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Edling, Silvia, UniversitetslektorORCID iD iconorcid.org/0000-0002-4618-0532
Publications (10 of 57) Show all publications
Sharp, H., Edling, S., Ammert, N. & Löfström, J. (2019). Mapping the development of the concept of historical and moral consciousness 1980-2018. In: : . Paper presented at Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, Linnéuniversitetet, Växjö.
Open this publication in new window or tab >>Mapping the development of the concept of historical and moral consciousness 1980-2018
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29421 (URN)
Conference
Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, Linnéuniversitetet, Växjö
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-04Bibliographically approved
Löfström, J., Ammert, N., Sharp, H. & Edling, S. (2019). Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study. In: : . Paper presented at Nordic Conference on​ Teaching and Learning in Curriculum Subjects, NOFA 7, 13-17 maj 2019, Stockholm, Sweden.
Open this publication in new window or tab >>Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29424 (URN)
Conference
Nordic Conference on​ Teaching and Learning in Curriculum Subjects, NOFA 7, 13-17 maj 2019, Stockholm, Sweden
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-04Bibliographically approved
Edling, S., Biffi, E., Francia, G. & Montà, C. C. (2018). Children’s right not to be subjected to violence – a comparative discourse analysis of educational policy between Sweden and Italy. In: : . Paper presented at ECER 2018 Network: 25. Research on Children's Rights in Education, 4-7 September 2018, Bolzano, Italy.
Open this publication in new window or tab >>Children’s right not to be subjected to violence – a comparative discourse analysis of educational policy between Sweden and Italy
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The desire to protect children from violence is clearly formulated in the Children’s Right Convention (CRV). For example, the right of children to be protected from:” /…/all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child is clearly stated in Article 19 of the CRC, which was ratified by Sweden in 1989 (United Nations, 1989). The right of children not to be subjected to various forms of violence is also emphasized in other international treaties signed and/or ratified by the Swedish state (the Universal Declaration of Human Rights, the European Convention of Human Rights, the Convention on the Rights of Persons with Disabilities 2010, the Treaty of Lisbon). In order to assure this right, the Swedish legal framework (Prop., 2009/10:232) stipulates that the subjection of children to violence should be avoided at all cost. Italy assures the right of a childhood free from violence thanks to its legal framework as well. Italy’s legal framework is made up of the international documents previously cited, the CRC (ratified in 1991 with the LEGGE 27 maggio 1991, n. 176. Italy’s legal framework is also made up of national laws, in particular by the founding one: the Constitution. Art. 3. This article is used as a base for the creation of national policy to prevent the subjection of children to violence.

In this study, the word violence is used in a broad sense to cover the numerous situations in which people are at risk of being physically and psychologically damaged (Hamby and Grych, 2013), such as in cases of discrimination, bullying, violation, or harassment (cf. Greeff and Grobler, 2008; Parkes, 2007). The ambition to oppose and counteract violence through juridification in schools has increased in Sweden through the introduction of the Discrimination Act (SFS, 2008:567) and the paragraph regarding the treatment of others in the Education Act (SFS, 2010:800, paragraph 6). For what concerns the treatment of others and discrimination, Italy refers to the National Plan for educating to the respect of others (Rispetta le differenze. Piano nazionale per l’educazione al rispetto). This plan aims at promoting the values stated in the 3rd article of the Constitution by educating and training students, teachers and families.

There are several studies conducted in Italy and Sweden about how this particular right is approached in policy (Francia and Edling, 2016, Edling and Francia, 2017, Biffi, 2017). Although, children’s right not to be subjected to violence is given attention in many countries today it is still a question of negotiation as concerns how these rights are materialized in each country’s educational policy as well as why they are described as important to consider. Whereas Sweden is described as a highly secular (previously protestant) and individualistic country, Italy is pictured as a non-secular, catholic country premiering the collective (see Meyer, 2014; Integrationsverket, 2005).  

Against this background, it becomes of interest to compare how two different countries like Sweden and Italy approach children’s right not to be subjected to various forms of violence by analysing educational policy that presents motifs and directives for teachers in different stages. In Italy, the plan for the 2016-2019 teacher training in chapter 4.6 (Piano per la formazione dei docenti 2016-2019) declares that teachers have to be trained in order to teach them how to promote respect for others in their classrooms in order to prevent violence.

Method

The following questions are asked: 1. How do the different policy documents in Sweden and Italy describe and explain teachers’ responsibilities to oppose violence in school? 2. Are there any similarities and/or differences between the countries as regards the question above? If so what kind of similarities and/or differences? To conduct a comparative study, both linkages and differences need to be taken into account. Linkages are created by posing similar questions to the material analysed and differences imply awareness that all comparisons always contain cultural and contextual differences and contestations that need to be addressed (e.g. No´voa & Yariv-Mashal, 2003). As regards linkages, Kazamias (2001) points to the need to use theoretical concepts as lenses to make more 200 coherent comparisons (p. 446) – in this case theoretical understandings of violence. This paper is based on a critical discourse analysis (CDA) of educational policy highlighting teachers’ responsibilities to promote children’s right not to be subjected to violence. Based on Fairclough (1992, 2000, 2001), we argue that CDA facilitates an understanding of the dialectical relation between discourse and social practice. Following Fairclough (2000), the interpretation of the data encompasses three dimensions: (a) text analysis (description), (b) processing analysis (interpretation), and (c) social analysis (explanation). In our study, these dimensions correspond to our research questions.

Expected outcomes

The study aims to distinguish how teachers’ responsibilities to oppose violence towards children is expressed and motivated by the various policy documents. The comparison makes it possible to discuss plausible similarities and differences between the countries as well as discuss cultural and political explanations for the findings that can help combat child violence. 

References

Biffi, Elisabetta. (2017). Protecting minors against violence: from strategy to practice. Education Sciences & Society. 1, 47-64. Fairclough, Norman. (1989). Language and power. London: Longman. London: Longman. Fairclough, Norman. (1992). Discourse and Social Change. Cambridge: Polity Press. Francia, Guadalupe, & Edling, Silvia. (2016). Children's rights and violence: A case analysis at a Swedish boarding school. Childhood, in process. Greeff, P., & Grobler, A. (2008). Bullying during the intermediate school phase. Childhood 15(1), 127-144. Hamby, Sherry , & Grych, John (2013). The Web of Violence Exploring Connections Among Different Forms of Interpersonal Violence and Abuse. New York, London: Springer Dordrecht Heidelberg. Kazamias, Andreas M. . (2001). ‘Re-inventing the Historical in Comparative Education: Reflection on a Protean Episteme by a Contemporary Player’. Comparative Education, 37(4), 439-450. LEGGE 27 maggio 1991, n. 176 Ratifica ed esecuzione della convenzione sui diritti del fanciullo, fatta a New York il 20 novembre 1989. (GU n.135 del 11-6-1991 - Suppl. Ordinario n. 35-), The Universal Declaration of Human Rights; The European Convention of Human Rights; The Convention on the Rights of Persons with Disabilities 2010, and the Treaty of Lisbon. Linee Guida Nazionali -art. 1 comma 16 L. 107/2015- Educare al rispetto: per la parità tra i sessi, la prevenzione della violenza di genere e di tutte le forme di discriminazione Linee di orientamento per la prevenzione e il contrasto del cyberbullismo nelle scuole -art. 4 L. 71/2017- Meyer, Erin. (2014). The cultrure map. Breaking Through the Invisible Boundaries of Global Business. NY: PublicAffairs US. Nóvoa, Antonio , & Yariv-Mashal, Tali (2003). Comparative Research in Education: A Mode of Governance or a Historical Journey? Comparative Education, 39(4), 423-438. Parkes, Jenny. (2007). The multiple meanings of violence. Children's talk about life in a South African neighbourhood. Childhood 14(4), 401-414. Prop. (2009/10:232). Strategi för att stärka barnets rättigheter i Sverige. Stockholm. SFS. (2008:567). Diskrimineringslag. SFS. (2010:800). Skollag.

Keywords
Children's Rights, child, violence, policy
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27985 (URN)
Conference
ECER 2018 Network: 25. Research on Children's Rights in Education, 4-7 September 2018, Bolzano, Italy
Available from: 2018-10-01 Created: 2018-10-01 Last updated: 2018-10-04Bibliographically approved
Edling, S. & Mooney Simmie, G. (2018). Democracy and emancipation in teacher education: A summative content analysis of teacher educators' democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000-2010. Citizenship, Social and Economics Education, 7(1), 20-34
Open this publication in new window or tab >>Democracy and emancipation in teacher education: A summative content analysis of teacher educators' democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000-2010
2018 (English)In: Citizenship, Social and Economics Education, ISSN 1478-8047, E-ISSN 2047-1734, Vol. 7, no 1, p. 20-34Article in journal (Refereed) Published
Abstract [en]

How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators’ democratic assignment. The framework allowed us to identify key words which we then used for a limited content analysis of policy documents in two European countries, Sweden and the Republic of Ireland, in two separate timelines 2000/2002 and 2010/2012. Our findings indicate that despite significant cultural and contextual differences between the two education systems, key words linked to democracy and emancipation have significantly decreased in policy documentation in both countries in this timeline. This prompts our hypothesis that a paradigm shift has occurred in the discursive positioning of teacher educators’ democratic assignment. The findings suggest the need for a deeper discourse analysis of the four documents as the next phase in the research design. The findings while tentative have implications, well beyond two nation states, for contemporary issues in teacher education and society that require collective consciousness and action.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
teacher education, democracy, emancipation, theoretical frameworks, policy documents, content analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25724 (URN)10.1177/2047173417743760 (DOI)2-s2.0-85045383027 (Scopus ID)
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2018-06-04Bibliographically approved
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2018). Exploring moral responsibility(ies) within argumentations for the use of historical consciousnes. In: : . Paper presented at AARE Conference 2018, 2-6 December 2018, Sydney, Australia.
Open this publication in new window or tab >>Exploring moral responsibility(ies) within argumentations for the use of historical consciousnes
2018 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-28923 (URN)
Conference
AARE Conference 2018, 2-6 December 2018, Sydney, Australia
Projects
Vetenskapsrådet
Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2018-12-21Bibliographically approved
Edling, S. & Liljestrand, J. (2018). Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts. Australian Journal of Teacher Education, 43(7), 82-97, Article ID 5.
Open this publication in new window or tab >>Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts
2018 (English)In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 43, no 7, p. 82-97, article id 5Article in journal (Refereed) Published
Abstract [en]

The education system is still important for establishing and maintaining democracy in society. In relation to this, it is reasonable to suggest that teachers’ different interpretations of their mission to teach for democracy will influence their teaching practices. The purpose of this paper is to shed light on student teachers’ task perceptions as a dimension of their professional role to teach for democracy in school. An analysis of Swedish student teachers’ course texts written as an assignment during a course focusing on democracy is conducted using critical discourse analysis as an analytical tool. The task perceptions are described according to two main discourses: as narrow and broad approaches to teaching for democracy. These two approaches are further analyzed in terms of two corresponding strategies for teacher professionalism: outside-in professionalism and inside-out professionalism. The result partly confirms earlier studies of student teachers, where narrow approaches to democracy have been found to be most common.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-26635 (URN)10.14221/ajte.2018v43n7.5 (DOI)000441186000005 ()2-s2.0-85051420170 (Scopus ID)
Available from: 2018-05-28 Created: 2018-05-28 Last updated: 2019-03-02Bibliographically approved
Edling, S. & Mooney Simmie, G. (2018). Teachers’ Democratic Assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden. Discourse. Studies in the Cultural Politics of Education
Open this publication in new window or tab >>Teachers’ Democratic Assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden
2018 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739Article in journal, Editorial material (Refereed) Epub ahead of print
Abstract [en]

Abstract: The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values in Europe and calling up a new understanding of teachers’ role in stimulating democratic spaces, which we have termed teachers’ democratic assignment. In this study we examined changing notions of teachers’ democratic assignment using a Critical Discourse Analysis grounded in the methodology of Fairclough (1995, 2004, 2013) and philosophical worldviews of education and democracy (Dewey 1959/1916; Edling, 2012, 2015; Englund, 2016). We tested our hypothesis that teachers’ democratic assignment has changed in rapid and unprecedented ways using a critical analysis of four public policy documents in teacher education in Ireland and Sweden. Our findings, albeit limited to only two policy documents in each country, reported a substantive and converging paradigm shift from a predominantly progressive (reconstructivist) discourse in the early years of this century to a more essentialist (perennialist) discourse in recent times. The findings will have interest for a wider audience and have implications for society and teacher education as a social responsibility for democracy and emancipation in turbulent times.

Keywords
eacher education, democracy, critical discourse analysis, policy documents, teachers’ democratic assignment
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25723 (URN)10.1080/01596306.2018.1449733 (DOI)2-s2.0-85043478724 (Scopus ID)
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2018-06-27Bibliographically approved
Liljestrand, J. & Edling, S. (2018). The political controversies of teacher education: a Swedish Case. In: : . Paper presented at AAACS, St. John’s University, 11-13 April 2018, New York City, USA.
Open this publication in new window or tab >>The political controversies of teacher education: a Swedish Case
2018 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Swedish teacher education has been subject for public discussion and critique for several years, particularly in national media. Its recurrent occurrence in media discourse should not be seen only as a public phenomenon, separated from everyday thinking. As Fairclough (2000) points out medialization of society is also characterized by the way it colors individuals own meaning making. A general background for the political controversy of teacher education is the historic hallmark of being a young discipline in the academy and its “constrained relationship with the state” (Maguire 2014, p. 782), contributing to political issues of what characterizes a good school and good society. Earlier studies of Swedish prominent media discourse (e.g. Wiklund 2006) regarding school and teacher education reveals a negative and even stereotype image (Edling 2014, 2016) when it comes to deliver successful results on international tests, foremost PISA , indirectly framing teacher education as a means for achieving international economic success on the international market.  

In this paper, we claim that public discussion of school and of teacher education is necessary. However, we need to discuss the conditions for such a conversation in the public sphere. We will approach this issue by looking deeper into the Swedish debate about teacher education in three prominent national newspapers, focusing on 2016-2017. In this period many issues were highlighted and condensed, such as the (low) academic status of educational research (cf. Condliffe Lagemann 2000), the possibilities for teacher education to equip teachers with skills to improve in the international competition of school knowledge and whether teacher education should be an academic type of education at all (cf. Maguire 2014).

We will approach our data from one main purpose with three interrelated focus points. The purpose of our paper is to contribute to research about medias’ role when it comes to naming and framing the debate about teacher education in Sweden by analyzing how four major newspapers in-between 2016-2017 define a) challenges/strengths with current TE, b) solutions for change/improvement of current TE, and c) who the actors for promoting this change/improvement might be. The last point highlights the possibilities (and limitations) for dialogue between different actors and groups in society.    

We have limited our search to the period of November 2016-November 2017 in order to handle a plausible volume of data and from the criteria that many different issues were brought up during this period, compared with other periods. The database Retriver was used for capturing debates in the three most prominent national newspapers (Dagens nyheter, Svenska dagbladet and Expressen). The analysis of media texts is conducted using critical discourse analysis. This involves a careful examination of words and semiotics to study whether and how language patterns occur and to discuss their plausible consequences for social life (van Dijk, 1995). The articles are thematised using an analytic table highlighting the focus points mentioned above. The results from this Swedish case could contribute with insights regarding potentialities for public discussion of a common teacher education in a democratic society.    

 

References

Condliffe Lagemann, E (2000) An Elusive Science. The Troubling History of Educational Research. Chicago: Chicago University Press.

Edling, S (2014) Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence. Journal of Curriculum Studies, 47: 3, 399-415.  

Edling, S (2016) “Who” is Teacher Education? Approaching the Negative Stereotypes of Teacher Education. In J.M. Paraskeva & S. Steinberg eds. Curriculum. Decanonizing the Field. NY: Peter Lang

Fairclough, N (2000) New Labour, new language? London: Routledge.

Maguire, M (2014) Reforming teacher education in England: ‘an economy of discourses of truth’. Journal of Education Policy, 29:6, 774-784.  

Van Dijk, T (1995) Aims of Critical Discourse Analysis. Japanese Discourse, Vol. 1, 17-27.

Wiklund, M (2006) Kunskapens fanbärare. Den gode läraren som diskursiv konstruktion på en mediearena. [The flag-bearer of knowledge. The good teacher as a discoursive construction on the media arena] Örebro, Sweden: Universitetsbiblioteket.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25951 (URN)
Conference
AAACS, St. John’s University, 11-13 April 2018, New York City, USA
Note

forthcoming

Available from: 2018-01-08 Created: 2018-01-08 Last updated: 2019-03-02Bibliographically approved
Francia, G., Edling, S. & Sund, L. (2018). What does research tell us on the interrelation between justice, sustainability and teacher education?. In: Nordic Centre of Excellence ”Justice through Education in the Nordic Countries” (NCoE JustEd) (Ed.), : . Paper presented at JustEd2018 ‘Promoting Justice through Education’ International Research Conference', 22-23 May 2018, Helsinki, Finland.
Open this publication in new window or tab >>What does research tell us on the interrelation between justice, sustainability and teacher education?
2018 (English)In: / [ed] Nordic Centre of Excellence ”Justice through Education in the Nordic Countries” (NCoE JustEd), 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Justice issues are highly crucial and should be taken into consideration in order to stimulate social sustainable development in society (McKenzie, 2004; Ketschau 2015). At the same time previous research indicates that institutions of teacher education are an important arena for preparing future educators to create deep understanding and help address justice issues in social sustainable development within every day practice and on structural levels (McDonald, 2005; Apple, 2011; Kaur, 2012).

In order, to develop new knowledge about the interrelation between justice, sustainable development and teacher education this contribution introduces a research overview about how justice issues are understood in peer review articles on social sustainability in teacher education.

Frasers’ three-dimensional conception of justice based on the interrelation between the redistribution economic resources, the recognition of cultural differences and the political representation of different groups in society (1995; 1997; 2000; 2010) is used as theoretical starting point for the study.

Quantitative and qualitative thematic text analysis of peer review articles published in scientific journals in ERIC (Education Resources Information Center), Web of Science Core Collection and Scopus databases is used as methodology. The concepts “sustainability”, “sustainable development”, “justice” and “teacher education” are used as keywords for the selection of the articles in these databases. Only articles published in English, Swedish, Spanish or French during the period 2015-2017 are selected. Based on Fraser’s three justice dimensions, the reading of the data focuses on:

• How justice issues are conceptualized in the selected articles?

• Which research methodologies are used to study justice the selected articles?

Focusing on Frazer’s’ theory of justice, the research review introduced in this paper contributes to develop new theoretical starting points for the study of sustainable development in teacher education. The findings contribute to new insights in how the relationship between following fields of research can be grasped: Sustainable development (SD); Education in Sustainable Education (ESD), Research on Justice in Education and Research on Teacher Education

References

Apple, W.M. (2011) Global Crises, Social Justice, and Teacher Education. Journal of Teacher Education62(2) 222–234.

Fraser, N. (1995) From Redistribution to Recognition? Dilemmas of Justice in a 'Post Socialist' Age New Left review 1(212):68-93 · July 1995

Fraser, N. (1997). Justice interruptus: critical reflections on the "postsocialist" condition. London: Routledge.

Fraser, N. (2000). Rethinking Recognition. New Left review 3 May-June 2000-2 p. 107-120

Fraser, N. (2010). Scales of Justice, edited by Nancy Fraser, Columbia University: Press.

Kaur, B. (2012) Equity and social justice in teaching and teacher education. Teaching and Teacher Education 28 (2012) 485e492

Ketschau, J. (2015). Social Justice as a Link between Sustainability and Educational Sciences. Sustainability 2015, 7, 15754 -15771.

McDonald, M. (2005). The integration of Social Justice in Teacher Education. Dimensions of Prospective teacher’s opportunities to learn. Journal of Teacher Education, Vol. 56, No. 5, November /December 2005 418-435

McKenzie, S. (2004). Social sustainability: towards some definitions. Hawke Research Institute Working Paper Series N°27. South Australia: University of South Australia.

Keywords
sustainability, justice, teacher education
National Category
Pedagogy Didactics
Identifiers
urn:nbn:se:hig:diva-27227 (URN)
Conference
JustEd2018 ‘Promoting Justice through Education’ International Research Conference', 22-23 May 2018, Helsinki, Finland
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-21Bibliographically approved
Francia, G. & Edling, S. (2018). When The Convention of The Rights of the Child is Not Enough: Civil Disobedience from a Research Perspective. In: : . Paper presented at ECER/EERA 2018, 4-7 September 2018, Bolzano, Italy.
Open this publication in new window or tab >>When The Convention of The Rights of the Child is Not Enough: Civil Disobedience from a Research Perspective
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The weaker juridical nature of the Convention of the Rights of the Child (CRC) in relation of national laws is often an obstacle when it comes to implement the articles in European national contexts. For instance, Sweden has a national legal structure that gives priority to Swedish acts in favour of international conventions. Only National acts and ordinances as well as certain EU acts are binding sources of law. Therefore, except for certain EU acts, national acts always prevails before international jurisdiction, such as the Convention of the Rights of the Child (Schiratzki 2013).

In addition, CRC stipulates several rights that are difficult to interpret on a national level (Schiratzki 2013). Several of the CRS rights, such as education, care and health, belong to the so-called second-generation human rights that require active action by the state to ensure their existence in practice.

Unlike first-generation rights (also called freedoms or civic and political rights) that aimed to protect individuals from state interference, second-generation human rights (social, economic and cultural rights) are heavily dependent on the state's allocation of public resources. Consequently, there are often less strict implantations of second-generation rights in national contexts (Willems & Vernimmen 2017).

Furthermore, previous research (Ahrnér 2006) shows that the CRC contains formulations that are ambiguous, diffuse and have different meanings in different contexts. Experience from Norway also (Schiratzki 2013) shows that incorporation of the CRC s in a national Act is not enough to defend childrens’ rights at national contexts. What is more, there is no international court that can punish a state that does not respect the convention. The UN Committee on the Rights of the Child (Child Rights Committee), located in Geneva, has the task of overseeing that States members implementation of CRC. However, the only possible sanctions that this UN committee can implement against a state that does not respect CRC are criticisms and pressures.(The Ombudsman for Children in Sweden 2015). 

The weaker juridical nature of the CRC makes it interesting to investigate the existence of other strategies to guarantee Children’s rights within various national contexts that are not taken into consideration by national Acts. One of this strategy is civil disobedience.

According to Brownlee (Fall 2017) “… on the most widely accepted account of civil disobedience, famously defended by John Rawls (1971), civil disobedience is a public, non-violent and conscientious breach of law undertaken with the aim of bringing about a change in laws or government policies. On this account, people who engage in civil disobedience are willing to accept the legal consequences of their actions, as this shows their fidelity to the rule of law. Civil disobedience, given its place at the boundary of fidelity to law, is said to fall between legal protest, on the one hand, and conscientious refusal, revolutionary action, militant protest and organised forcible resistance, on the other hand.” (Brownlee, Fall 2017)

Starting from this most widely accepted account of civil disobedience (see Brownlee, Fall 2017) this contribution aims to introduce and discuss a research review about international research on civil disobedience as strategy to guarantee Childrens’ rights in education in national contexts. 

Method

Quantitative and qualitative thematic text analysis of peer review articles published in scientific journals found in ERIC (Education Resources Information Center), Web of Science Core Collection and Scopus, Legal Classic Library, Lexpress databases is used as methodology. The concepts “civil disobedience”, “children’s rights”, “Convention of the Rights of the Child” are used as keywords for the selection of the articles in these databases. Only articles in English, Swedish, Spanish, French and Hungarian published during the period 2010-2017 are selected. Starting from Hanna Arendts (1973, 2006) understanding of individual responsibility as theoretical stating point this research review focuses on the following research questions: • How is civil disobedience conceptualized in the selected articles? • Which theoretical starting points are used to study civil disobedience in relation to children’s rights in education in the selected articles? • In which extension is citizens’ individual responsability discussed in the analysis of civil obedience and children’s rights in education in the selected research articles? • Which research methodological starting points are used to study civil disobedience in relation to children’s rights in education in the selected articles? • Which ethical aspects are necesary to pay attention in the study of civil disobedience as strategy to guarantee childrens’ rights in education according to the selected articles? • What does international resesarch show about the reasons to use civil disobedience as strategy to guarantee children’s rights in education? • What does international research show about the impacts of civil disobendice on the implementation of children’s rights in education at national levels? This contribution will particularly pay attention in analysis of the research strategies used in the selected articles in order to deal with ethical aspects in the study on civil disobedience and children’s rights in education. Hanna Arendt (1973, 2006) understanding of individual responsibility is used as theoretical starting point to understand the reasons and the impacts of civil disobedience as a strategy to guarantee children’s right to education. 

Expected Outcomes

Focusing on Hanna Arendt’s (1973, 2006) understanding of individual responsibility, this research review contributes with new insights on the reasons and the impacts of Civil obedience as strategy to guarantee children’s rights in education. It contributes even to develop new knowledge about theoretical, methodological and ethical aspects in the field of children’ rights with focus on civil disobedience as strategy to implement CRC.

References

Ahrnér, E. (2006) Barns inflytande i förskolan – Problem eller möjlighet för de vuxna? En studie av ett utvecklingsarbete och dess betydelse för att förändra pedagogers förhållningssätt till barns initiativ. Licentiatavhandlingar vid Pedagogiska institutionen. Örebro universitet 3. Orebro 2006.

Arendt, H. (1973). The origins of totalitarianism. (New ed. with added prefaces). New York: Harcourt Brace Jovanovich

Arendt, H. (2006). Eichmann in Jerusalem: a report on the banality of evil. New York, N.Y.: Penguin Books.

Brownlee, K. (Fall 2017), "Civil Disobedience", The Stanford Encyclopedia of Philosophy (, Edward N. Zalta (ed.), URL = .

Schiratzki, J. (2013) Välfärdsrätt i Sverige Juridisk Tidskrift, Vol. 2012/13, nr 4, 796-805 s.

The Ombudsman for Children in Sweden (2015). Barnkonsekvensanalyser - Uppnå kvalitet i beslut som rör barn och unga. Hämtad från https://www.barnombudsmannen.se/barnombudsmannen/publikationer/genomfora-barnkonventionen/barnkonsekvensanalyser-uppna-kvalitet-i-beslut-som-ror-barn-och-unga/ [2017-11-21]

Willems, K. & Vernimmen, J. (2017 ) The fundamental human rights to education for refugees: some legal remarks. European Educational Research Journal. ISSN 14-74-9041

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27914 (URN)
Conference
ECER/EERA 2018, 4-7 September 2018, Bolzano, Italy
Available from: 2018-09-18 Created: 2018-09-18 Last updated: 2019-01-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4618-0532

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