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This is a list of laws and regulations pertaining to students and schools in South Carolina.

The empirical research presented in this paper focuses on concepts and perceptions of European politics and citizenship which are expressed by students and teachers in secondary schools. The qualitative study is based on semi-standardized interviews, written surveys, and classroom research (video transcripts, observation records). The results suggest that many young people are amenable towards transnational patterns of identity and they tend to combine pragmatic-optimistic expectations with European Union citizenship. Many of the students interviewed seem willing to adapt themselves to a larger European environment. However, many of the teachers voiced ambivalent notions while expressing veiled scepticism, although they rarely expressed open criticism based on their own fears towards political developments in a unified Europe. The classroom research shows that in the examined civic education lessons, the everyday concepts of students are seldom questioned and sparsely developed towards social-science-based explanatory models. Sometimes even misleading concepts are enforced in classroom interaction instead of being clarified by the development of adequate categories and models.

Chapter 1. Setting the scene for children's rights and education: understanding the aims of education -- Chapter 2. Article 29 and its translation into policy and practice in scotland: an impossible right to education? -- Chapter 3. teaching and learning together": one model of rights-centred secondary teacher preparation in the United States -- Chapter 4. The educational rights of children with disability in Australia -- Chapter 5. Children's educational rights in Poland: policy, school realities and ideological tensions -- Chapter 6. Children's education: from a right to a capability -- Chapter 7. It takes a village to overcome school failure and dropout: innovative educational practices promoting children's educational rights in Portugal -- Chapter 8. The education of first nations children in Australian educational contexts: some children are more equal than others -- Chapter 9. Ability-grouping and rights-based education in the neoliberal era: an irresolvable combination? -- Chapter 10. Participation and social exclusion – are they mutually exclusive phenomena? -- Chapter 11. Education rights and the convergence of provision and participation -- Chapter 12. Small voices bring big messages. Experiences of student voice and inclusion in Spanish schools -- Chapter 13. Inclusive and exclusionary practices concerning a child's voice in preschool: the perspective of polish student teachers' experiences -- Chapter 14. How to recognise and support participation in schools — critical considerations -- Chapter 15 -- Children's human rights and intercultural education: curricular prescriptions and teachers' practices in Switzerland -- Chapter 16. Countering scepticism and mistrust towards children's rights within education: fulfilling article 29 in Mexico through teachers' training on human rights -- Chapter 17. Perspectivising children's rights and education in research: analysing the teaching and learning of children's rights on the basis of human rights education (hre) theory -- Chapter 18. Child rights knowledge and children's education rights. .

Chapter 1. Setting the scene for children's rights and education: understanding the aims of education -- Chapter 2. Article 29 and its translation into policy and practice in scotland: an impossible right to education? -- Chapter 3. teaching and learning together": one model of rights-centred secondary teacher preparation in the United States -- Chapter 4. The educational rights of children with disability in Australia -- Chapter 5. Children's educational rights in Poland: policy, school realities and ideological tensions -- Chapter 6. Children's education: from a right to a capability -- Chapter 7. It takes a village to overcome school failure and dropout: innovative educational practices promoting children's educational rights in Portugal -- Chapter 8. The education of first nations children in Australian educational contexts: some children are more equal than others -- Chapter 9. Ability-grouping and rights-based education in the neoliberal era: an irresolvable combination? -- Chapter 10. Participation and social exclusion – are they mutually exclusive phenomena? -- Chapter 11. Education rights and the convergence of provision and participation -- Chapter 12. Small voices bring big messages. Experiences of student voice and inclusion in Spanish schools -- Chapter 13. Inclusive and exclusionary practices concerning a child's voice in preschool: the perspective of polish student teachers' experiences -- Chapter 14. How to recognise and support participation in schools — critical considerations -- Chapter 15 -- Children's human rights and intercultural education: curricular prescriptions and teachers' practices in Switzerland -- Chapter 16. Countering scepticism and mistrust towards children's rights within education: fulfilling article 29 in Mexico through teachers' training on human rights -- Chapter 17. Perspectivising children's rights and education in research: analysing the teaching and learning of children's rights on the basis of human rights education (hre) theory -- Chapter 18. Child rights knowledge and children's education rights. .

There are two important directions within the structure of current Russian domestic policy, i.e. the policy of patriotic education of youth and the policy of digitalization of various areas of public and state, as well as private life of citizens. Based on the idea of the need for a state to maintain the integrity and consistency of its political interests and management decisions, both directions should complement each other and thereby make domestic policy more effective. Especially taking into account the fact that both of these directions are connected to the solution of a strategic task of formation of a stable political identity among the new generation of Russian citizens. In reality, these two directions are in conflict today at the highest level of public presentation of those specific tasks that the younger generation will have to solve in the process of finding their identity. An analysis of the way digitalization policy is presented shows that today it contains a real risk of undermining all the work to form the patriotic identity of Russian youth.