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Wed 11 April
    8.30 - 10.30
    11.00 - 13.00
    14.00 - 16.00
    16.30 - 18.30

Thu 12 April
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    11.00 - 13.00
    14.00 - 16.00
    16.00 - 18.30

Fri 13 April
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    11.00 - 13.00
    14.00 - 16.00
    16.30 - 18.30

Sat 14 April
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    14.00 - 16.00
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Wednesday 11 April 2012 16.30 - 18.30
N-4 EDU03 Children and Rights
Main Building: Senate
Network: Education and Childhood Chair: Joelle Droux
Organizers: - Discussant: Maria del Mar Del Pozo Andres
Frédéric Darbellay, Zoe Moody : Education and Children’s Rights: an Interdisciplinary and Historical Analysis at the Crossroads
The rights of the child have become key to the theorisation and conceptualisation of childhood as well as to the practical intervention framework of educationalists. The complex problematic of children’s rights, understood in their socio-historical deepness, is directly linked with the history of educational sciences and that of childhood studies. ... (Show more)
The rights of the child have become key to the theorisation and conceptualisation of childhood as well as to the practical intervention framework of educationalists. The complex problematic of children’s rights, understood in their socio-historical deepness, is directly linked with the history of educational sciences and that of childhood studies. This configuration of diverse and complementary approaches demands a reflection on the challenge of interdisciplinary work, between and beyond the multiple disciplines implicated in this field of study, at the crossroads of education and childhood studies, all three analysed in an epistemological and historical perspective. As a relevant exemplification, this paper aims to study the complex links between educational issues and the children’s rights dynamic between 1924 and 1989, through selected institutionalised discourses, formulated by international governmental and non-governmental organisations. This analysis aspires to question the notion of childhood as a phenomenon that demands to be studied in a dynamic, systemic and nonlinear contextual and historical approach. Therefore, the United Nations Convention on the Rights of the Child (1989) and the milestones leading to its adoption – namely the Geneva Declaration of the Rights of the Child (1924) and the United Nations Declaration of the Rights of the Child (1959) – will be analysed in a socio-historical perspective as notable crystallisations of the children’s rights dynamic as well as its underlying educational issues and images of the child at various points in time. Furthermore, the globalisation of the right to education and the tension it causes with the right to work in dignity will be examined. (Show less)

Margot Hillel : ‘“ Maybe Help Make the World a Better Place to Live in”’: Young People as Redemptive Conscience in Australian Books for Young Adults
The redemptive child has long been a character in literature – both adult and children’s. Such books were widely used, for example, by the Evangelical movement of the nineteenth century. The representation of the redemptive child is an adult construct and books which used such a representation were very much ... (Show more)
The redemptive child has long been a character in literature – both adult and children’s. Such books were widely used, for example, by the Evangelical movement of the nineteenth century. The representation of the redemptive child is an adult construct and books which used such a representation were very much designed to urge the young reader to emulate that construction. The child is not inherently good in itself: but has become so through religious experience or practical circumstances, and has developed to the point where it can act as redeemer. But more recently, it is not always an individual adult that the young person is designed to redeem, rather they are depicted as being the redemptive force in a world which has been damaged in some way by adults. Children are thus constructed as inheritors of the earth, and the ones who have most to lose from its destruction. They are often also portrayed as being the guardians of the environment, the ones who should both take an active part in developing environmental awareness and in pricking the conscience of adults who are damaging the inheritance of future generations. In addition, the young people thus depicted are seen as the keepers of ‘true’ values, in contrast with the corrupted ideology of adults, some of whom, however, can be redeemed, becoming supporters of the actions of the young people. To discuss these representations, I will consider the way the trope has been depicted in a range of selected Australian novels for young readers, particularly in the last half of the twentieth century. (Show less)

Ines Meier, J.W. Whitlow, Jr. : The Rational Child: How the Age of Reason Shaped Children’s Status as Persons
This paper will examine historical views on children and rationality and their implications for contemporary views of children. We will describe how the discourse on rationality during the Age of Reason shaped the societal status of children. Furthermore, we will investigate how these views continue to influence Western ... (Show more)
This paper will examine historical views on children and rationality and their implications for contemporary views of children. We will describe how the discourse on rationality during the Age of Reason shaped the societal status of children. Furthermore, we will investigate how these views continue to influence Western thought and undermine children’s status as persons. Conklin and Morgan (1996) argue that “each society must determine how its youngest will come to achieve the status of persons, how they will be recognized and granted a place within a human community. ” We report results from a survey on children and rationality that reveal two principal attitudes which can be traced, for example, to Locke and Rousseau: (1) Education is needed to form the child and to mold its rational possibilities into a rational adult; and (2) innocence needs to be preserved – with access to play as an indicator of carefree childhood space. However, these Enlightenment views disregard children as persons, that is, as rational, able, active members of a social group. This disregard not only reinforces children’s minority status, but as we argue, undermines children’s capabilities. (Show less)

Victoria Shadrina : Philosophy for Children as a Way to Individuality
According to United Nations strategy studying of philosophy promotes distribution and strengthening of ideas of the world and solidarity. «Teaching of philosophy promotes development of the free citizen». Realization of the given idea should promote the multilevel system of philosophical formation including a step of school education. Upbringing of the ... (Show more)
According to United Nations strategy studying of philosophy promotes distribution and strengthening of ideas of the world and solidarity. «Teaching of philosophy promotes development of the free citizen». Realization of the given idea should promote the multilevel system of philosophical formation including a step of school education. Upbringing of the free citizen of the world begins since childhood because children's age is most susceptible to ideas of good, beauty, friendship at simultaneous indifference to every possible displays of harm in a kind the soldier, conflicts, conflicts. The philosophy is considered as a sphere of reflective knowledge allowing strengthening in consciousness of people of prosocial installations.
Familiarizing of the child with culture of the native people and nations of the world through comprehension, first of all, their spiritual riches, is necessary for its successful socialization. Studying philosophically is capable to render the essential help in this work. Modern movement «Philosophy for children» has got the international scale that testifies to importance and the importance of philosophical knowledge in system of high-grade formation of children in the XXI century for a short time interval. Nowadays it isn’t enough to be simple the person reasonable, it’s necessary to count thus possible variants of those or other actions and to be able to bear responsibility for the acts.
The philosophy is «freedom school» and first of all «thought freedom». The most effective and widespread method of familiarizing of children to philosophical knowledge is Socrates’ dialogue where as the basic value ability to think independently acts. Development in children of skills of «correct thinking» is necessary pledge of their successful training and a growing in the conditions of a postindustrial society. In the world where there is a continuous process of increase in information streams, become the extremely necessary skills of logic thinking free from ready templates and standards. Consequently, the inquiry about philosophical formation of children will increase in the near future only.
The modern Russian society endures next «an epoch of changes», characterized by reconsideration of a role and a place of culture and formation in life structure. Therefore a necessary stage of spent reforms including in reforms in education, the wide philosophical analysis of the generated problems is. Perspective direction in development of a school step of education is not only realization of substantive provisions of Bolonsky process, but also introduction of courses «Philosophy to children» in wide practice. (Show less)

Ingrid van der Bij : Claiming to Protect the Child.
The changing roles of state, private initiative and judicial power in child protection in the Netherlands, 1905-2005.

In the Netherlands private initiative could claim to have started the first child protection activities on its own. Numerous foundations and associations, mostly founded on religions, started institutions for residential care. At het start ... (Show more)
The changing roles of state, private initiative and judicial power in child protection in the Netherlands, 1905-2005.

In the Netherlands private initiative could claim to have started the first child protection activities on its own. Numerous foundations and associations, mostly founded on religions, started institutions for residential care. At het start of the 20th century the state and the judicial power became additional parties in the field of child protection. What did each party claim as their contribution to child protection?
Since the Children’s Act in 1905 the role of the state was seen as limited. The state had tasks of regulation, provision of subsidies and of supervision. Private initiative would stay the foundation of child protection, organising in umbrella organisations that slowly acquired more power. The part of the judicial power developed from underpinning the child protection process to the main cause of change when rights for children settled into the child protection process. (Show less)



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