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In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children's rights among professionals at all levels. This article explores the presence and status of children's rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children's rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedishdomestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children's rights among professionals at all levels. This article explores the presence and status of children's rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children's rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

The starting points of this paper imply a use from one article (Englund 2010) published within the project (Education as a citizenship right – parents' rights, children's rights or ….) in which the parental right to educational authority is questioned. Using deliberative democracy as an ideal I am putting the question if it is possible to create a deliberative democracy without future citizens growing into a pluralist, deliberative culture developing deliberative capabilities, with schools serving as crucial intermediate institutions. It is within common schools that encounters between different cultures, different value orientations etc. can take place and classrooms as weak publics can be created. However, this kind of development seems less plausible with the renaissance of what can be called liberal patriarchalism now legitimizing the growing use of parental right to educational authority[1], at the same time neglecting children's right to a pluralist education. In my paper I will try to analyze the components of this dilemma by relating it to an ongoing discussion on citizenship education questioning in what perspective this citizenship education shall be seen, in a perspective of societal reproduction of from a perspective of each child's rights to a pluralist education.[2]Depending on in what perspective this question is seen we find different outcomes. [1]The liberal, private-law paradigm privileges individual freedom, e.g. parental right to educational authority and civil rights at the same time subordinating political and social citizenship rights (Marshall 1949/1964, Habermas 1996). Among philosophers of education, William Galston (1991, 2002, 2005) is an outspoken proponent to parental right to educational authority. [2]William Galston (1991) poses two dilemmas about parental rights and education. The first of these arises from conflict between the proper ends of civic education in a liberal society and the values that some parents will want to honor in the way they rear their children; the second arises from conflict between how basic interests of the child are understood by the wider society and the dissident views of some parents (cf. Callan 2006) ; Education as a citizenship right - parental rights, children's right or .

This paper attempts to clarify several lines of research on gender in development and education, inter-relating findings from studies on intuitive/informal knowledge with those from research on achievements and attitudes in science. It acknowledges the declining proportions of male teachers world-wide and examination successes which indicate a reversal of educational disadvantage from female to male; as well as the recent evidence on the effects of the gender of teachers upon student success. An empirical contribution to the literature is offered, drawing from the gender-related findings from research on children's cosmologies in China and New Zealand with 346 boys and 340 girls. The investigation focused on children's concepts of the motion and shape of the Earth through observational astronomy and gave children opportunities to express their ideas in several modalities. he in-depth interviews allowed children to share their meanings and gender differences became apparent (e.g. girls' superior ability to visually represent their cosmologies and boys' greater awareness of gravity). However, these differences were not universal across genders or cultures and marked similarities were apparent both in the content of children's responses and in their reasoning processes. By comparing boy/girl cosmological concept categories and by tracking their developmental trends by age, statistical evidence revealed the extent of the similarities within and across these diverse cultures. The findings reinforce those from the authors' knowledge restructuring and cultural mediation studies and provide support for the view that boys and girls have similar, holistic-rather-than-fragmented, cosmologies which have features in common across cultures and ethnic groups.

This article is a first attempt to relate the UN Convention on the Rights of the Child to education policy. It compares three countries, Argentina, Chile and Spain in an attempt to both present particular problems that are of pressing concern in each and to propose a framework that might reveal some possible obstacles to the implementation of children's rights. The article is divided into three sections. In the first section, a comparative review of the formal dispositions and legislative changes in the three countries is presented. Some of the most notable contrasts are briefly contextualized in the history of each nation-state. In the second section, particular problems in each nation are reassessed through the lens of the Convention. Three cases are examined: in Argentina, the funding and organization of public compulsory education; in Chile, an instance of international cooperation in education; in Spain, the relations between public and private education and ethnic segregation. Finally, a general framework is discussed using these three cases as examples

In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy.? In the book 'Beyond Quality in ECE and Care' authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children's play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Cana.

Einleitend setzt sich der Verfasser mit der Anwendung des Fähigkeitsansatzes bei der Untersuchung der Kindheit auseinander, wobei die Förderung der Selbständigkeit im Mittelpunkt des Interesses steht. In diesem Kontext werden unterschiedliche Konzepte hinsichtlich der Selbstbestimmung des Kindes im Sozialisationsprozess thematisiert. Dabei werden spezifische Sichtweisen bezüglich der Festlegung von Bildungsinhalten und der Rolle der Kinder in diesen Entscheidungsprozessen unter die Lupe genommen. Auf die Förderung der Autonomie wird in Rahmen einzelner Kulturen jeweils spezifischer Wert gelegt, der in diesem Rahmen als funktional angesehen wird. Im abschließenden Teil des Beitrags wird die Relevanz des Fähigkeitsansatzes für die Gestaltung des Bildungswesens, insbesondere für die fortschreitende Erweiterung des Handlungsspielraumes und der Autonomie der Kinder zur Diskussion gestellt. (ICF).