Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada
Globally, we have much to learn about fulfilling international child education rights, particularly in times of crisis, as evidenced during the global COVID-19 pandemic. Although the right of children to know their rights is enshrined in the United Nations Convention on the Rights of the Child, and...
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| Format: | Article |
| Language: | English |
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University of Saskatchewan
2023-12-01
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| Series: | Engaged Scholar Journal |
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| Online Access: | https://esj.usask.ca/index.php/esj/article/view/70812 |
| _version_ | 1827401014225928192 |
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| author | Shelley Jones Kathleen Manion |
| author_facet | Shelley Jones Kathleen Manion |
| author_sort | Shelley Jones |
| collection | DOAJ |
| description |
Globally, we have much to learn about fulfilling international child education rights, particularly in times of crisis, as evidenced during the global COVID-19 pandemic. Although the right of children to know their rights is enshrined in the United Nations Convention on the Rights of the Child, and other documents, such as the African Charter on Rights and Welfare of the Child, child rights are rarely introduced to children as part of their formal learning experience in school, because children are deemed unable to understand the concepts of rights (and responsibilities) (Alderson, 2008; Jerome, 2018). This lack of child-rights education means children are denied opportunities for empowerment: e.g., awareness and knowledge needed for self-advocacy, advocacy for other children with respect to the ability to claim and exercise their rights (Covell et al., 2017; Wabwile, 2016). Drawing on a case study conducted in Uganda and Canada, this paper discusses how participatory, empowering, multimodal, and contextually-responsive/sensitive approaches to child rights education enables children to engage meaningfully in learning about their rights.
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| first_indexed | 2024-03-08T20:13:00Z |
| format | Article |
| id | doaj.art-67fb18dc6968457dbb177c938d7d6ad0 |
| institution | Directory Open Access Journal |
| issn | 2369-1190 2368-416X |
| language | English |
| last_indexed | 2024-03-08T20:13:00Z |
| publishDate | 2023-12-01 |
| publisher | University of Saskatchewan |
| record_format | Article |
| series | Engaged Scholar Journal |
| spelling | doaj.art-67fb18dc6968457dbb177c938d7d6ad02023-12-23T01:02:18ZengUniversity of SaskatchewanEngaged Scholar Journal2369-11902368-416X2023-12-0192Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and CanadaShelley Jones0Kathleen ManionRoyal Roads University Globally, we have much to learn about fulfilling international child education rights, particularly in times of crisis, as evidenced during the global COVID-19 pandemic. Although the right of children to know their rights is enshrined in the United Nations Convention on the Rights of the Child, and other documents, such as the African Charter on Rights and Welfare of the Child, child rights are rarely introduced to children as part of their formal learning experience in school, because children are deemed unable to understand the concepts of rights (and responsibilities) (Alderson, 2008; Jerome, 2018). This lack of child-rights education means children are denied opportunities for empowerment: e.g., awareness and knowledge needed for self-advocacy, advocacy for other children with respect to the ability to claim and exercise their rights (Covell et al., 2017; Wabwile, 2016). Drawing on a case study conducted in Uganda and Canada, this paper discusses how participatory, empowering, multimodal, and contextually-responsive/sensitive approaches to child rights education enables children to engage meaningfully in learning about their rights. https://esj.usask.ca/index.php/esj/article/view/70812child rights educationrights and responsibilitieschild participationmultimodalityUganda, Canada |
| spellingShingle | Shelley Jones Kathleen Manion Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada Engaged Scholar Journal child rights education rights and responsibilities child participation multimodality Uganda, Canada |
| title | Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada |
| title_full | Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada |
| title_fullStr | Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada |
| title_full_unstemmed | Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada |
| title_short | Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada |
| title_sort | participatory multimodal approaches to child rights education in global contexts reflections on a study with schoolchildren in uganda and canada |
| topic | child rights education rights and responsibilities child participation multimodality Uganda, Canada |
| url | https://esj.usask.ca/index.php/esj/article/view/70812 |
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