grateful to Lynn Falletta and Michael Flatt for co-directing the ChildrenRights Index Project. Comparing Children’s Rights: Introducing the Children’s Rights Index Brian K. Gran * Department of Sociology and Law School, Case Western Reserve University Abstract Children’s rights continue to be subject of
). Freeman , M. , “Taking Children’s Rights More Seriously” , in P. Alston, S. Parker, and J. Seymour (eds.), Children, Rights and the Law ( Oxford : Clarendon Press , 1992 ). Goﬀ , C. , Criminal Justice in Canada ( Toronto : Th ompson Nelson , 2004 ). Hammarberg , T. , “Th e UN Convention on the Rights of
children. Th e new system for the protection of children’ rights has to be built besides the lack of a clear political will but within the supportive milieu both of the accession to the European Union negotiations and the UN CRC being part of the national legal framework. Th e essential safeguards of the
Focusing both on critical leadership and practical policy development, the articles in the preeminent
International Journal of Children's Rights reflect the perspectives of a broad range of disciplines and contribute to a greater understanding of children's rights and their impact on the concept and development of childhood.
The journal deploys the insights and methodologies of all relevant disciplines, including law, legal and political theory, psychology, psychiatry, educational theory, sociology, social administration and social work, health, social anthropology, economics, theology, and history to further children's rights in all parts of the world.
Disappearance of Childhood London : W.H. Allen. Roche , J. ( 1999 ) ‘Children: Rights, Participation and Citizenship’ Childhood A Global Journal of Child Research 6 ( 4 ) pp. 475 - 493. Roche , J. and Tucker , S. ( 2003 ) ‘Extending the social inclusion debate: an exploration of the family lives of young carers
Since 1991 Ukraine has accepted the contemporary democratic principles in the sphere of Family Law. These major changes have become the foundation for the start up process of establishment of the new role of a child. At this point the issue of children's rights protection has become the object of scientific discussions and is now stipulated on all legislative levels.
Restorative justice is an alternative to the formal criminal justice system which focuses on repairing the harm caused to the victim of the offence, effecting reconciliation between victim and offender, and the re-integration of the offender. Its use is widespread in national youth justice systems. This article will analyse the use of restorative justice in connection with offending by children. It will be argued that despite evidence of endorsement by the Committee on the Rights of the Child, the fundamental concepts of restorative justice are at odds with a children's rights model of youth justice as required by international standards. Not only do similar concerns about due process rights exist for children as for the adult system, it is difficult to reconcile the best interests of the child standard with the victim focused approach of restorative justice, and there are doubts as to whether children have sufficient maturity for remorse and reintegration.
The paper reports on a qualitative study, entitled Children's Rights in Rwanda, which was conducted in Kigali, Rwanda in 2007. Qualitative interviews were conducted with government ministers, senior staff in non-governmental organisations, Human Rights Commissioners, a Senior Prosecutor and the Ombudsman. Two focus groups were held with teenage pupils. The study explores the key children's rights – provision, protection and participation – enshrined in the United Nations Convention on the Rights of the Child. The research question is whether children's participation rights feature in Rwanda, a country in which children's rights to provision and to protection are still being addressed. A parallel model and a hierarchical model of implementing children's rights are proposed and the use of elite interviews discussed. A key finding is that a parallel model of implementation of children's rights is evident, with children's right to participation (at least in the public sphere) being addressed alongside children's right to provision and protection. In the private sphere, children's participation rights lag behind.
This paper presents a research synthesis that aims to clarify and discuss how children's rights in education are constructed in research. A basic assumption is accordingly that research is an important participant in the process in which principal meanings and essential aspects of children's rights take shape. In the synthesis, 35 research publications, published between 1997-2008, have been selected and analysed. The main findings show that the research interest centres on four main themes: 1) Human rights orientation, 2) Education difficult to change, 3) Children's participation rights, and 4) Children's rights – parents' rights. In research, essential aspects of education are highlighted as matters of children's rights and the research construction give rise to some important insights that call for further research on children's rights in education.
As a paediatrician and pedagogue, a writer and children's rights advocate, Janusz Korczak (1878–1942) has had a large influence on thinking in Polish society. Most Poles still grow up with his children's stories, and Korczak's work culminated in Poland initiating and influencing the ten year process of writing the United Nations 1989 Convention on the Rights of the Child. Despite his cutting-edge ideas and his contribution to children's rights, only a few of Korczak's texts have been translated into English and his work has widely gone unrecognised. This paper aims to give English-speaking readers working in the children's rights sector an insight into Janusz Korczak's extraordinary life for children, into how his pedagogic thoughts and principles relate to newer ideas within the sociology of childhood and children's participation, and into his compelling children's rights advocacy and practice. His innovative ideas, preserved for future generations in his written work for children and adults, are still inspiring, prompting us to reflect on our own passion for children's rights and are helpful guides for our own practice.