This insightful book analyses the process of the first adoption of guiding human rights principles for education, the Abidjan Principles. It explains the development of the Abidjan Principles, including their articulation of the right to education, the state obligation to provide quality public education, and the role of private actors in education.
Chile's constitutional moment began as a popular demand in late 2019. This collection seizes the opportunity of this unique moment to unpack the context, difficulties, opportunities, and merits to enhance the status of environmental and social rights (health, housing, education and social security) in a country's constitution. Learning from Chilean and international experiences from the Global South and North, and drawing on the analysis of both academics and practitioners, the book provides rigorous answers to the fundamental questions raised by the construction of a new constitutional bill of rights that embraces climate and social justice. With an international and comparative perspective, chapters look at issues such as political economy, the judicial enforceability of social rights, implications of the privatisation of public services, and the importance of active participation of most vulnerable groups in a constitutional drafting process. Ahead of the referendum on a new constitution for Chile in the second half of 2022, this collection is timely and relevant and will have direct impact on how best to legislate effectively for social rights in Chile and beyond.
This volume offers insights into the role of private supplementary tutoring in the Middle East, and its far-reaching implications for social structures and mainstream education. Around the world, increasing numbers of children receive private tutoring to supplement their schooling. In much of the academic literature this is called shadow education because the content of tutoring commonly mimics that of schooling: as the curriculum changes in the schools, so it changes in the shadow. While much research and policy attention has focused on private tutoring in East Asia and some other world regions, less attention has been given to the topic in the Middle East. Drawing on both Arabic-language and English-language literature, this study commences with the global picture before comparing patterns within and among 12 Arabic-speaking countries of the Middle East. It presents the educational and cultural commonalities amongst these countries, examines the drivers of demand and supply of shadow education, and considers the dynamics of tutoring and how it impacts on education in schools. In addition to its pertinence within the Middle East itself, the book will be of considerable interest to academics and education policy makers broadly concerned with changing roles of the state and private sectors in education. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Written by leading experts in the field, this compelling textbook explores the essentials of international human rights law, from foundational issues to substantive rights and systems of protection. A variety of perspectives bring this multifaceted and sometimes contentious subject to life, making International Human Rights Law the ideal companion for students of human rights. Digital formats This fourth edition is available for students and institutions to purchase in a variety of formats. The e-book offers a mobile experience and convenient access along with functionality tools, navigation features and links that offer extra learning support: www.oxfordtextbooks.co.uk/ebooks
In Low-fee Private Schooling and Poverty in Developing Countries, Joanna Härmä draws on primary research carried out in sub-Saharan African countries and in India to show how the poor are being failed by both government and private schools. The primary research data and experiences are combined with additional examples from around the world to offer a wide perspective on the issue of marketized education, low-fee private schooling and government systems. Härmä offers a pragmatic approach to a divisive issue and an ideologically-driven debate and shows how the well-intentioned international drive towards 'education for all' is being encouraged and even imposed long before some countries have prepared the teachers and developed the systems needed to implement it successfully. Suggesting that governments need to take a much more constructive approach to the issue, Härmä argues for a greater acceptance of the challenges, abandoning ideological positions and a scaling back of ambition in the hope of laying stronger foundations for educational development.
India will soon be the world’s most populated country and its political development will shape the world of the 21st century. Yet Hindu nationalism – at the helm of contemporary Indian politics – is not well understood outside of India, and its links to the global neoliberal trajectory have not been explored. Covering 30 years of Indian politics, this book shows for the first time the importance of education in propagating the acceptance of Hindu nationalism within a neolberal system, including the reframing of the concept of Indian citizenship. The first five years of Modi rule failed to bring about the development that had been promised and have seen India’s rapid change from a largely inclusive society to one where religious minorities are denied their basic rights.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 License. It is free to read, download and share on Elgaronline.com. Underlining the urgency, scale and complexity of the crisis of declining student learning trajectories despite significant financial investments and reform efforts, this insightful book proposes systems thinking a way of understanding the global education crisis and to drive the real change that is needed to achieve SDG4.
This book explores the complex and various forms that privatization of education takes on a global scale at different ages of schooling. Through the spread of neoliberal policies in education both in the global North and the global South, the book suggests that this process is leading to new forms of schooling and socio-spatial dynamics linked to the creation of increasingly competitive school markets. The book highlights some of the main issues that such competition generates by focusing on the acceleration of the segregative processes on one hand but also on the alternatives that are emerging regarding this global context on the other hand. It considers processes of domination, hegemony, but also exclusion and segregation, eventually exploring contradictions inherent to societies. It presents innovative empirical and conceptual research by international scholars from the fields of social geography, sociology, history and demography in the United States, Lebanon, France, Afghanistan and Chile, thereby transcending disciplinary boundaries. Developed in under or unexplored contexts, the book broadens the reflection to social representations, individual and collective strategies, adaptation, innovation and also resistances.
This important Research Handbook explores the nexus between human rights, poverty and inequality as a critical lens for understanding and addressing key challenges of the coming decades, including the objectives set out in the Sustainable Development Goals. The Research Handbook starts from the premise that poverty is not solely an issue of minimum income and explores the profound ways that deprivation and distributive inequality of power and capability relate to economic, social, cultural, civil and political rights.
The adoption of the Universal Declaration of Human Rights (UDHR) on 10 December 1948 by the United Nations General Assembly marked a groundbreaking moment in the field of international law. Not only would it start to move away from its original conception as an exclusively State-centered domain: it would also mark the progressive transformation of international law into a law for humankind. This instrument started a codification and institution-building process that would slowly evolve into a complex framework of treaties, bodies and procedures revolving around the protection of the human being against the actions – or omissions – of the State. This commentary provides a specific analysis and reflection of how each one of the rights enshrined therein have evolved over time.
