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Children's rights education and social work: contrasting models and understandings

Didier Reynaert UGent, Maria De Bie UGent and Stijn Vandevelde UGent (2010) INTERNATIONAL SOCIAL WORK. 53(4). p.443-456
abstract
Despite the adoption of the United Nations Convention on the Rights of the Child the interest in developing a theoretical grounding for children’s rights education seems to be rather limited. This paper argues for a better understanding of children’s rights education as a distinctive field in social work. Two different conceptions of children’s rights education are identified: children’s rights education as an implementation strategy and children’s rights education as social action. Their relevance to both social work theory and practice are examined.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
JUSTICE, POLICY, PEDAGOGY, UNITED-STATES, PARTICIPATION, 21ST-CENTURY, CONSTRUCTION, CITIZENSHIP, CHALLENGE, CHILDHOOD, children's rights, children's rights education, social action, United Nations Convention on the Rights of the Child
journal title
INTERNATIONAL SOCIAL WORK
Int. Soc. Work
volume
53
issue
4
pages
443 - 456
Web of Science type
Article
Web of Science id
000279554800001
JCR category
SOCIAL WORK
JCR impact factor
0.436 (2010)
JCR rank
28/36 (2010)
JCR quartile
4 (2010)
ISSN
0020-8728
DOI
10.1177/0020872809355367
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
785947
handle
http://hdl.handle.net/1854/LU-785947
date created
2009-11-20 13:14:32
date last changed
2011-07-06 14:51:09
@article{785947,
  abstract     = {Despite the adoption of the United Nations Convention on the Rights of the Child the interest in developing a theoretical grounding for children{\textquoteright}s rights education seems to be rather limited. This paper argues for a better understanding of children{\textquoteright}s rights education as a distinctive field in social work. Two different conceptions of children{\textquoteright}s rights education are identified: children{\textquoteright}s rights education as an implementation strategy and children{\textquoteright}s rights education as social action. Their relevance to both social work theory and practice are examined.},
  author       = {Reynaert, Didier and De Bie, Maria and Vandevelde, Stijn},
  issn         = {0020-8728},
  journal      = {INTERNATIONAL SOCIAL WORK},
  keyword      = {JUSTICE,POLICY,PEDAGOGY,UNITED-STATES,PARTICIPATION,21ST-CENTURY,CONSTRUCTION,CITIZENSHIP,CHALLENGE,CHILDHOOD,children's rights,children's rights education,social action,United Nations Convention on the Rights of the Child},
  language     = {eng},
  number       = {4},
  pages        = {443--456},
  title        = {Children's rights education and social work: contrasting models and understandings},
  url          = {http://dx.doi.org/10.1177/0020872809355367},
  volume       = {53},
  year         = {2010},
}

Chicago
Reynaert, Didier, Maria De Bie, and Stijn Vandevelde. 2010. “Children’s Rights Education and Social Work: Contrasting Models and Understandings.” International Social Work 53 (4): 443–456.
APA
Reynaert, D., De Bie, M., & Vandevelde, S. (2010). Children’s rights education and social work: contrasting models and understandings. INTERNATIONAL SOCIAL WORK, 53(4), 443–456.
Vancouver
1.
Reynaert D, De Bie M, Vandevelde S. Children’s rights education and social work: contrasting models and understandings. INTERNATIONAL SOCIAL WORK. 2010;53(4):443–56.
MLA
Reynaert, Didier, Maria De Bie, and Stijn Vandevelde. “Children’s Rights Education and Social Work: Contrasting Models and Understandings.” INTERNATIONAL SOCIAL WORK 53.4 (2010): 443–456. Print.