Suchergebnisse

Cover -- Contents -- Foreword -- Acknowledgments -- Chapter 1: Children's Rights-History and Background -- Chapter 2: Children's Rights Within Families -- Chapter 3: Children's Rights Within Early Childhood Education and Care -- Chapter 4: Children's Rights in School -- Chapter 5: Children's Rights in Child Protection Systems -- Chapter 6: Children's Rights to Health -- Chapter 7: Children's Rights in the Workplace -- Chapter 8: Conclusion-Drawing the Threads Together -- References -- Index -- Ad page -- Backcover.

This volume explores how children's rights has influenced research with children and how research can in turn shape policies and practices to enhance children's rights. The book examines the impact children's rights and Childhood Studies has had on how children are constructed and regulated internationally

This book describes the unfolding of a global phenomenon: the legal prohibition of physical punishment of children. Documenting the stories of countries that have either prohibited corporal punishment of children or who are moving in that direction, this volume will serve as a sourcebook for scholars and advocates around the world who are interested in the many dimensions of physical punishment and its elimination.

In a broader research project about students' perceptions of their rights in New Zealand high schools, the first author conducted an interview with a group of students that was noticeably different from her interviews with groups of students at three other high schools. This article was prompted in the first instance by a sense of this 'noticeably different' interview being a 'failure' because of the limited spoken text elicited. In this article we demonstrate what we can learn from data regarding embodiment, the interview setting, silence, laughter and, in the process, we attempt to practise 'uncomfortable reflexivities' advocated by Pillow (2003). We argue that an apparently 'failed' interview has a great deal to teach us about the theory and practice of qualitative research and the tenuous nature of the production of knowledge. We finish by identifying how our experience of this 'failed' interview informs our current research.

This article reports on a qualitative research study that explored the perspectives and lived experiences of children in a range of New Zealand rural environments. Thirty-six children, aged between 6 and 11 years, were interviewed about living in the country and also contributed artwork and photographs. They came from four specific rural locations, ranging from 'rural with high urban influence' to 'highly rural/remote'. Children expressed positive views about aspects of rural living, such as opportunities for being outdoors and participating in social relationships, confirming a positive discourse of the rural idyll. Their accounts highlighted children's agency under complex and sometimes challenging conditions. Children also, however, experienced some aspects of rural life as dull, dangerous or difficult. The complex and nuanced constructions of rural childhood uncovered in this study point to the critical importance of consulting with children in order to understand their experiences and best meet the needs of rural children and families.