children’s rights

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tandfonline.com – Teachers’ Rights-Teaching Mentalities—What Teachers Do and Why

Posted on by Troels Gannerup Christensen - Læst 5 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Framed by a Foucauldian governmentality perspective, this article shows teachers’ different rights-teaching mentalities active in human rights education for children. The article draws on observation and interview data from fieldwork in three Year 1 classes in Swedish primary schools. In the holistic approach adopted, rights-learning is understood as learning about human rights as well as developing rights-conscious values and behaviours for human rights. This is enacted through human rights. Six rights-teaching mentalities were identified: Competent children learn rights from each other; Equal value in focus; Participation is a right; Respect is essential; Adult voices and interpretations are superior; and Competence and maturity determine access to rights. The analysis shows how the different rights-teaching mentalities support different forms of… Continue Reading →

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tandfonline.com – The capability approach and school food education and culture in England: ‘gingerbread men ain’t gonna get me very far’

Posted on by Troels Gannerup Christensen - Læst 12 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examines the role of school food education and school food culture in England and their potential to support pupils’ capabilities to adopt health protecting and promoting behaviours. Drawing on Amartya Sen’s capability approach, and Susan Michie’s COM-B model, the research was conducted for the Food Education Learning Landscape project. Methods included national surveys of food teachers (N = 1503), senior school leaders and class teachers (N = 684), parents and carers (N = 573) and a mixed methods study of pupils in primary and secondary schools (N = 240). Findings indicate that adequate curriculum time, teaching facilities, budget, class size, subject status and teacher training are key factors for successful curriculum implementation. Monitoring and evaluation of school food provision and development of wider health… Continue Reading →