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"RIGHT TO EDUCATION"
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From small places : toward the realization of literacy as a human right
From Small Places: Toward the Realization of Literacy as a Human Right brings together history, theory, research, and practices that can lead to the realization of this right, both in itself, and as a means of achieving other rights. The premise of this book is that this right begins early in life within small places across the world. This idea originates from the words of Eleanor Roosevelt, Chair of the Commission that drafted the Universal Declaration of Human Rights (UDHR): Where, after all, do universal human rights begin? In small places, close to home? So close and so small that they cannot be seen on any map of the world... Unless these rights have meaning there, they have little meaning anywhere. Herein, literacy is viewed as a life-long social process. Literacy includes reading, writing, and new literacies that are evolving along with new technologies. The book includes an examination of the evolution of literacy as a human right from 1948, the time of the writing of the UDHR, to the present. Barriers to the realization of literacy as a human right, including the pedagogy of poverty and pathologizing the language of poor children, are explored. The book also describes theory, research and practices that can serve to dismantle these barriers. It includes research about brain development, language and literacy development from birth to the age of six, and examples of practices and community initiatives that honor, support, and build upon children's language and literacy.
Book
Ways of belonging : undocumented youth in the shadow of illegality
Hart–SLSA Prize for Early Career Academics, Socio-Legal Studies Association
Ways of Belonging examines the experiences of undocumented young people who are excluded from K–12 schools in Canada and are rendered invisible to the education system. Canadian law doesn't mention the existence of undocumented children, and thus their access to education rests on discretionary practices and is often denied altogether. This book brings the stories of undocumented young people vividly alive, putting them into conversation with the perspectives of the different actors in schools and courts who fail to include these young people.
Drawing on long-term ethnographic fieldwork, Francesca Meloni shows how ambivalence shapes the lives of young people who are caught between the desire to belong and the impossibility of fully belonging. Meloni pays close attention to these young people's struggles and hopes, showing us what it means to belong and to endure in contexts of social exclusion. Ways of Belonging reveals the opacities and failures of a system that excludes children from education and puts their lives in invisibility mode.
An interview with the author [https://www.qmul.ac.uk/clpn/news-views/book-interviews/items/interview-with-francesca-meloni-about-her-book-ways-of-belonging-undocumented-youth-in-the-shadow-of-illegality.html] (https://www.qmul.ac.uk/clpn/news-views/book-interviews/items/interview-with-francesca-meloni-about-her-book-ways-of-belonging-undocumented-youth-in-the-shadow-of-illegality.html)
eBook
Segregation of Roma children in education : addressing structural discrimination through the Framework Convention for the Protection of National Minorities and the Racial Equality Directive 2000/43/EC
In Segregation of Roma Children in Education, Sina Van den Bogaert examines, from the perspective of public international law, how the Framework Convention for the Protection of National Minorities (Council of Europe) and the Racial Equality Directive 2000/43/EC (European Union) have contributed towards desegregation of Roma children in education in Europe.
eBook
Education as a Human Right
Education is widely recognized as a fundamental human right, yet the nature of the right remains unclear. Is it an entitlement to go to school, to acquire particular forms of knowledge or develop particular skills or attributes? And why exactly is education so important that we might defend all people's right to it? This book provides a much-needed exploration of this key contemporary issue. Highlighting limitations in the approaches of both the Education for All initiative and existing international law, the book presents a radical new vision of how the right can be understood. As well as basic education, there are discussions of higher and lifelong education, of human rights education, and of the intersection of rights-based approaches with others such Amartya Sen's 'capabilities'. The work serves as a stirring defense of the universal right to education against instrumental conceptions of learning, the inactivity of national governments and the abrogation of responsibility of the international community.
eBook
The Right to Higher Education
The landscape of higher education has undergone change and transformation in recent years, partly as a result of diversification and massification. However, persistent patterns of under-representation continue to perplex policy-makers and practitioners, raising questions about current strategies, policies and approaches to widening participation.
Presenting a comprehensive review and critique of contemporary widening participation policy and practice, Penny Jane Burke interrogates the underpinning assumptions, values and perspectives shaping current concepts and understandings of widening participation. She draws on a range of perspectives within the field of the sociology of education - including feminist post-structuralism, critical pedagogy and policy sociology - to examine the ways in which wider societal inequalities and misrecognitions, which are related to difference and diversity, present particular challenges for the project to widen participation in higher education. In particular, the book:
focuses on the themes of difference and diversity to shed light on the operations of inequalities and the politics of access and participation both in terms of national and institutional policy and at the level of student and practitioner experience.
draws on the insights of the sociology of education to consider not only the patterns of under-representation in higher education but also the politics of mis-representation, critiquing key discourses of widening participation.
interrogates assumptions behind WP policy and practice, including assumptions about education being an unassailable good
provides an analysis of the accounts and perspectives of students, practitioners and policy-makers through in-depth interviews, observations and reflective journal entries.
offers insights for future developments in the policy, practice and stra
eBook
Language, development aid and human rights in education : curriculum policies in Africa and Asia
\"With a Foreword by Martin Carnoy. The debate about languages of instruction in Africa and Asia involves an analysis of both the historical thrust of national government and also development aid policies. Using case studies from Tanzania, Nigeria, South Africa, Rwanda, India, Bangladesh and Malaysia, Zehlia Babaci-Wilhite argues that the colonial legacy is perpetuated when global languages are promoted in education. The use of local languages in instruction not only offers an effective means to contextualize the curriculum and improve student comprehension, but also to achieve quality education and rights in education. Evidence that science literacy is better served through local languages and adapted to local contexts is put forward with a new vision for science learning that invests cutting edge technologies with local context. This vision is crucial to the African and Asian development on their own terms and should take its rightful place as a human right in education\"-- Provided by publisher.
Book
