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Francia, G. & Edling, S. (2019). A Children's Rights Perspective on Traditional Schooling and Education for Sustainable Development. In: : . Paper presented at EERA/ECER European Education Research Association Conference Hamburg 2019.
Open this publication in new window or tab >>A Children's Rights Perspective on Traditional Schooling and Education for Sustainable Development
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In times of uncertainity when war conflicts, climate catastrophes, austerity and anti-migration policies in particularly affect children we need to develop sustainabiliby policies that pay attention to the best interests of the child.

Consequently, a  successful accomplishment of the Agenda 2030 for sustainable development is strongly related to the success to put in practice the rights enshrined by the Convention on the Rights of the Child (Children’s Rights international Network, CRIN 2018).

However, to pay attention to the intima relation between the sustainable development goals to the rights of the Child claims even to start from a holistic conception of Sustainability that involves ecological, economic and social dimensions of development. Furthermore, this holistic conception of development (McKenzie, 2004; Ketschau 2015; UNESCO 12; SWEDESD 2017) point out that justice issues are highly crucial and should be taken into consideration in order to stimulate sustainable development in local contexts and the world in general. 

At the same time,  the success to develop Sustainability are related to our competence to develop Education for Sustainable Development (ESD) at all levels. Furthermore, ESD needs to be understood in its broadest sense and includes “…  improving quality basic education, reorienting education to address sustainability, improving public awareness, and providing training to many sectors of society (UNESCO 2005:11). One of sector of society in which ESD training is central is higher education (UNESCO 2005, 2012, 2017, SWEDESD 2017). Furthermore, the development of ESD in higher education (Blanco-Portela, Benayas, Pertierra & Lozano 2017) needs both of external pressures as well as local actions backed up by national polices. 

This contribution aims to discuss about the role of higher education to develop and disseminate research knowledge on the rights on the Child in and to Education in their work to promote Sustainable Development (SD) and Sustainable Development Education (SDE). With this purpose it introduces a thematic analysis of a national evaluation concerning the Swedish higher education institutions (HEI) work to promote  SD and SDE with focus on the convention of the Rights of the Child. The focuses on this analysis is not to evaluate the HEI:s work. It focuses instead on the analysis on which way the HEI:s work to promote SD and SDE involves the rights of the Child in education and to education.

 

 

 

 

Method

The Swedish Higher Education Authority (UKÄ) evaluated higher education institutions (HEI) university colleges work to promote sustainable development (SD) and sustainable development in education (SDE). Based on the Swedish institutions own self-evaluations concerning their work, an assessment panel made this evaluation that only led to recommendations for the development of SD and SDE at higher education. Thematic analysis (Braun & Clarke 2006) of these of self-evaluation reports as well as the assessment panels evaluation are selected as methodology for this study. In this thematic analysis we identified themes (patterns) within the data stating from following research questions: *How are children’s rights to and in education treated in the universities self-evaluations concerning their work to promote sustainable development? *In which way is Agenda 2030 related to the Convention of the Rights of the Child? *In which disciplines are children’s rights to and in education related to Sustainable development? *Which kind of strategies are used by these disciplines to related children’s right to education in their work to promote sustainable development? *Which are the potential areas to development in the work to related children’s right to education in their work to promote sustainable development?

Expected Outcomes

This research is an ongoing study that shows the following preliminary result: Only 7 of the 22 self-evaluation reports include The Convention of the Right of the Child as education content related to SDE at higher education level. Furthermore, the analysis shows that only a reduced number of higher education programs/disciplines relates CRC with SDE in these 7 self-evaluation reports. These disciplines/programs are: education science, teacher education and arts studies for teachers. The thematic analysis shows that CRC is related to democracy education as well as knowledge about children's life conditions.Focusing on teacher education, SDE in these 7 universities aims to develop teacher students’ competence to: *to act at the school practice paying attention to CRC. *to reflect over children’s life conditions in relation to Agenda 2030 *to reflect over the relation of SDE, CRC and Democracy *to reflect over esthetics, social and scientific aspects of SDE paying attention to CRC The preliminary analysis of this research shows a limited number and forms of SDE teaching activities at higher education that pay attention to the CRC. This lack of interrelation between SDE and CRC risks the development of SDE from a holistic perspective at the higher education level. This study is based on an analysis of SDE in Sweden. However, the findings of this study can be relevant for other national contexts because it discusses about the role of higher education to develop and to disseminate research knowledge on Sustainable Development (SD) that pay attention to the best interests of the child. This discussion contributes even to develop scientific knowledge about the relation between the Agenda 2030 and the CRC in Higher education institutions' work to promote SD.

References

Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101 Child Rights International Network, CRIN (2018) Protection of the rights of the child and the 2030 agenda for sustainable development https://www.crin.org/en/library/publications/protection-rights-child-and-2030-agenda-sustainable-development Ketschau, J. (2015). Social Justice as a Link between Sustainability and Educational Sciences. Sustainability 2015, 7, 15754 -15771. McKenzie, S. (2004). Social sustainability: towards some definitions. Hawke Research Institute Working Paper Series N°27. South Australia: University of South Australia Magill Portela B., Benayas J. Pertierra L.R. Lozano R. (2017) Towards the integration of sustainability in Higher Education Institutions: A review of drivers of and barriers to organizational change and their comparison against those found of companies. Journal Cleaner Production. Februari 2017 World Commission on Environment and Development,1987; UNESCO (2005) International Implementation Scheme (IIS) for the DESD.Paris, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000148654 UNESCO, (2012) Shaping the education of tomorrow: 2012 full length report on the UN Decade of Education for Sustainable Development https://unesdoc.unesco.org/ark:/48223/pf0000216472 SWEDESD (Swedish International Centre of Education for Sustainable Development) (2017) Visby Recommendations for enhancing ESD in Teacher Education, THE CONFERENCE ‘BRIDGING THE GAP - EDUCATORS AND TRAINERS’ VISBY 21-24 AUG 2016 http://swedesd.uu.se/digitalAssets/611/c_611672-l_1-k_report_btg2017.pdf

Keywords
Children's rights, Sustainable development, Higher Education
National Category
Pedagogy Didactics
Identifiers
urn:nbn:se:hig:diva-31358 (URN)
Conference
EERA/ECER European Education Research Association Conference Hamburg 2019
Available from: 2019-12-27 Created: 2019-12-27 Last updated: 2020-01-07Bibliographically approved
Dorio, Nunzio, J., Francia, G., Edling, S., Ayik, B. & Abagat Liboon, C. (2019). Children at Our Walls : Dehumanizing Discourses and Policies Challenging the Rights of Asylum-Seeking Minors in the United States and Sweden. In: : . Paper presented at World Council of Comparative Education Societies (WCCES) 'Future of education', 20-25 May, 2019, Cancun, Mexico.
Open this publication in new window or tab >>Children at Our Walls : Dehumanizing Discourses and Policies Challenging the Rights of Asylum-Seeking Minors in the United States and Sweden
Show others...
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29426 (URN)
Conference
World Council of Comparative Education Societies (WCCES) 'Future of education', 20-25 May, 2019, Cancun, Mexico
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-08-29Bibliographically approved
Francia, G. (2019). El discurso de la ultraderecha en el marco de la formación de políticas públicas de educación inclusiva y equitativa en España y Suecia. In: : . Paper presented at Primer Congreso Internacional de Ciencias Humanas “Humanidades entre Pasado y Futuro” organizado por la Escuela de Humanidades de la UNSAM, 6-8 November 2019.
Open this publication in new window or tab >>El discurso de la ultraderecha en el marco de la formación de políticas públicas de educación inclusiva y equitativa en España y Suecia
2019 (Spanish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [es]

 La Agenda 2030 para el Desarrollo Sostenible establece en su objetivo 4 el deber de todos los estados nacionales de garantizar el derecho de educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos.

Al mismo tiempo que autoridades educativas de alto nivel se comprometen en la

implementación de políticas educativas a nivel regional y nacional para alcanzar dicho objetivo, en la práctica, se aprecia que el resultado de elecciones en diferentes países europeos y americanos muestra un avance de la ultraderecha al poder político.

Caracterizado por el nativismo, autoritarismo y populismo (Mude, 2013) el discurso político de la ultraderecha está basado en la xenofobia etno-nacionalista y el regreso a los valores más tradicionales, el fascismo y el nacionalismo (Akkerman, 2012; Rydgren & van der Meidenv, 2016; Rydgren 2018).  Además, como asevera Kováts & Põim (2015) estos movimientos políticos han comenzado abiertamente una misión casi religiosa de poner fin a la ideología de genero. A su vez los avances de la ultraderecha tienen efectos colaterales en los otros partidos tradicionales que tienden a seguir el discurso migratorio restrictivo para evitar perder los votos de sus electores potenciales.

 

Con el fin de discutir las posibles implicaciones del avance del discurso de la ultraderecha en la formación de las políticas públicas de educación inclusiva y equitativa, esta ponencia analiza las estrategias educativas propuestas en programas políticos a nivel nacional y regional de dos partidos de ultraderecha emergentes en España y Suecia.

Partiendo de la concepción teórica de política educativa como texto y discurso (Touraine, 2000, Ball et alt (2012), Rizvi & Lingard, 2013, Dubet, 2016) el estudio presentado en esta ponencia está basado en un análisis crítico de discurso (Fairclough, 1995, Wodak y Meyer, 2003, Pini, 2009, Van Dijk, 2000, 2009 y 2012. ) de programas electorales a nivel regional, nacional y europeo del partido español Vox y el partido sueco Sverigedemokraterna durante el periodo 2018-2019.

 

Principales resultados

En la formación de políticas públicas de educación la propuesta de la ultraderecha es el establecimiento de un currículo monocultural y monolingüista basado en la cultura de la mayoría, con un enfoque nacional.  A nivel de gestión su propuesta sigue las tendencias políticas internacionales neoliberales incentivando tanto la privatización como la libertad de elección de centro. Pero también estas políticas de la ultraderecha suponen una paradoja a los principios más elementales de educación inclusiva y equitativa. Supone la finalización de políticas comprehensivas que promueven la equidad. Se apuesta por políticas que refuercen el mérito y capacidad individual.

En esta ponencia se discute también la posibilidad de extender este análisis al estudio de la formación de políticas públicas de educación inclusiva y equitativa en otros contextos nacionales europeos y americanos donde se registre un avance importante de la ultraderecha en el gobierno y el parlamento.

 

National Category
Social and Economic Geography Pedagogy
Identifiers
urn:nbn:se:hig:diva-31360 (URN)
Conference
Primer Congreso Internacional de Ciencias Humanas “Humanidades entre Pasado y Futuro” organizado por la Escuela de Humanidades de la UNSAM, 6-8 November 2019
Available from: 2019-12-27 Created: 2019-12-27 Last updated: 2020-01-07Bibliographically approved
Francia, G. & Edling, S. (2019). Neoliberal policy paradigm in Teacher Education in Argentina and Sweden : Strategy for increase quality and teacher profession status?. In: : . Paper presented at World Council of Comparative Education Societies (WCCES), 20-25 May, 2019, Cancun, Mexico.
Open this publication in new window or tab >>Neoliberal policy paradigm in Teacher Education in Argentina and Sweden : Strategy for increase quality and teacher profession status?
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29425 (URN)
Conference
World Council of Comparative Education Societies (WCCES), 20-25 May, 2019, Cancun, Mexico
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-08-29Bibliographically approved
Francia, G. & Edling, S. (2019). Unaccompanied Afghan minors’ rights when restrictive transnational migration policies are in force: The case of Sweden. The International Journal of Children's Rights
Open this publication in new window or tab >>Unaccompanied Afghan minors’ rights when restrictive transnational migration policies are in force: The case of Sweden
2019 (English)In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182Article in journal (Refereed) Accepted
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hig:diva-31113 (URN)
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-12-19Bibliographically 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: 2019-08-29Bibliographically approved
Francia, G. (2018). Intertextuality in the analysis of the right of equity in Education in Sweden. In: : . Paper presented at JUSTED2018 'Promoting justice through education', 22-23 May 2018, Helsinki, Finland (pp. 57).
Open this publication in new window or tab >>Intertextuality in the analysis of the right of equity in Education in Sweden
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The contribution aims to discuss intertextuality as theoretical and methodological strategy in the analysis of equity in educational policies. Starting from the idea of equity as a multifaceted phenomenon this contribution analyses the various meanings of this concept from the systematic study of the interactions between texts created in different political areas.

Intertextuality as theoretical and methodological starting point claims to read each text in a dialogical relation to other texts, so called intertexts (Kristeva 1969, 1970). Even if the concept of intertextuality has its origins in fields other than education (cf. Kristeva 1969, 1970, Fairclough 1992, Riffaterre 1999), the utility of intertextuality in the analysis of complex and multifaceted educational phenomena has also been highlighted by earlier educational research (Lemke 1992, Francia 1999, 2008; Maguire M. Ball S. And Braun A. 2011) Riffaterre (1990) notion of limited intertextuality is used in this contribution as theoretical and methodological strategy for the analysis. The use of limited intertextuality includes only those intertexts related to each other by a logical or pragmatic relationship in the intertextual dialogue.

Starting from this limited intertextuality perspective (Riffaterre 1990), this contribution proposes therefore the analysis of different political documents that regulated central political areas for the implementation of the goal of equity in education for all children in Sweden. With this purpose, this contribution discusses examples of the intertextual dialogical reading of following national and international policy documents concerning children’s right to equitable education: The Swedish School Act, National curricula, National budget proposals and European and international agreements concerning the rights of refugee children in Sweden.

This intertextual analysis provides a complex dimension to the study of equity because highlights limitations and contradictions of policies for equity implemented in Sweden during the last ten years. This contribution shows how intertextuality as a conceptual and methodological tool allows us to understand the contradictory nature of the educational policies that seldom are homogeneous package of measures for or against equity.

References

Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press.

Francia, G. (1999). Policy som text och som praktik. En analys av likvärdighetsbegreppet i 1990taletsutbildningsreform för det obligatoriska skolväsendet. Doctoral Thesis. Stockholm: Pedagogiska institutionen. Stockholms universitet.

Francia, Guadalupe (2008) La Intertextualidad en las reformas educativas: reflexiones sobre la equidad en la reforma escolar sueca. Archivos Analíticos de Políticas Educativas, 16 (7). Retrieved from: https://epaa.asu.edu/ojs/article/view/32 [20171221]

Kristeva, J. (1969). Semeiotike: Recherches pour une sémanalyse (extraits). Paris: Seuil.

Kristeva, J. (1970). Le texte du Roman. Paris: The Hague.

Lemke, J. L. (1992). Intertextuality and Educational Research. Linguistics and Education, 4, pp. 257-267.

Maguire M. Ball S. And Braun A. (2011) How School Do Policy. Policy Enactments in Secondary Schools London: Routledge

Riffaterre, M. (1990). Compulsory reader response: the intertextual drive. En M. Worton & J. Still, Intertextuality Theories and Practices. Manchester: Manchester University Press.

57

Keywords
intertextuality, policy, equity
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-27008 (URN)
Conference
JUSTED2018 'Promoting justice through education', 22-23 May 2018, Helsinki, Finland
Available from: 2018-06-21 Created: 2018-06-21 Last updated: 2019-08-29Bibliographically approved
Francia, G. (2018). L’enseignement en Suède: D’une école pour tous à une école pour chacun. In: Baluteau F., Dupriez V., Verhoeven M. (dir.) (Ed.), Entre tronc commun et filières, quelle école commune ? Etude comparative.: (pp. 203-236). Louvain-la-Neuve (Belgique): Thélème (Académia-L'Harmattan), 2018 (à paraître)
Open this publication in new window or tab >>L’enseignement en Suède: D’une école pour tous à une école pour chacun
2018 (French)In: Entre tronc commun et filières, quelle école commune ? Etude comparative. / [ed] Baluteau F., Dupriez V., Verhoeven M. (dir.), Louvain-la-Neuve (Belgique): Thélème (Académia-L'Harmattan), 2018 (à paraître) , 2018, p. 203-236Chapter in book (Refereed)
Place, publisher, year, edition, pages
Louvain-la-Neuve (Belgique): Thélème (Académia-L'Harmattan), 2018 (à paraître), 2018
Keywords
Ecole publique éducation comparative néolibéralisme équité Suède
National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:hig:diva-27274 (URN)978-2-8061-0425-0 (ISBN)
Available from: 2018-06-21 Created: 2018-06-21 Last updated: 2019-08-29Bibliographically 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: 2019-08-29Bibliographically 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: 2019-08-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3539-3022

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