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Richard C. Mitchell

The paper argues two main points. First, there remain vast untapped potentials for implementing children’s rights within both present and coming generations, and second, that transdisciplinary theorising and local application can create and exploit such new opportunities. The paper begins with a theoretical analysis of the cross-cutting nature of the UNCRC, and its continued civilising impact as part of the globalised ‘rights revolutions’ reported by controversial Harvard psychologist Steven Pinker (2011: 378-481). I then move to a methodological reflection on how the treaty might be applied as a bricoleur in the lived experiences of children, families, caregivers and communities. The final section outlines a case study from the grape and wine industry located within the Niagara Region of Canada that applied these theoretical and methodological resources as a form of critical praxis in the lives of migrant agricultural workers temporarily employed there through the growing season year after year.

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Daniella Bendo and Richard C. Mitchell

The role of Canadian Child Advocates has been under-researched by academics and civil society alike, and the following paper addresses this knowledge deficit with findings from a graduate study (Bendo, 2016) reviewing their legislative and professional roles through a sociology of childhood lens. The aim was to investigate the Canadian Council of Child and Youth Advocates (cccya), and data was derived through a discourse analysis of legal, policy and media documents, and in-depth interviews with five current and former Advocates. This exploratory, qualitative study employed a critical ethnographic methodology, and findings indicate that child advocacy is a complex phenomenon with ample opportunities, although numerous barriers exist hindering the work and affecting the quality of outcomes. The study’s main argument suggests the role of the Advocates is not well understood by Canada’s children, youth or the public at large, and may be hampered by a continued lack of cross-national, multi-systemic implementation of the United Nations Convention on the Rights of the Child at federal, provincial and territorial levels.

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Daniella Bendo and Richard C. Mitchell

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Politics, Participation & Power Relations

Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community

Edited by Richard C. Mitchell and Shannon A. Moore

Until recently, youth have become the great absence regarding matters of citizenship, justice, and democracy. Rarely are young people taken up with the important discourses of freedom and citizenship, especially discourses that transcend national boundaries and academic disciplines.

Richard Mitchell and Shannon Moore have put together a brilliant book that not only fills this void, but makes one of the most powerful cases I have read for addressing young people in terms that not only allow them to talk back, be heard, but also to enjoy those rights and freedoms that give democracy a real claim on its ideals and promises. Every educator, parent, student, and all those young people now making their voices heard all over the world should read this book.

This diverse collection will appeal to students in senior undergraduate and graduate courses looking into the new cosmopolitanism in social policy, citizenship or cultural studies, in child and youth studies, and in post-colonial approaches to education, sociology, and political science.
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Power, Pedagogy and Praxis

Social Justice in the Globalized Classroom

Edited by Shannon A. Moore and Richard C. Mitchell

The aim of the text is to respond to gaps in an emergent discourse running along minority/majority world fault lines through various perspectives linking globalization, education and human rights. The editors’standpoint allows the consideration of equity in education as the foremost expression of social justice in this era of economic and technological globalization regardless of political or cultural contexts. This project continues the tradition of critical social pedagogy in creating common ground that accesses new approaches to political and classroom-based relations of power and praxis.
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Planetary Praxis & Pedagogy

Transdisciplinary Approaches to Environmental Sustainability

Edited by Richard C. Mitchell and Shannon A. Moore