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Unsatisfactory Progress: Article 12 and Pupil Participation in English Schools

Research output: Contribution to Journal/Magazine › Review article › peer-review

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Unsatisfactory Progress: Article 12 and Pupil Participation in English Schools. / Jones, Tara.
In: International Journal of Children's Rights, Vol. 25, No. 1, 30.06.2017, p. 68-84.

Research output: Contribution to Journal/Magazine › Review article › peer-review

Harvard

Jones, T 2017, 'Unsatisfactory Progress: Article 12 and Pupil Participation in English Schools', International Journal of Children's Rights, vol. 25, no. 1, pp. 68-84. https://doi.org/10.1163/15718182-02501003

APA

Jones, T. (2017). Unsatisfactory Progress: Article 12 and Pupil Participation in English Schools. International Journal of Children's Rights, 25(1), 68-84. https://doi.org/10.1163/15718182-02501003

Vancouver

Jones T. Unsatisfactory Progress: Article 12 and Pupil Participation in English Schools. International Journal of Children's Rights. 2017 Jun 30;25(1):68-84. Epub 2017 Jun 20. doi: 10.1163/15718182-02501003

Author

Jones, Tara. / Unsatisfactory Progress : Article 12 and Pupil Participation in English Schools. In: International Journal of Children's Rights. 2017 ; Vol. 25, No. 1. pp. 68-84.

Bibtex

@article{2cd37b22e3b3458888d4f0a132aa5f00,
title = "Unsatisfactory Progress: Article 12 and Pupil Participation in English Schools",
abstract = "This paper explores the application of Article 12 of the uncrc to education in England, with specific emphasis on children's involvement in definitions of {"}suitable education{"} in the context of English schools. It is demonstrated that, despite a claimed commitment to children's rights by the uk government, little progress has been made in relation to Article 12 and pupil participation in education policy and practice. It is argued that this is because the school environment views children from within a paternalistic framework and the available mechanisms for children to participate are adult-defined and controlled and this limits what children are able to say. The paper concludes by suggesting some reasons why this state of affairs exists and what might be done to remedy it.",
keywords = "{"}suitable education{"}, Article 12, policy, schools",
author = "Tara Jones",
year = "2017",
month = jun,
day = "30",
doi = "10.1163/15718182-02501003",
language = "English",
volume = "25",
pages = "68--84",
journal = "International Journal of Children's Rights",
issn = "0927-5568",
publisher = "Martinus Nijhoff Publishers",
number = "1",

}

RIS

TY - JOUR

T1 - Unsatisfactory Progress

T2 - Article 12 and Pupil Participation in English Schools

AU - Jones, Tara

PY - 2017/6/30

Y1 - 2017/6/30

N2 - This paper explores the application of Article 12 of the uncrc to education in England, with specific emphasis on children's involvement in definitions of "suitable education" in the context of English schools. It is demonstrated that, despite a claimed commitment to children's rights by the uk government, little progress has been made in relation to Article 12 and pupil participation in education policy and practice. It is argued that this is because the school environment views children from within a paternalistic framework and the available mechanisms for children to participate are adult-defined and controlled and this limits what children are able to say. The paper concludes by suggesting some reasons why this state of affairs exists and what might be done to remedy it.

AB - This paper explores the application of Article 12 of the uncrc to education in England, with specific emphasis on children's involvement in definitions of "suitable education" in the context of English schools. It is demonstrated that, despite a claimed commitment to children's rights by the uk government, little progress has been made in relation to Article 12 and pupil participation in education policy and practice. It is argued that this is because the school environment views children from within a paternalistic framework and the available mechanisms for children to participate are adult-defined and controlled and this limits what children are able to say. The paper concludes by suggesting some reasons why this state of affairs exists and what might be done to remedy it.

KW - "suitable education"

KW - Article 12

KW - policy

KW - schools

U2 - 10.1163/15718182-02501003

DO - 10.1163/15718182-02501003

M3 - Review article

AN - SCOPUS:85022078408

VL - 25

SP - 68

EP - 84

JO - International Journal of Children's Rights

JF - International Journal of Children's Rights

SN - 0927-5568

IS - 1

ER -