In the early 1990s, soon after Israel had ratified the UN Convention on the Rights of the Child, the Israeli Supreme Court issued several rulings that focused on the issue of children's rights, which would now be addressed as a fundamentally new doctrine. Presented as reflecting a significant change in the attitude of the case law, this doctrine was ascribed to the ratification of the Convention and to the enactment in 1992 of Israel's Basic Law: Human Dignity and Liberty. In this article, I argue that the recognition of children as rights bearers is not new and that signs of it are evident in the Court's case law dating back to the early years of Israel's existence. The development of the case law, however, has not been linear. In this article, I analyze the spiral progression of this process and suggest explanations for the particular course that Israeli case law has taken with regard to the recognition of children's rights.
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Children's Rights in Israeli Case Law
A Spiral Progression
Tamar Morag
In Israel Studies Review
- Published (Print):
- 01 Dec 2013
- Article Type:
- Research Article
- Pages:
- 282–299 (18 total)
Les Enfants Perdus
Asylum Reform, Parents’ Groups, and Disability Rights in France, 1968–1975
Jonathyne Briggs
institutions and the critical role the French state had to play in that reform. With the added attention to these issues thanks to the fire, associations pressed for a greater recognition of disabled children's rights by framing the situation as preventable in
In French Politics, Culture & Society
- Published (Print):
- 01 Dec 2021
- Article Type:
- Research Article
- Pages:
- 26–45 (20 total)
Leadership for education
Promoting inclusion and social innovation
Toyin Janet Aderemi, Patricia Rea Ángeles, Esther Benjamin, and Citlalli A. González H.
Leaving no one behind in education: A focus on children with disabilities
Abstract
Barriers to education exist at multiple levels for children with disabilities, especially in developing or middle-income countries: stigma and discrimination in families, communities and in schools; households living in poverty; lack of assistive devices; lack of teachers’ training and preparation; and inaccessible transportation. Inclusive education is a system that includes all learners, welcomes and supports them, irrespective of their identities and abilities. Inclusive education entails not only accessibility of the school but also teachers’ preparation, adapted curricula, and participation of the learner to achieve his or her potentials. Furthermore, inclusive education fosters inclusive societies and equity. Children with disabilities have the right to education. This article addresses inclusive education in school, communities, and policy contexts, contending that there is huge need for a multi-sectoral approach.
Resumen
Los obstáculos a la educación existen a múltiples niveles para los niños con discapacidad, especialmente en países en desarrollo o de ingresos medios: estigmatización y discriminación en familias, comunidades y escuelas; hogares en la pobreza; falta de dispositivos de ayuda, de formación y preparación de profesores; transporte inaccesible. La educación inclusiva involucra a todos los alumnos, los acoge y apoya, independientemente de sus identidades y capacidades. Implica no sólo la accesibilidad de la escuela, sino también la preparación de los profesores, la adaptación de los planes de estudio y la participación del alumno para que alcance su potencial. Además, fomenta las sociedades inclusivas y la equidad. Los niños con discapacidad tienen derecho a la educación. Este artículo aborda la educación inclusiva en la escuela, comunidades y contextos políticos, y sostiene que es muy necesario un enfoque multisectorial.
Résumé
Les obstacles à l'éducation existent à plusieurs niveaux pour les enfants handicapés, en particulier dans les pays en développement ou à revenu intermédiaire : stigmatisation et discrimination dans les familles, les communautés et les écoles ; ménages vivant dans la pauvreté ; manque d'appareils fonctionnels; manque de formation et de préparation des enseignants ; transports inaccessibles. L'éducation inclusive est un système qui inclut tous les apprenants, les accueille et les soutient, quelles que soient leurs identités et leurs capacités. L'éducation inclusive implique non seulement l'accessibilité de l'école, mais aussi la préparation des enseignants, des programmes adaptés et la participation de l'apprenant pour réaliser son potentiel. De plus, l'éducation inclusive favorise des sociétés inclusives et l'équité. Les enfants handicapés ont le droit à l'éducation. Cette contribution aborde l'éducation inclusive dans les écoles, les communautés et les contextes politiques, affirmant qu'il existe un besoin réel d'une approche multisectorielle.
Inclusive and community education for children with disabilities: Tools to combat discrimination and social inequality
Abstract
This scientific article addresses the issue of children with disabilities and their inclusion in formal and community education. For many years, children with disabilities have been excluded from educational systems on the grounds of their fragility, creating a spiral of discrimination and social inequality. This article is an attentive call to governments, public policy makers, social leaders, civil society organizations, and other strategic actors to generate models of inclusive education inside and outside the classroom, attached to international law, with a multisectoral and intercultural perspective of gender, community engagement, and generation of an education for life that promotes social cohesion, community participation, and successful and meaningful educational experiences for all children.
Resumen
Este artículo científica aborda el tema de los niños con discapacidad y su inclusión en la educación formal y comunitaria. Durante muchos años, los niños con discapacidad han sido excluidos de los sistemas educativos debido a su fragilidad, creando una espiral de discriminación y desigualdad social. Este artículo es un atento llamado a los gobiernos, a los responsables de las políticas públicas, a los líderes sociales, a las organizaciones de la sociedad civil y a otros actores estratégicos, para que generen modelos de educación inclusiva dentro y fuera de las aulas, comprometidos con el derecho internacional, con perspectiva de género, intercultural y multisectorial. Generar una educación para la vida que promueva la cohesión social, la participación comunitaria y las experiencias educativas exitosas y significativas para todos los niños.
Résumé
Cette note scientifique aborde la question des enfants handicapés et de leur inclusion dans l'éducation formelle et communautaire. Pendant de nombreuses années, les enfants handicapés ont été exclus des systèmes éducatifs en raison de leur fragilité, créant une spirale de discriminations et d'inégalités sociales. Cette note est un appel attentif aux gouvernements, décideurs publics, leaders sociaux, organisations de la société civile et autres acteurs stratégiques, à générer des modèles d'éducation inclusive à l'intérieur et à l'extérieur de la salle de classe, attachés au droit international, avec perspectives de genre, interculturelles et multisectorielles. Il s'agirait de générer une éducation pour la vie qui favorise la cohésion sociale, la participation communautaire et des expériences éducatives réussies et significatives pour tous les enfants.
Leadership, education, and global social impact
Abstract
Traditional development often focuses on the economic and social development of nations and their peoples, the implementation of international aid, and development assistance. Conversely, global engagement is focused on equity and rights, as we strive to uphold fairness and justice in our work and actions. Global engagement is about creating opportunities for one another. It is about inclusion. This article, proposes global social impact as “development 2.0.” It identifies global engagement and holistic thinking as the basis for establishing new approaches to development that start with the individual, before addressing the interconnectedness of people, organizations, sectors, and programmatic areas.
Resumen
El desarrollo tradicional suele centrarse en el desarrollo económico y social de las naciones y sus pueblos, la implementación de la ayuda exterior y la asistencia al desarrollo. Por el contrario, el compromiso global se centra en la equidad y los derechos, ya que nos esforzamos por defender la equidad y la justicia en nuestro trabajo y acciones. El compromiso global consiste en crear oportunidades para los demás. Se trata de la inclusión. Este artículo propone el impacto social global como “desarrollo 2.0.” Identifica el compromiso global y el pensamiento holístico como las bases para establecer nuevos enfoques del desarrollo que empiecen por el individuo, antes de abordar la interconexión de personas, organizaciones, sectores y áreas programáticas.
Résumé
Le développement traditionnel se concentre le plus souvent sur le développement économique et social des États et de leurs peuples, la mise en œuvre de l'aide étrangère et l'aide au développement. À l'inverse, l'engagement mondial est axé sur l'équité et les droits, alors que nous nous efforçons de faire respecter l'impartialité et la justice dans notre travail et nos actions. L'engagement mondial consiste à créer des opportunités les uns pour les autres. Il s'agit d'inclusion. Cet article propose l'impact social mondial comme “Développement 2.0”. Il identifie l'engagement mondial et la pensée holistique comme les bases pour établir de nouvelles approches du développement qui commencent par l'individu, avant d'aborder l'interdépendance des personnes, les organisations, les secteurs et les domaines programmatiques.
Pensamiento de diseño para la complejidad socioecosistémica
Abstract
The design-thinking approach, with a human-centered perspective, can be a useful tool for contributing to innovative solutions within the framework of global engagement for development and sustainability. From a reflective and critical standpoint, some challenges and opportunities are identified that enable a more comprehensive approach to socio-ecological problems. To prevent reductionist uses of design thinking, building a more robust body of knowledge—with theoretical, methodological, and philosophical underpinnings—is suggested. We also need to strengthen the capacities of sectors, such as civil society, to allow adapting innovation models and tools in diverse contexts and multiple scales. Innovation for sustainability and equity requires enhanced and broader collaborations, alliances, and synergies between actors and fields of knowledge.
Resumen
El enfoque de pensamiento de diseño, con una perspectiva centrada en las personas, puede ser una herramienta útil para contribuir a soluciones innovadoras en el marco del compromiso global para el desarrollo y la sustentabilidad. A partir de una lectura reflexiva y critica del enfoque, se identifican algunos retos y oportunidades que permitan un abordaje comprehensivo de las problemáticas sociecológicas. Se sugiere la necesidad de aportar a un cuerpo de conocimientos más robusto, con sustentos teórico-metodológicos y filosóficos que eviten aplicaciones reduccionistas del pensamiento de diseño. Asimismo, se requiere fortalecer las capacidades en sectores, como la sociedad civil, para adaptar los modelos y herramientas de innovación en contextos diversos y múltiples escalas. La innovación para la sustentabilidad y la equidad requiere de colaboraciones, alianzas y sinergias mejoradas y más amplias, entre actores y campos de conocimiento.
Résumé
L'approche du design thinking, avec une perspective centrée sur l'humain, peut être un instrument utile pour contribuer à des solutions innovantes dans le cadre de l'engagement mondial pour le développement et la durabilité. D'un point de vue réflexif et critique, certains défis et opportunités sont identifiés qui permettent une approche plus globale des problèmes socio-écologiques. Pour éviter les utilisations réductionnistes du design thinking, il est suggéré de construire un corpus de connaissances plus solide, avec des fondements théoriques, méthodologiques et philosophiques. Nous devons également renforcer les capacités des secteurs, tels que la société civile, pour permettre l'adaptation des modèles et des outils d'innovation dans divers contextes et à plusieurs échelles. L'innovation pour la durabilité et l'équité nécessite des collaborations, des alliances et des synergies renforcées et plus larges, entre les acteurs et les domaines de connaissance.
In Regions and Cohesion
- Published (Print):
- 01 Jun 2022
- Article Type:
- Research Article
- Pages:
- 48–78 (31 total)
In Their Best Interests
Diplomacy, Ethics, and Competition in the French World of Adoption
Sébastien Roux
Abstract
The international circulation of children requires a multiplicity of interventions. Adoptive flows must respect the ethical standards defined by the Hague Convention (1993) and be realized in the context of a drastic contraction of the migration of children for adoptive purposes. For a dozen years, the French government has been following a partially contradictory double imperative: the moral respect of universal principles enacted by international treaties, and the political maintenance of France among the adoptive “great nations” that are able to favor its nationals. Based on a multi-site field study, this contribution aims to shed light on the architecture, discourse, and actions of these “adoptive public agents.” Drawing on interviews and observations conducted in France and abroad, this article describes how bureaucrats act in practice to create French adoptive families, at the blurred and troubled intersection between the promotion of universal children's rights and the favoring of French national interests.
In French Politics, Culture & Society
- Published (Print):
- 01 Dec 2020
- Article Type:
- Research Article
- Pages:
- 64–85 (22 total)
Focusing on the Child's Best Interest and the Rejection of Protective Measures
Antifeminism and Pandemic Denial in the COVID-19 Pandemic
Rebekka Blum
endangerment of children's well-being, they are against the children's rights outlined in the German Basic Law ( Grundgesetz ), considering them superfluous and as an attack on the rights of parents and on children's best interests. 27 The fight against
In German Politics and Society
- Published (Print):
- 01 Jun 2023
- Article Type:
- Research Article
- Pages:
- 80–102 (23 total)
Children, reproductive labor, and intergenerational solidarity
Comment on Newberry and Rosen
Kate Cairns
. London : Pluto Press . Burman , Erica . 2008 . “ Beyond ‘women vs. children’ or ‘womenandchildren’: Engendering childhood and reformulating motherhood .” International Journal of Children's Rights 16 ( 2008 ): 177 – 194 . Cairns , Kate
Women and Children in social reproduction and the global womb
Comment on Newberry and Rosen
Olga Nieuwenhuys
for research being geared toward addressing newly formulated policy issues such as street children, child labor, and children's rights, the link with the wider political economy became even more difficult to make—so much so that the new policy agenda
Self-Regulating or Supervised Boys?
Young Masculinity and Sexuality in Online Pornography Filter Debates
Lucas Gottzén
children stumbling upon sexualized imagery on their tablets. For instance, the anti-pornography and children's rights organization Porrfri barndom (Childhood free from porn) was started in 2018 by two mothers after realizing that their children's preschool
The Lives of Unaccompanied Refugee Minors during their Transit Stay in Greece
Theano Kallinikaki
, 149 – 173 . Basingstoke : Palgrave Macmillan . Bhabha , J. 2019 . “ Governing Adolescent Mobility: The Elusive Role of Children's Rights Principles in Contemporary Migration Practice .” Childhood 26: 369–385. https://doi.org/10
In The International Journal of Social Quality
- Published (Print):
- 01 Jun 2023
- Article Type:
- Research Article
- Pages:
- 56–72 (17 total)
Exhibit and Conference Reviews
Visual Imprints of Women's History; Feminism and Politics in the Interwar Balkans (1923–1939); Two Feminist Exhibitions in the Czech Republic
Valentina Mitkova, Georgios Manios, and Denisa Nečasová
the issues of motherhood and children's rights within the framework of the LEW, served as an addition to the previous discussion. The last panel of the workshop discussed the efforts of feminist organizations to achieve collaborations with other