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Author: United States. Congress. House. Foreign Affairs
Publisher:
ISBN:
Category :
Languages : en
Pages : 26
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Book Description
Author: United States. Congress. House. Foreign Affairs
Publisher:
ISBN:
Category :
Languages : en
Pages : 26
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Book Description
Author: Aoife Daly
Publisher: BRILL
ISBN: 9004258833
Category : Law
Languages : en
Pages : 120
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Book Description
In this commentary, Aoife Daly provides analysis of Article 15 of the UN Convention on the Rights of the Child – the right of children to freedom of association and assembly. Relevant international law text and case law are examined, but this commenary goes beyond this to reconceptualise Article 15. The right is applied to themes as varied as association with family and friends, political demonstrations, and the unionisation of working children, with the special position of children to the forefront of the analysis. Possibilities for progressing the right through UN mechanisms, courts and other arenas are considered. In doing so, this book pushes traditional boundaries to and understandings of association and assembly, drawing-out particularly child-specific elements of this crucial right.
Author: Fredrika Morehouse Tandler
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
Author: United States. Office of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
Author: United States. Congress. House. Committee on Foreign Affairs. Subcommittee on International Organizations and Movements
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 36
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Book Description
Author: Kevin Kester
Publisher: IAP
ISBN: 1648020569
Category : Political Science
Languages : en
Pages : 241
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Book Description
In this book, Kevin Kester details how the United Nations promotion of higher education for peace and international understanding sometimes unintentionally contributes to the reproduction of conflict and violence across diverse cultures. He shows this through an indepth examination of peace curricula, pedagogy and policy in one United Nations higher education institution, where he indicates how dominant philosophical and pedagogical models that signify acceptable peace education ultimately undermine the very goals of educational peacebuilding. Kester contends that theoretical and pedagogical training must develop beyond the dominant psycho-social, rational and state-centric assumptions that permeate the field today if higher education is to better contribute to personal and societal peacebuilding. Drawing from the fields of educational philosophy and sociology, he argues for new concepts of poststructural violence and second order reflexivity that can assist scholars in reducing conflict and building peace in lasting ways. He complements his fieldwork findings with personal reflections throughout the book to reimagine the transformative possibilities of peacebuilding education for the 21st century.
Author: United States. Congress. Senate. Committee on Foreign Relations
Publisher:
ISBN:
Category : Disarmament
Languages : en
Pages : 958
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
Author: OECD
Publisher: OECD Publishing
ISBN: 9264306706
Category :
Languages : en
Pages : 304
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Book Description
This report on Responsive School Systems is the second in a series of thematic comparative reports bringing together findings from the OECD’s School Resources Review. Evolving educational objectives, changing student needs and demographic developments require school systems.
Author: Benjamin Mallon
Publisher: Taylor & Francis
ISBN: 1003814891
Category : Education
Languages : en
Pages : 225
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Book Description
This book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities. It presents international studies of HRE in varied contexts (e.g. Uganda, Japan, Ireland) to explore the views and experiences of children who identify as human rights defenders, initial teachers’ understandings of concepts such as teacher agency in conflict-affected settings, and the barriers to children’s political agency. The book also highlights HRE in practice including participatory research with very young children as co-researchers and realising rights through play pedagogies, creative writing approaches and picturebooks. An HRE lens is also brought to bear on emerging subjects such as relationships and sexuality education and well-being. Aimed at educators, researchers and practitioners, and engaging with a range of concepts, contexts and contemporary challenges, this book offers new insights into HRE, particularly in the context of issues relating to children’s rights education and participation.
