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CRC

CRC
by

Mike Yule

on 9 November 2016

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Transcript of CRC

Convention
on the
Rights of the Child

UN
The only way
to make sure
people you agree with can speak
is
to support the rights of people
you don’t agree with.
Class charters
What you need to thrive…

To be healthy
To be safe
To take part
First they came for the Communists
And I did not speak out
Because I was not a Communist…
Then they came for the Socialists
And I did not speak out
Because I was not a Socialist…
Then they came for the trade unionists
And I did not speak out
Because I was not a trade unionist…
Then they came for the Jews
And I did not speak out
Because I was not a Jew…
Then they came for me
And there was no one left
To speak out for me
Children learn that they also have responsibilities – to others and themselves

CRC gives children and adults a consistent language for use in a wide range of issues
Voting rights for convicted prisoners
“Egypt is for all”
Submission to Cambridge Primary Review
“The real cause of cultural problems is a lack of engagement brought about by a feeling of disempowerment. Education should give children a sense of agency.”
Provides a framework for addressing global issues
It provides a universally agreed set of values against which practices can be evaluated
What are rights?
United Nations Convention on the Rights of the Child (UNCRC) 1989
1948
Rights respecting schools
Participation
Articles 12: - Respect for views of the child
When adults are making decisions that affect children, children have the right to say what they think should happen

13: - Children have the right to get and share information

14: - Freedom of thought, expression

15:- Freedom of association …right to join groups
Active learning
Pitfalls…
Some benefits of RRS…
Globally agreed set of values

Children learn they have rights now – They are citizens, not pre citizens (Arts: 19,23,28:2,29)


All children have these same rights, unconditionally
(Arts: 2,7,8,16,23,28,29,31)
wants
needs
http://www.crae.org.uk/media/64143/CRAE_England_Report_WEB.pdf
Integral to the CRC is the duty on schools
to:
Ensure the principles and values of the
CRC are integrated into the structure and
practice of all schools
there is no systematic provision for this
Wear items of religious significance to school
Same sex marriage
Expensive medical care to prolong life of terminally ill
Rights balanced by
Respect for the rights
of others
The obligations or duties
which emanate from rights
How would you define these?
*CARDS*
sort
"Where after all do human rights begin? In small places close to home…
Unless these rights have meaning there, they have little meaning anywhere. Without concerned citizen action to uphold them close to home, we shall look in vain for progress in the larger world."
Eleanor Roosevelt
– can never be interfered with

– can be restricted in some tightly defined circumstances (e.g. the right to live in freedom)

– the right of the individual has to be balanced against the rights of others or in the interests of the wider community (e.g. the right to freedom of expression)

Absolute rights
Limited rights
Qualified rights

Why was there a perceived need for a separate convention for children?

What might be the main differences between a convention for children and a convention for adults?

Our Rights
Adults respect
this by
Children respect
this by
Learn to the best of our ability
?
?
Offer our views
?
?
Pastor Martin Niemoller
Thanks to Jonathan Hart (UNICEF) for
some of the material in this Prezi

South Sudan
USA
http://www.crae.org.uk/publications-resources/un-crc-committees-concluding-observations-2016/
Full transcript