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999 _c101479
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020 _a9783030211479
024 7 _a10.1007/978-3-030-21147-9
_2doi
040 _cМУБИС
050 4 _aLB1-3640
072 7 _aJNL
_2bicssc
072 7 _aEDU001000
_2bisacsh
072 7 _aJNL
_2thema
082 0 4 _a371
_223
100 1 _aHanna, Helen.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aYoung People's Rights in the Citizenship Education Classroom
_h[electronic resource] /
_cby Helen Hanna.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2019.
300 _aXIII, 267 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in Global Citizenship Education and Democracy
505 0 _aChapter 1. Introduction -- Chapter 2. Citizenship and citizenship education in Northern Ireland and Israel -- Chapter 3. Young people's rights to, in and through education -- Chapter 4. Representing the minority: Curriculum in divided societies -- Chapter 5. Dealing with difference: Pedagogy in divided societies -- Chapter 6. Looking to the (divided) future: Preparing young people for life in divided societies -- Chapter 7. Conclusion.
520 _aThis book explores the rights held by young people in the citizenship education classroom in the divided societies of Northern Ireland and Israel. Against the backdrop of a long history of protracted conflict and division, the author analyses how international rights obligations are reflected in the contested citizenship education curriculum in secondary schools. Drawing upon extensive qualitative data as well as policy and curriculum documents, the author reveals that understandings of education rights can be oriented around three themes – minority group representation in the curriculum, dealing with difference through pedagogy, and preparing young people for life in a (divided) society. This can be mapped onto the 42-A rights framework where education should be ‘acceptable’ and ‘adaptable’. However, the variety of interpretations held by participants raises questions regarding the ‘universality’ of international frameworks for education rights, and the workability of such frameworks in the national and divided contexts. While the contexts of Northern Ireland and Israel have much in common, they are rarely compared: this book will show that their comparison is as relevant as ever, as issues of identity continue to affect everyday school life. This book will be of interest to citizenship and history education scholars, as well as those who are concerned with the application of international human rights law. .
650 0 _aSchools.
650 0 _aCitizenship—Sociological aspects.
650 0 _aEducational sociology.
650 0 _aPeace.
650 0 _aHuman rights.
650 1 4 _aSchools and Schooling.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O52000
650 2 4 _aSociology of Citizenship.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X22290
650 2 4 _aSociology of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O29000
650 2 4 _aConflict Studies.
_0https://scigraph.springernature.com/ontologies/product-market-codes/912060
650 2 4 _aHuman Rights.
_0https://scigraph.springernature.com/ontologies/product-market-codes/R19020
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030211462
776 0 8 _iPrinted edition:
_z9783030211486
776 0 8 _iPrinted edition:
_z9783030211493
830 0 _aPalgrave Studies in Global Citizenship Education and Democracy
856 4 0 _uhttps://doi.org/10.1007/978-3-030-21147-9
942 _2ddc
_cEBOOK