Assuring children’s human right to freedom of opinion and expression in education
Assuring children’s human right to freedom of opinion and expression in education
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确保儿童在教育中享有见解和言论自由的人权
DOI：
10.1080/17549507.2018.1385852
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发表时间：
2018
影响因子：
1.8
通讯作者：
Jonathon Sargeant
中科院分区：
文献类型：
--
作者：
Jenna K. Gillett;Jonathon Sargeant
摘要 通过《联合国儿童权利公约》为儿童制定了《世界人权宣言》，规定每个儿童都有权参与影响他们的所有事务。特别是，第 19 条包括儿童言论和意见自由、获取信息和交流选择的权利。然而，儿童日常生活中设置的许多障碍往往限制或限制儿童参与权在实践中的落实，尤其是在教育方面。通常由成人决定儿童可以交流什么、何时以及如何交流，以及寻求、考虑或采纳儿童的观点和意见的程度。本文探讨了儿童的日常生活如何受到限制其表达、声音和交流权利的影响。儿童日常生活的很大一部分时间是在教育环境中度过的，但对儿童获取信息和交流选择的限制并不能反映当代的教学思维。许多学校环境长期存在成人态度和知识、教学传统、组织结构和技术进步等关键参与障碍。这种参与障碍阻碍了儿童沟通权的实现，从而限制了教育的提高。支持儿童通过各种媒体进行交流的权利可以使教育学支持包括声音的实践。
Abstract The Universal Declaration of Human Rights elaborated for children through the United Nations Convention on the Rights of the Child, mandates each child’s right to participate in all matters affecting them. In particular, Article 19 includes the child’s right to freedom of expression and opinion, access to information and communication choice. However, many barriers placed on children’s daily lives often restrict or limit the enactment of children’s participatory rights in practice, most noticeably in education. It is often the adult who decides what, when and how children can communicate, and the extent children’s views and opinions are sought, considered or incorporated. This paper explores how children’s daily lives are mediated in ways that restrict their expression, voice and communication rights. Children spend a significant proportion of their daily lives in education settings yet the restrictions on children’s access to information and communication choices do not reflect contemporary pedagogical thinking. Many school settings perpetuate the key participation barriers of adult attitude and knowledge, pedagogical tradition, organisational structure and technological advancement. Such barriers to engagement stifle the realisation of the child’s communication rights that then limits educational enhancement. Supporting children’s right to communicate via a range of media enables pedagogy supporting voice-inclusive practice.