No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
To What Extent can Parental Rights be Limited by “Minimum Educational Standards as may be Laid Down or Approved by the State”?
ResearchGate has not been able to resolve any citations for this publication.
A trend has emerged of not defining education as a “human right” anymore, but of rather calling it a “human need”. This has paved the way for an ever increasing commercialisation of education, excluding the poor from access to education. A problem at a different level is that states often do not know what is expected of them when realising the right to education as protected by international law. This relates to the complex nature of this right, which is simultaneously a civil and political and an economic, social and cultural right. This book seeks to affirm education as a “human right” and to describe the various state duties flowing from the right to education. It refers to the provisions on the right to education found in instruments of international law and systematically analyses article 13 of the International Covenant on Economic, Social and Cultural Rights. The book is of interest to students, teachers, researchers, legal practitioners and state and international officials dealing with international human rights law.
In this article the authors examine the reasons for the establishment of Hindu schools in the Netherlands and how the Dutch system of education facilitates these and other voluntarily separate schools. In particular, the authors explore the manner in which Hindu schools aim to cultivate and sustain attachments to their own group through a culturally specific approach to learning and belonging that promises greater educational equality. The authors argue that the special features of Dutch Hindu schools, as a form of voluntary separation, may better facilitate and promote equality of educational opportunity than other options available to the Dutch Hindu community.
In a scoping study on the role of local faith communities in relation to child development and learning in low-and middle-income countries, we note the need for more scholarly attention on this topic, especially in the areas of ECD and primary and secondary education. We find very little literature that explores the current contributions of these faith communities or the impact of interventions. Most literature focuses on interventions driven by international actors that engage faith-actors in instrumentalist ways. We argue for an approach that seeks to recognize and support faith-communities as existing systems that support child development and learning, and believe such an approach will be more sustainable, respectful, and effective.
The problem of education in liberal democracies is to ensure the intergenerational continuity of their constitutive political ideals while remaining open to a diversity of conduct and belief that sometimes threatens those ideals. Creating Citizens addresses this problem. The book identifies both the principal aims of political education—liberal patriotism and the sense of justice—and the rights that limit their public pursuit. The public pursuit of these educational aims is properly constrained by deference to the rights of parents, and these are shown to have some independent moral weight underived from the rights of children. The liberal state's possible role in the sponsorship and the control of denominational school is discussed, as are the benefits and hazards of moral dialogue in morally diverse educational environments. The book draws heavily on John Rawls's theory of justice.
Over the last few years, Orthodox Jewish private schools, also known as yeshivas, have been under fire by a group of activists known as Young Advocates for Fair Education, run by several yeshiva graduates, who have criticized them for providing an inadequate secular education. At the heart of the yeshiva controversy lies two important interests in education: the right of the parent to choose an appropriate education, which may include values-laden religious education, and the right of each child to receive an appropriate education, as guaranteed by the state. These interests raise further questions. If preference is given to the former, how much freedom should be given to a parent in choosing an appropriate education? If the latter, how does the state define what constitutes an appropriate education or measure the extent to which an appropriate education has been achieved? And when can—or must—the state override the wishes of parents? The purpose of this book is to explore these difficult questions.
One prominent issue in developing education systems globally has been the relation between state and non-state actors. In this country case study, we explore how social, economic, and political changes in Kenya are impacting the mission, focus, and operations of faith-based—and specifically Catholic—schools. Drawing primarily from four focus group discussions with head teachers from 36 government-aided, Catholic-sponsored primary schools, we explore the question: How is the Kenyan state’s growing capacity to regulate education impacting Catholic-sponsored schools in pursuing their distinctive mission(s)? We find many head teachers have concerns that increasing state control may decrease autonomy in ways that threaten the integrity of the schools’ faith-based mission.
This article reviews the literature evaluating the impact of school choice programs on racial integration. Evidence on the impacts of magnet schools, voluntary busing programs, open enrollment practices, charter schools, and voucher programs is reviewed. The literature is mixed on this question, finding that the impacts of choice on racial integration are highly context-specific and varies across regions and type of choice.
This qualitative case study explores the effect of government aid and related policies on the institutional character of Catholic secondary schools in Uganda. Private Catholic and government aided Catholic schools showed a clear and coherent institutional identity that fosters a positive school culture. However, Catholic school autonomy and identity are constrained by state policy, especially in government aided Catholic schools. Government control over selection of personnel and students in government aided schools affects mission alignment, goals and values, and perceptions of responsibility. Resource scarcity and leadership are key factors that affect the degree of state influence. This study suggests that further research should consider the relationship between autonomy and school climate and culture, especially in faith-based schools.
The question of how school choice programs affect the racial stratification of schools is highly salient in the field of education policy. We use a student-level panel data set to analyze the impacts of the Louisiana Scholarship Program (LSP) on racial segregation in public and private schools. This targeted school voucher program provides funding for low-income, mostly minority students in the lowest-graded public schools to enroll in participating private schools. Our analysis indicates that the vast majority (82%) of LSP transfers have reduced racial segregation in the voucher students’ former public schools. LSP transfers have marginally increased segregation in the participating private schools, however, where just 45% of transfers reduce racial segregation. In those school districts under federal desegregation orders, voucher transfers result in a large reduction in traditional public schools’ racial segregation levels and have no discernible impact on private schools. The results of this analysis provide reliable empirical evidence that parental choice actually has aided desegregation efforts in Louisiana.
Transnationalism and the experience of migrancy has lead to cultural dissonance for many newcomers from Muslim countries, unaccustomed to the culturally permissive social norms like consuming alcohol and partying, dating and premarital relations. Residing within culturally incongruent spaces, migrant Muslim communities often seek to shelter their children and youth from negative outside influences. Within this context, independent Islamic schools take on multiple sociological roles in the Canadian Muslim diaspora. For example, these schools attempt to create a ‘safe’ environment that protects students from the ‘de‐Islamizing’ forces in public schools and society at large. It is within the nexus of resisting cultural assimilation and engaging cultural survival that the need for Islamic schools emerges. These schools provide a culturally congruent space and a more seamless transition between the values, beliefs, and practices of the home and school environment. They also provide a space free from racism and religious discrimination that many students encounter within public schools. Yet Islamic schools, like other independent religious schools, are also accused of ‘ghettoizing’ students and not providing socialization within society at large, and are considered inadequate arenas for civic engagement in a racially and religiously plural society due to their ‘particularist’ orientation. This paper provides a critical examination of these claims and how they are both challenged and affirmed through the narratives of Islamic school stakeholders.
The purpose of this article is to question whether the concept of social capital has anything original to offer for understanding why some communities have weaker networks compared to others. Drawing on an empirical example from Belfast, the article illustrates that the themes embedded in social capital have a long history. Moreover, rather than a benign phenomenon, social capital excludes as well as includes community members within its networks. While Putnam (2000) tries to deal with this negative effect through his distinction between ‘bonding’ and ‘bridging’ social capital, his analysis is flawed. Moving from bonding to bridging social capital is beset with contradictions. In order to set in motion the framework for bridging social capital to emerge, the conditions that led to the development of bonding social capital need to be undermined. However, removing the rationale for the existence of bonding social capital by no means ensures that the path is paved for the development of bridging social capital.The article examines some of the problematic aspects of this transition through an examination of community networks and relationships in one Catholic community in West Belfast. Here, the wider political conflict in Northern Ireland facilitated the development of bonding social capital, while the peace process provided opportunities for bridging social capital to strengthen and develop. The example indicates that the exclusion aspect of social capital persists in the transition from bonding to bridging social capital.
The nature of prejudice
- G W Allport
- Allport G. W.
Children paternalism and education: A liberal argument
- A Gutmann
- Gutmann A.
Social cohesion: Definition, measurement and developments
- C A Larsen
- Larsen C. A.
Educational pluralism in the European Union: Report of 10 educational systems
- Oidel
Freedom of education index: Correlations with selected indicators
- Oidel
The parent as (mere) educational trustee: Whose education is it anyway? Georgetown Public Law and Legal Theory Research Paper No
- J Shulman
La sécurité ne peut pas être greffée
- C Bieger-Merkli
- P Meyer-Bisch
- Bieger-Merkli C.
Entrevista a Mikel Mancisidor miembro del Comité de derechos económicos sociales y culturales de la ONU
- M Mancisidor
Right to education: The cultural dimensions of the right to education, or the right to education as a cultural right
- Boly Barry
- Boly Barry K.
Swedish government tries to ban religious schools
- Cne News
Aparece Nicaragua en la lista de los países con mayor persecución religiosa
- M López
Human rights obligations: Making education available, accesible, acceptable and adaptable
- K Tomasevsky
- Tomasevsky K.
A world made new. Eleanor Roosevelt and the universal declaration of human rights. The Random House
- M Glendon
- Glendon M.
Annual discussion on rights of the child
- T V Un Media