Children’s human rights and diversity in schools: Framing and measuring

We report on the development of an instrument to measure attitudes to children’s human rights and diversity in schools. It was developed to investigate perceptions of human rights and diversity among students and then teachers in two contrasting areas of Norway. The instrument draws on human rights...

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Bibliographic Details
Published in:Research in comparative and international education 2018-06, Vol.13 (2), p.276-298
Main Authors: Osler, Audrey, Solhaug, Trond
Format: Article
Language:English
Subjects:
Attitude Measures
Children
Childrens Rights
Citizenship Education
Civil Rights
Comparative Education
Cultural Pluralism
Foreign Countries
International Law
Secondary School Students
Secondary School Teachers
Standard Setting
Student Attitudes
Teacher Attitudes
Treaties
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Summary:We report on the development of an instrument to measure attitudes to children’s human rights and diversity in schools. It was developed to investigate perceptions of human rights and diversity among students and then teachers in two contrasting areas of Norway. The instrument draws on human rights standards articulated in the United Nations Convention on the Rights of the Child. It is intended for use in future baseline studies, allowing for transnational and comparative analysis of child rights in education. The near-universal ratification of the United Nation Convention on the Rights of the Child provides an agreed international framework for evaluating rights implementation strategies over time. We contextualise the measurement instrument, focusing on rights provision, child protection, and participation in schools. We consider its strengths and possible limitations and discuss the need for a sound human rights conceptual model through which child rights in school settings can be interpreted.
ISSN:1745-4999
1745-4999
DOI:10.1177/1745499918777289