Children's Rights & the Law
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Anne-Marie Smith
Overall aims and purpose
The module is designed to provide practitioners with a comprehensive introduction to children’s rights. Children’s Rights and the law also covers various aspects of history, theory, politics, law and practice. The module investigates the legal basis for children’s rights by exploring international, regional, and national laws in a comparative context. Comprised of three sections consisting of each article of the United Nations Convention on the Rights of the Child and its Optional Protocols threaded throughout the module, the practitioner is provided with content that is supported by a range of learning activities to aid in developing knowledge and an understanding needed to achieve the course objectives and desired learning outcomes.
Section 1 focuses on the international, regional conventions, and agreements on children’s rights across a number of member States that align with the case law. Introduces the learner to the 3Ps of the UNCRC - Provision, Protection and Participation. By the end of the section, the learner will achieve the course objectives for the international and regional instruments and have had the opportunity to think about how they apply to their work as practitioners through the use of case law. The section takes a broad, but precise review of children’s rights history, theory, politics, law and practice.
Section 2 builds on your knowledge of the international agreements and explores how their principles are translated into the national laws and practices of countries. It is important to understand what rights children have and how the law protects those rights. The section covers each of the articles, includes how the UNCRC provides access to justice and legal empowerment, but focuses on four aspects of the law particularly relevant to child care
1) the right to be cared for and looked after,
2) the right to protection from violence and abuse,
3) the right to information, and
4) the right to be heard and involved in decisions in relation to education.
By the end of the section, the learner will understand how to respect and acknowledge children’s rights in your day-to-day work, and how to recognise and take action if rights are not being respected by others. In this section, the student has an opportunity to critically analyse real-world child abuse cases within the UK, across the globe, and the relationship with today’s educator.
- Section 3 explores the meaning of the right to care and education under the 3Ps. The learner will already have learned about the right to care, education, and protection alongside the whole range of children’s rights identified in the articles. However, understanding care and education in more detail is obviously important in a practitioner’s role. By the end of the section, the learner will understand how the right to care, education, and protection is made up of many different elements. The section looks at the wider issues of the UNCRC articles and their critical role to children’s societal roles and context from an analytical perspective.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.
85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice. 70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
Formulate children’s rights and the law into its constituent parts, detecting how the parts relate to one another, and to an overall structure or purpose in relation to children’s rights law.
Critically analyse child rights as stipulated by the UNCRC articles, under the scope of the 3Ps: Provision, Protection, and Participation and how these provide a child with access to justice through legal empowerment.
Give a critical interpretation of international human rights terms in connjunction with other international jurisprudence and the rules and procedures of the professional and national setting.
Critically evaluate legal procedures of children’s rights law and legal doctrine rules and implement the systematic formulation of the law in particular situations
Critically assess areas of legal controversy and competing interpretations of the law, while conveying concepts of children’s rights in the law
Analyse and construct children’s rights and the law elements together within the childhood and youth context to think about the implementation of the knowledge in your own professional and national setting.
Teaching and Learning Strategy
Fortnightly opportunities to discuss issues and ideas in more depth and prepare for assignments.
Weekly, 2 hour lectures discussing relevant topics and exploring key issues.
This time is to be used in reading set texts and extended research about the topic, preparation for assignments, completing tasks set in readiness for the lectures.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
- apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
- integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
- evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
- constructively critique theories practice and research in the area of child development
- critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xme-4061.html
1) Children’s Rights Alliance for England (2014) State of children’s rights in England: review of Government action on United Nations’ recommendations for strengthening children’s rights in the UK, London: Children’s Rights Alliance for England. 2) Children’s Rights Alliance for England (2012) Children’s human rights: what they are and why they matter? London: Children’s Rights Alliance for England. 3) Child Rights Connect for Ratify OP3 CRC (2014) Speak Up for Your Rights: OP3 CRC: A short guide for children, teens and child-led organisations about a new United Nations treaty that lets you speak up about child rights violations, Geneva: Child Rights Connect. 4) Equality and Human Rights Commission (2017) Measurement framework for equality and human rights. Manchester: Equality and Human Rights Commission. 5) Haywood, N., Walker, S., O'Toole, G., Hewitson, C., Pugh, E. and Sundaram, P. (2009) Engaging All Young People in Meaningful Learning after 16: A Review Research Report 25, Manchester: Equality and Human Rights Commission. 6) HM Government (2014) The Fifth Periodic Report to the UN Committee on the Rights of the Child United Kingdom, London: HM Government. 7) Hutchinson, J., Rolfe, H. and Moore, N. (2011) All things being equal? Equality and diversity in careers education, information, advice and guidance, Research report 71, Manchester: Equality and Human Rights Commission 8) House of Lords and House of Commons Joint Committee on Human Rights (2015) The UK's compliance with the UN Convention on the Rights of the Child: Eighth Report of Session 2014-15: Report, together with formal minutes, London: The Stationery Office Ltd. 9) Vandenhole, Wouter, ‘The Convention on the Rights of the Child’ in Koen De Feyter and Felipe Gomez Isa (eds), International Human Rights Law in a Global Context (University of Deusto 2009). 10) Vandenhole, Wouter, ‘Distinctive Characteristics of Children’s Human Rights Law’ in Eva , Brems, Ellen Desmet and Wouter Vandenhole (eds), Children’s Rights Law in the global Human Rights Landscape: Isolation, Inspiration, Integration? (Routledge 2017) 24.