Bloomsbury Academic Children's Rights Education in Diverse Classrooms: Pedagogy, Principles and Practice

About the Author Lee Jerome is Associate Professor of Education at Middlesex University, UK. He has taught in schools, universities and NGOs for over 20 years and has also worked with a range of organisations including the Association for Citizenship Teaching, BBC and UNICEF, to support high quality education.Hugh Starkey is Professor of Education at UCL Institute of Education, University College London, UK. He has acted as a consultant on human rights education and intercultural education for the Council of Europe, UNESCO and the British Council. Product Description With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the ‘system’. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children’s rights and focused on quality learning. Review [P]rovides a comprehensive, humanistic framework for educators and adults who work with children, offering a guide for teachers to interrogate their roles and responsibilities within the vision of a student centered, rights-based school system while advancing scholarship in human rights education and children's rights education ... Reading this book challenged me both personally and professionally ... After finishing the book, I had a clearer vision of the teacher that I want to become and the relationship that I want to build with my students; I became filled with hope and excitement for creating my classroom that is a rights-respecting space. --International Journal of Human Rights Education The book is of great value to teachers and practitioners in schools and early years settings as well as other professionals with responsibility for children's rights education. --Human Rights Education Review "Jerome and Starkey provide the most comprehensive academic work to date articulating the relationships between children's rights, human rights, and educational efforts that seek to advance both. By centering and interrogating the role of teachers in increasingly neoliberal educational systems, the authors offer useful directions for how teacher and student agency can make children's rights education come alive in both classrooms and communities. A timely and necessary book." --Monisha Bajaj, Professor of International and Multicultural Education, University of San Francisco, USA"This book provides informative and thought-provoking insights into the principles which underpin Children's Rights Education. It supports teachers and educators to establish a rights-respecting culture within classrooms, schools and the wider community through developing a pedagogical approach to Child Right's Education that is relevant to their own specific communities and contexts." --Carol Robinson, Professor of Children's Rights, Edge Hill University, UK"A remarkable contribution to the scholarship on human rights education. It's original approach and comprehensive coverage make it an essential resource for anyone involved in children's education. The authors have created a masterpiece filled with inspiring ideas and illustrations of how educators