麻豆传媒高清版

Overview

Introduction to the UNCRC History of children鈥檚 rights in Wales, UK and internationally The 3 鈥楶鈥檚: Provision, Protection and Participation Rights into legislation: examples Tensions and Perspectives: a child鈥檚 best interest Cross cultural perspectives on rights Rights in action: case studies Children鈥檚 participation rights and Article 12 UK Children鈥檚 commissioners Educational policy and strategies to promote understanding of children's rights Philosophy for Children (P4C) as a teaching tool for Rights Children's rights: culture, identity and diversity the UNCRC and children's cultural rights Cultural relativism in children's rights practice the 'best interests of the child' in diverse cultural contexts Tokenism, rhetoric and reality of children's rights

Introduction to the UNCRC History of children鈥檚 rights in Wales, UK and internationally The 3 鈥楶鈥檚: Provision, Protection and Participation Rights into legislation: examples Tensions and Perspectives: a child鈥檚 best interest Cross cultural perspectives on rights Rights in action: case studies Children鈥檚 participation rights and Article 12 UK Children鈥檚 commissioners Educational policy and strategies to promote understanding of children's rights Philosophy for Children (P4C) as a teaching tool for Rights Children's rights: culture, identity and diversity the UNCRC and children's cultural rights Cultural relativism in children's rights practice the 'best interests of the child' in diverse cultural contexts Tokenism, rhetoric and reality of children's rights

Assessment Strategy

-threshold -Threshold: D-, D, D+A satisfactory understanding and adequate appreciation of the importance of promoting awareness of rights in cultural contexts; some knowledge of the different meanings attached to the concept of culture; some awareness of children's participation rights; an ability to discuss culture with some reference to children's rights; an awareness of educational strategies to promote cultural awareness (example: the 'Philosophy for Children' method); some knowledge of the UNCRC;

-good -Good: C-, C., C+A good understanding and appreciation of the importance of promoting awareness of rights in cultural contexts;; an ability to discuss culture with well-informed reference to children's rights; a good knowledge of the different meanings attached to the concept of culture; a good engagement with debates relating to children's participation rights; a sound understanding of educational strategies to promote cultural awareness (example: the 'Philosophy for Children' method); a good insight into the UNCRC and related ideas and implications for practice.

-excellent -Excellent: A- to A*A thorough understanding and appreciation of the importance of promoting awareness of rights in cultural contexts; an ability to engage in depth with ideas about culture within the context of children's rights; an excellent knowledge of the different meanings and interpretations attached to the concept of culture; a sound understanding of debates relating to children's participation rights & related debates and tensions; an excellent understanding of educational strategies to promote cultural awareness (example: the 'Philosophy for Children' method); an insightful and very well informed understanding of the principles of the UNCRC and its implications for practice; very good knowledge of related ideas such as cultural relativism.

Learning Outcomes

• 1. Show an informed understanding of the concepts of culture and rights

• 2. Explain the importance of promoting children鈥檚 awareness of culture and rights

• 3. Demonstrate knowledge of the UNCRC and its key principles

• 4. Understand implications of cross-cultural contexts for the realisation of children鈥檚 rights

• 5. Consider meaningful ways of educating children about rights