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Young people's rights in the citizenship education classroom

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Young people's rights in the citizenship education classroom/ by Helen Hanna.
Author:	Hanna, Helen.
Published:	Cham :Springer International Publishing : : 2019.,
Description:	xiii, 267 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Citizenship - Study and teaching. -
Online resource:	https://doi.org/10.1007/978-3-030-21147-9
ISBN:	9783030211479

Young people's rights in the citizenship education classroom
Hanna, Helen.

Young people's rights in the citizenship education classroom[electronic resource] /by Helen Hanna. - Cham :Springer International Publishing :2019. - xiii, 267 p. :ill., digital ;24 cm. - Palgrave studies in global citizenship education and democracy. - Palgrave studies in global citizenship education and democracy..

Chapter 1. Introduction -- Chapter 2. Citizenship and citizenship education in Northern Ireland and Israel -- Chapter 3. Young people's rights to, in and through education -- Chapter 4. Representing the minority: Curriculum in divided societies -- Chapter 5. Dealing with difference: Pedagogy in divided societies -- Chapter 6. Looking to the (divided) future: Preparing young people for life in divided societies -- Chapter 7. Conclusion.

This book explores the rights held by young people in the citizenship education classroom in the divided societies of Northern Ireland and Israel. Against the backdrop of a long history of protracted conflict and division, the author analyses how international rights obligations are reflected in the contested citizenship education curriculum in secondary schools. Drawing upon extensive qualitative data as well as policy and curriculum documents, the author reveals that understandings of education rights can be oriented around three themes - minority group representation in the curriculum, dealing with difference through pedagogy, and preparing young people for life in a (divided) society. This can be mapped onto the 42-A rights framework where education should be 'acceptable' and 'adaptable'. However, the variety of interpretations held by participants raises questions regarding the 'universality' of international frameworks for education rights, and the workability of such frameworks in the national and divided contexts. While the contexts of Northern Ireland and Israel have much in common, they are rarely compared: this book will show that their comparison is as relevant as ever, as issues of identity continue to affect everyday school life. This book will be of interest to citizenship and history education scholars, as well as those who are concerned with the application of international human rights law.

ISBN: 9783030211479

Standard No.: 10.1007/978-3-030-21147-9doiSubjects--Topical Terms:

559700
Citizenship
--Study and teaching.

LC Class. No.: LC1091 / .H35 2019

Dewey Class. No.: 370.115

Young people's rights in the citizenship education classroom
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505 0 $a Chapter 1. Introduction -- Chapter 2. Citizenship and citizenship education in Northern Ireland and Israel -- Chapter 3. Young people's rights to, in and through education -- Chapter 4. Representing the minority: Curriculum in divided societies -- Chapter 5. Dealing with difference: Pedagogy in divided societies -- Chapter 6. Looking to the (divided) future: Preparing young people for life in divided societies -- Chapter 7. Conclusion.
520 $a This book explores the rights held by young people in the citizenship education classroom in the divided societies of Northern Ireland and Israel. Against the backdrop of a long history of protracted conflict and division, the author analyses how international rights obligations are reflected in the contested citizenship education curriculum in secondary schools. Drawing upon extensive qualitative data as well as policy and curriculum documents, the author reveals that understandings of education rights can be oriented around three themes - minority group representation in the curriculum, dealing with difference through pedagogy, and preparing young people for life in a (divided) society. This can be mapped onto the 42-A rights framework where education should be 'acceptable' and 'adaptable'. However, the variety of interpretations held by participants raises questions regarding the 'universality' of international frameworks for education rights, and the workability of such frameworks in the national and divided contexts. While the contexts of Northern Ireland and Israel have much in common, they are rarely compared: this book will show that their comparison is as relevant as ever, as issues of identity continue to affect everyday school life. This book will be of interest to citizenship and history education scholars, as well as those who are concerned with the application of international human rights law.
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