points out potentials and strengths in the observed teaching, as well as aspects of problematic character to consider further.

Place, publisher, year, edition, pages
Cogent OA, 2019
Keywords
Language pedagogy, human rights teaching, HRE pedagogy, children’s rights education
National Category
Educational Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78060 (URN)10.1080/2331186X.2019.1683932 (DOI)000496931400001 ()2-s2.0-85074580328 (Scopus ID)
Funder
Swedish Research Council, 2013-2129
Available from: 2019-11-25 Created: 2019-11-25 Last updated: 2019-12-03Bibliographically approved
Frödén, S. & Quennerstedt, A. (2019). The child as a gendered rights holder. Childhood
Open this publication in new window or tab >>The child as a gendered rights holder
2019 (English)In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this article, we call for a gendering of children’s rights by using an intersectional approach. First, age and gender in different theoretical frameworks are highlighted. Second, we demonstrate the interconnection of age and gender in United Nations human rights treaties and interpretation guidance. Third, current gendered rights issues are identified and new ones are proposed. Finally, we argue that further gendering of children’s rights is necessary to acknowledge issues relating to children with different gender, sexual orientations and ethnicities.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Age, children's rights, gender, intersectionality, sexuality
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-77973 (URN)10.1177/0907568219886641 (DOI)000496088200001 ()
Available from: 2019-11-18 Created: 2019-11-18 Last updated: 2019-11-27Bibliographically approved
Robinson, C., Quennerstedt, A. & I'Anson, J. (2019). The translation of articles from the United Nations Convention on the Rights of the Child into education legislation: the narrowing of Article 12 as a consequence of translation. Curriculum Journal
Open this publication in new window or tab >>The translation of articles from the United Nations Convention on the Rights of the Child into education legislation: the narrowing of Article 12 as a consequence of translation
2019 (English)In: Curriculum Journal, ISSN 0958-5176Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper is concerned with the inclusion, exclusion and reshaping of articles within the United Nations Convention on the Rights of the Child (CRC) as they are translated into English education legislation. The CRC comprises 54 articles aimed at outlining rights and freedoms for children and was ratified by the United Kingdom (UK) government in 1991. The paper builds on a previous publication by the authors which highlighted how the mobilisation of articles within the CRC into professional practice undergoes multiple translations. This paper takes an in‐depth and critical look at the first stage of the translation process in which articles are mobilised from the CRC into national legislation. Specifically, the paper presents findings from a documentary analysis which explored the translation of principles pertaining to Article 12 of the CRC into English Education Regulations, Acts and Statutory Guidance for schools. Findings demonstrate that the reshaping of the article within education legislation strongly reflects the government's priorities and agendas. The study raises new insights into the need to establish processes to ensure the full mobilisation of Article 12 and questions whether specific principles pertaining to the article could or should be incorporated into national legislative systems.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
artilce 12, children’s human rights, education legislation, translation, UNCRC
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78662 (URN)10.1002/curj.6 (DOI)000502766300001 ()
Available from: 2019-12-16 Created: 2019-12-16 Last updated: 2020-01-14Bibliographically approved
Quennerstedt, A. (2018). The UNCRC - the voice of global consensus on children's rights?. In: : . Paper presented at The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.
Open this publication in new window or tab >>The UNCRC - the voice of global consensus on children's rights?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71085 (URN)
Conference
The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018
Projects
Utbildning som växthus för barns och ungas mänskliga rättigheter
Funder
Swedish Research Council, 2013-2129
Available from: 2019-01-03 Created: 2019-01-03 Last updated: 2019-01-10Bibliographically approved
Quennerstedt, A., Robinson, C. & I'Anson, J. (2018). The UNCRC: The Voice of Global Consensus on Children's Rights?. Nordic Journal of Human Rights, 36(1), 38-54
Open this publication in new window or tab >>The UNCRC: The Voice of Global Consensus on Children's Rights?
2018 (English)In: Nordic Journal of Human Rights, ISSN 1891-8131, E-ISSN 1891-814X, Vol. 36, no 1, p. 38-54Article in journal (Refereed) Published
Abstract [en]

That the United Nations Convention on the Rights of the Child (UNCRC) encompasses contradictions is known. Despite this knowledge, attention to conflicting aspects within the convention is limited, and instead, the assumption that the convention represents an international consensus on the meaning of children's human rights seems to be widespread in policy and academic work. Furthermore, the available literature within the field of children's rights is largely silent regarding precise and elaborated knowledge about the inherent contradictions within the UNCRC. This paper expands upon and specifies the knowledge about consensus and inconsistencies within the convention. Through an in-depth study of the drafting process of the UNCRC, the paper identifies and displays both contradictions within the convention, and ways in which the text of the convention can be seen to express consensus. The analysis shows how a certain consensus was produced for respectively civil and political rights, and socio-economic rights, but that different and inconsistent children's rights logics underlay the formation of these respective consensus-formations.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Children's Rights, Human Rights, UNCRC
National Category
Globalisation Studies Law (excluding Law and Society)
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-69052 (URN)10.1080/18918131.2018.1453589 (DOI)000439441200003 ()2-s2.0-85046774472 (Scopus ID)
Note

Funding Agencies:

Örebro University  

University of Brighton  

University of Stirling 

Available from: 2018-09-25 Created: 2018-09-25 Last updated: 2018-09-27Bibliographically approved
Öhman, M., Segolsson, J., Quennerstedt, A., Lennqvist Lindén, A.-S. & Tolgfors, P. (2017). Fysisk beröring mellan lärare och elev i utbildningssammanhang. In: Jonas Almqvist, Karim Hamza, Anette Olin (Ed.), Undersöka och utveckla undervisning: Professionell utveckling för lärare (pp. 155-171). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Fysisk beröring mellan lärare och elev i utbildningssammanhang
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2017 (Swedish)In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karim Hamza, Anette Olin, Lund: Studentlitteratur AB, 2017, p. 155-171Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Didactics
Identifiers
urn:nbn:se:oru:diva-62118 (URN)978-91-44-11417-0 (ISBN)
Available from: 2017-11-02 Created: 2017-11-02 Last updated: 2017-12-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3812-0652

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