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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
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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.
Keywords
POLICY, JUSTICE, 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

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Citation

Please use this url to cite or link to this publication:

MLA
Reynaert, Didier, et al. “Children’s Rights Education and Social Work: Contrasting Models and Understandings.” INTERNATIONAL SOCIAL WORK, vol. 53, no. 4, 2010, pp. 443–56, doi:10.1177/0020872809355367.
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. https://doi.org/10.1177/0020872809355367
Chicago author-date
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): 443–56. https://doi.org/10.1177/0020872809355367.
Chicago author-date (all authors)
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. doi:10.1177/0020872809355367.
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.
IEEE
[1]
D. Reynaert, M. De Bie, and S. Vandevelde, “Children’s rights education and social work: contrasting models and understandings,” INTERNATIONAL SOCIAL WORK, vol. 53, no. 4, pp. 443–456, 2010.
@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’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.}},
  author       = {{Reynaert, Didier and De Bie, Maria and Vandevelde, Stijn}},
  issn         = {{0020-8728}},
  journal      = {{INTERNATIONAL SOCIAL WORK}},
  keywords     = {{POLICY,JUSTICE,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}},
}

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