03335cam a22004098i 450000100090000000300050000900500170001400800410003101000170007202000310008902000260012003500130014604000290015904200080018805000210019608200220021710000260023924501240026526300090038926400580039830000290045633600260048533700280051133800270053950400510056650506420061752011650125963000620242465000240248665000300251070000280254090600450256894200450261395201250265895201250278399900170290821774831CSPC20251006133627.0201027s2021    nyu      b    001 0 eng    a  2020047684  a9781350216839q(paperback)  z9781350062832q(epub)  a21774831  aDLCbengerdacDLCdCSPC  apcc00aLC213b.J47 202100a379.26bJ483c2231 aJerome, Lee,eauthor.10aChildren's rights education in diverse classrooms :bpedagogy, principles, and practice /cLee Jerome and Hugh Starkey.  a2105 1aLondon ;aNew York, NY :bBloomsbury Academic,c2021.  axvi, 289 pages ;c23 cm.  atextbtxt2rdacontent  aunmediatedbn2rdamedia  avolumebnc2rdacarrier  aIncludes bibliographical references and index.0 aPart I. Definition and developments -- The united nations convention on the rights of the child and some implications for education -- Defining children's rights education -- Implementing children's rights education -- Part II. Ideology and interpretations -- Children's rights education, ideology and the teacher as change agent -- Transformational education and pedagogy as politics -- Experiential education through democracy and cooperation -- Part III. Pedagogy and practice -- The rights-respecting classroom -- Developing a children's rights culture in the school -- Children as citizens -- Conclusion: towards a pedagogy for CRE.  a"With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the 'system'. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children's rights and focused on quality learning"--cProvided by publisher.00aConvention on the Rights of the Childd(1989 November 20) 0aRight to education. 0aEducational equalization.1 aStarkey, Hugh,eauthor.  a7bcbccorignewd1eecipf20gy-gencatlg  2ddccBKe23h397.26iJ483ckCIRm2021n0  00102ddc4070aCSPCbCSPCcCIRd2024-03-12l0oCIR 379.26 J483c 2021p027280r2024-03-12 00:00:00t1-2w2024-03-12yBK  00102ddc4070aCSPCbCSPCcCIRd2025-10-06l0oCIR 379.26 J483c 2021p030464r2025-10-06 13:36:59t2-2w2025-10-06yBK  c27263d27263