The school-to-prison pipeline Kim, Catherine Y; Losen, Daniel J; Hewitt, Damon T
2010, 20101015, 2010-10-15
eBook, Book
Inhalt: Introduction -- The right to education -- Unlawful discrimination -- Students with disabilities -- Challenging suspensions and expulsions -- Disciplinary alternative schools and programs -- ...Criminalizing school misconduct -- Court-involved youth and the juvenile justice system -- Conclusion.
The article analyzes and singles out a scientific problem related to the constitutional right to education and guarantees of its protection in the context of European integration processes. Based on ...the standards of national and international legislation, the place of the right to education in the system of human rights and its relationship with the catalog of constitutional rights and freedoms was investigated. A proper definition of the constitutional right to education is proposed.
Particular attention in the article was devoted to the issue of the entry of education into the European space. In order to effectively implement the right to education, particularly in the context of globalization and European integration processes, the education system is being reformed and modernized, including the legal sphere, and its adaptation to European standards.
The Association Agreement between Ukraine and the European Union is of particular importance for the process of European integration in education. It was found out that the Ministry of Education and Science pays considerable attention to reforms in the field of education and science, including in wartime conditions.
The constitutional guarantees that make up the content of the constitutional right to education and its protection are analyzed. In particular, attention is devoted to a special guarantee - the protection of the constitutional right to education. Thus, based on the results of the research of the domestic judicial practice and the professional activity of the European Court of Human Rights, the essence and content of the guarantees of protection of the right to education were clarified.
Analyzing the current judicial practice, it was established that the most frequent reasons for appeals are the following: refusal to recognize a document on higher education (including the procedure for recognizing a foreign educational document by Ukrainian authorities); violation of the rights to higher education by normative legal acts of the executive power, local self-government bodies and other authorities; appeal against the decisions of the appeal commission of the Ukrainian Center for the Evaluation of the Quality of Education, regarding the refusal of registration or violations during the conduct and results of the external independent evaluation; availability of external independent assessment and sufficient education of students regarding this process.
The article draws attention to the UN Charter, which proclaims the task of reaffirming faith in basic human rights, in the dignity and value of the human person, in the equality of men and women, and ...in the equality of rights of large and small nations. Attention is focused on the principle of UN activity - implementation of international cooperation in the promotion and development of respect for human rights and basic freedoms for all, without distinction of race, sex, language and religion. International acts on human rights of a universal nature are characterized, in which for the first time at the international level everyone’s right to education was enshrined: the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights of 1966, the Convention against Discrimination in Education of 1960, the Convention on the rights of the child of 1989. Attention is drawn to the minimum standards of the right to education that the state must ensure. The relationship between the right to education, which was first enshrined at the international level in the Universal Declaration of Human Rights, and human dignity and the value of the human personality is defined. Emphasis is placed on the right to education and criteria for determining the degree of respect and observance of fundamental norms related to this human right throughout the world. The article also raises the question of the influence of international standards of the right to education on the constitutional legislation of the member countries of the Council of Europe - Bulgaria, Poland, Ukraine and other countries.
Background Research is proposed to explore a new feature in Uganda’s secondary schools because they have been advised and given guidelines to admit pregnant girls and teen mothers, a practice that is ...unprecedented in the country’s educational history. Many schools have responded to give this cluster of girls an opportunity to continue with mandatory education. The advice and guidelines are founded on large numbers of girls who during the Covid-19 lockdowns became teen mothers. Available literature indicates that at least 644,955 teen pregnancies were reported during the Covid-19 lockdowns of 2020 and 2021. The ministerial advice for schools to admit pregnant girls and teen mothers has come with mixed reactions, particularly from religious leaders. It is due to those mixed reactions that a study is proposed to examine issues that have arisen as a result of those unprecedented developments. Methodology: The research is adopting phenomenology as an educational qualitative research design whose aim is to explore the experiences of the research population and their consciousness of the phenomenon. The phenomenon is motherhood, for an adolescent schoolgirl, and the issues around it. The study’s research population is school teen mothers and pregnant girls. Discussion: To guide this study is the theory of metaphysical ethics which posits that moral order is rooted in the metaphysics of a human person. In this study, the right to education is conceptualized as the moral good that emanates from philosophical anthropology, and the dignity of a pregnant girl or a teen mother is proposed as the metaphysical justification for their admission to school to acquire what is their due. Strategies for pastoral care in education will be analyzed.
O fluxo migratório dentro do Mercado Comum do Sul (Mercosul) é uma questão significativa, e a livre circulação de pessoas é um dos princípios fundamentais estabelecidos. Mesmo que direitos humanos ...seja um tema presente nas pesquisas recentes sobre fenômenos migratórios, ainda são escassos os estudos que relacionam o direito à educação e os novos contornos das migrações contemporâneas. Assim, o objetivo deste estudo é evidenciar as ações adotadas pelo município de Dourados, no Mato Grosso do Sul (MS), no que se refere à garantia do direito à educação aos imigrantes oriundos da região do Mercosul. A opção metodológica é de natureza teórico-documental, de abordagem qualitativa. As análises indicam que a efetivação do direito à educação para imigrantes requer uma conduta abrangente que considere diversas dimensões do fenômeno, como: orientações, fluxos e protocolos, mapeamento e identificação, acolhimento, tradução e interpretação, flexibilidade, projetos de integração cultural, formação continuada, monitoramento e avaliação contínua, rede de apoio e acesso a recursos sociais.
Este artículo de investigación persigue analizar cómo ha evolucionado el derecho a la educación de la infancia inmigrante en la Unión Europea (UE) desde sus orígenes hasta 2023 y, también, ...identificar los factores que han propiciado cambios en las políticas educativas europeas con respecto a la infancia inmigrante. Para ello, se ha empleado el Análisis Documental de 822 políticas europeas, de las cuales se analizaron un total de 136 desde un enfoque cualitativo mediante el software MAXQDA Analytics Pro 2022. Los resultados manifiestan la existencia de cinco etapas en la política educativa de la UE sobre el derecho a la educación de este colectivo: (1) Derechos de los trabajadores migrantes y sus familias (1957-1984); (2) Integración en Europa de los grupos vulnerables (1984-2006); (3) Ciudadanía europea como horizonte migratorio (2006-2015); (4) Dilemas socioeducativos en torno a los refugiados (2015-2020); y (5) Hacia una Unión Europea resiliente, pero selectiva (2020 – Actualmente). A modo de conclusión, se puede observar cómo los acontecimientos históricos y el contexto sociopolítico de cada época han marcado notablemente el diseño de las políticas europeas. Asimismo, se observa un doble discurso por parte de la UE con respecto a la inmigración legal y la irregular.
Pensar o direito humano à educação Dantas, Aline Cristina de Lima; De Oliveira, Inês Barbosa; Paiva, Jane
Education policy analysis archives,
07/2020, Letnik:
28
Journal Article
Recenzirano
Pensar o direito humano à educação e sua efetivação, ou não, em diferentes espaçostempos educativos exige investigar práticaspolíticas, em busca de indícios de contribuição à emancipação social que ...neles se possa produzir. Com esta compreensão metódica de como investigar direito humano à educação, o texto visa a discutir ideias produzidas por pesquisadorxs em múltiplas intervenções no mundo da vida e que convergem, nos modos e nas formas de concebê-las, para consolidar alguns princípios, entre eles a dignidade humana, do que tem sido chamado direito à educação. Tratar desse direito para jovens, adultxs e idosxs motiva em grande parte as reflexões do texto, pelo entendimento de que o exercício do direito requer acesso a conhecimentos em contextos igualitários e plurais que respeitem conhecimentos anteriores e garantam a livre participação democrática, em que direitos individuais e sociais à aprendizagem e à cidadania digna sejam exercidos por todxs. Focando na vivência de políticaspráticas educativas cotidianas que caminham nessa direção, porque desenvolvendo a solidariedade e relações mais democráticas entre sujeitos, conhecimentos e culturas, xs autorxs finalizam perguntando como essas ações contribuem para que nesses cotidianos se amplie o caráter emancipatório dessas iniciativas, enquanto se amadurece a crítica como dispositivo de reflexõesações mais efetivas.
ABSTRACT This article presents the results of an investigation about the processes of exclusion, abjection, and struggle from trans people* as an attempt to enforce their rights to education. The ...qualitative research was conducted drawing from five interviews and the analyses were organized in three axes: exclusion with the interruption of schooling; going back to school in adult life, and the new perspectives of life upon gaining access to and remaining at school. The results reveal students facing excluding processes who challenge gender rules regarding their right to education or, or even their right to live under situations of abjection. However, they also show ways to rethink gender relations in the struggle for accessing and remaining at a less excluding school.
RESUMO Este artigo apresenta resultados de investigação sobre os processos de exclusão, abjeção e luta de pessoas trans* na tentativa de garantir seus direitos à educação. A pesquisa qualitativa foi realizada a partir de cinco entrevistas e as análises foram organizadas em três eixos: a exclusão com a interrupção dos estudos; a retomada na vida adulta e as novas perspectivas de vida com a conquista do acesso e da permanência na escola. Os resultados revelam processos excludentes de estudantes que desafiam as normas de gênero quanto ao direito à educação ou, até mesmo, à vida com situações de abjeção. No entanto, também mostram formas de repensar as relações de gênero na luta pelo acesso e pela permanência em uma escola menos excludente.
En el presente ensayo se busca desarrollar una hipótesis que vincula la relación pedagógica con la relación política y su interacción para la construcción y reproducción de una lógica idéntica que ...atraviesa y sobrepasa diversos campos sociales. Esta hipótesis que relaciona el fundamento mismo de la educación con la metáfora del triángulo pedagógico y que identifica en ella una lógica de producción de la desigualdad hace repensar el planteo de la educación como derecho, sin antes poner en cuestión diversos elementos que la fundamentan, en especial aquellos vinculados al concepto de transmisión.
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