“Rights” are things every child should have or be able to do and all children have the same rights as outlined in the UN Convention of the Rights of a Child. As children learn and develop, they become more responsible to make their own choices and exercise their rights. Education in itself is a right which is why I believe that teachers should be enabling students to develop an understanding and capacity of their individual rights. Teachers are also held accountable for upholding the rights of a child and for implementing teaching practices that promote agency and action. Article 29 of the UN committee of the Rights of the Child (2001) “insists upon the need for education to be child-centred, child-friendly and empowering, and it highlights the need for educational processes to be based upon the very principles it enunciates.” (p.9)
During my placement in Toronto District School Board, all lessons were related to a specific global competency in order to provide a deep and meaningful learning experience. One unit was related to global citizenship and character was centred around UN Rights and Child Labour. Students were required to investigate and research child labour issues around the globe and compare it with the UN Rights of a Child. It was a multi-faceted assignment that incorporated various subjects such as language, social studies, art, and mathematics with the end result being action driven. Some students decided to write a letter to member of parliament or leaders of other countries to create student voice protesting poor working conditions while others decided to research vendors that create clothing from an ethical perspective (fair wages, working conditions etc.). At the end of the unit, the class completed an art activity that required them to trace their hand and write the various rights that they exercise on a daily basis.
Unfortunately, not all countries that have adopted the Convention of the Rights of a Child are implementing child rights education. A survey conducted by UNICEF National Committees (2012) identified, “15 countries where there is currently no national curriculum entitlement for all children to learn about children’s rights” and furthermore, “no evidence that governments use additional legislation to ensure that schools teach about children’s rights.” I’m wondering what your thoughts are on this and the potential implications that it has on children's sense of agency?
References: UNICEF Canada (2012) Children’s Rights in Education: Applying a Rights-Based Approach to Education, Toronto: UNICEF Canada & Ontario Institute for Studies in Education (OISE).
UN Committee on the Rights of the Child (2001) General Comment No.1 (2001) Article 29 (1): The Aims of Education (CRC/ GC/2001/1), New York, United Nations.
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