Developing children's agency within a children's rights education framework: 10 propositions
Article
Jerome, L. and Starkey, H. 2022. Developing children's agency within a children's rights education framework: 10 propositions. Education 3-13. 50 (4), pp. 439-451. https://doi.org/10.1080/03004279.2022.2052233
| Type | Article |
|---|---|
| Title | Developing children's agency within a children's rights education framework: 10 propositions |
| Authors | Jerome, L. and Starkey, H. |
| Abstract | This article considers children’s agency within the framework of children’s rights education. It starts by considering the ways in which agency is conceptualised within the UN Convention on the Rights of the Child (CRC) and the implications for education. The main part of the article offers ten propositions that offer teachers a variety of tools for thinking about what children’s agency means and what they can consciously do to develop it. The article suggests that teachers can plan to develop agency through their curriculum, through the relationships they establish, and through the wider life of the school. |
| Keywords | Active citizenship; children's agency; children's rights education; Dewey; Freinet; Freire; human rights education |
| Publisher | Taylor & Francis (Routledge) |
| Journal | Education 3-13 |
| ISSN | 0300-4279 |
| Electronic | 1475-7575 |
| Publication dates | |
| Online | 14 Mar 2022 |
| 19 May 2022 | |
| Publication process dates | |
| Deposited | 15 Feb 2022 |
| Accepted | 08 Feb 2022 |
| Output status | Published |
| Publisher's version | License File Access Level Open |
| Accepted author manuscript | File Access Level Restricted |
| Copyright Statement | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/03004279.2022.2052233 |
| Web of Science identifier | WOS:000768706900001 |
| Language | English |
Permalink -
https://repository.mdx.ac.uk/item/89qw1
Download files
Publisher's version
| 2022- Developing childrens agency within a childrens rights education framework.pdf | ||
| License: CC BY-NC-ND 4.0 | ||
| File access level: Open | ||
122
total views23
total downloads6
views this month1
downloads this month
Export as
Related outputs
Votes at 16: empowering young people and revitalising democracy in Britain
Jerome, L. and Kisby, B. 2025. Votes at 16: empowering young people and revitalising democracy in Britain. London, UK Bloomsbury Academic.A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes
Jerome, L., Hyder, F., Hilal, Y. and Kisby, B. 2024. A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes. Review of Education. 12 (2). https://doi.org/10.1002/rev3.3472Combatting conspiracies in the classroom: teacher strategies and perceived outcomes
Jerome, L., Kisby, B. and McKay, S. 2024. Combatting conspiracies in the classroom: teacher strategies and perceived outcomes. British Educational Research Journal. 50 (3), pp. 1106-1126. https://doi.org/10.1002/berj.3955Reflections on citizenship education from England
Jerome, L. 2023. Reflections on citizenship education from England. The Social Educator. 41 (1), pp. 34-39.Citizenship education: building for the future
Jerome, L. and Moorse, L. 2023. Citizenship education: building for the future. in: Tam, H. (ed.) Who’s Afraid of Political Education: The challenge to teach civic competence and democratic participation Bristol, UK Policy Press. pp. 163-179Professional development
Jerome, L., Evers, G. and Suthern, A. 2021. Professional development. in: McGuinn, N., Ikeno, N., Davies, I. and Sant, E. (ed.) International Perspectives on Drama and Citizenship Education: Acting Globally Abingdon Routledge. pp. 191-197United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales
Jerome, L., Sant, E., Britton, A., Emerson, L., James, S. and Milliken, M. 2022. United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales. Journal of Social Science Education. 21 (4), pp. 1-22. https://doi.org/10.11576/jsse-5853Lessons in character education: incorporating neoliberal learning in classroom resources
Jerome, L. and Kisby, B. 2022. Lessons in character education: incorporating neoliberal learning in classroom resources. Critical Studies in Education. 63 (2), pp. 245-260. https://doi.org/10.1080/17508487.2020.1733037Children's rights education in diverse classrooms: pedagogy, principles and practice
Jerome, L. and Starkey, H. 2021. Children's rights education in diverse classrooms: pedagogy, principles and practice. London Bloomsbury.Talking about rights without talking about rights: on the absence of knowledge in classroom discussions
Jerome, L., Liddle, A. and Young, H. 2021. Talking about rights without talking about rights: on the absence of knowledge in classroom discussions. Human Rights Education Review. 4 (1), pp. 8-26. https://doi.org/10.7577/hrer.3979Talking tolerance: being deliberative about fundamental British values
Jerome, L., Liddle, A. and Young, H. 2021. Talking tolerance: being deliberative about fundamental British values. PRISM. 3 (2), pp. 48-61. https://doi.org/10.24377/prism.ljmu.0302204Countering violent extremism in education: a human rights analysis
Svennevig, H., Jerome, L. and Elwick, A. 2021. Countering violent extremism in education: a human rights analysis. Human Rights Education Review. 4 (1), pp. 91-110. https://doi.org/10.7577/hrer.3980The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy
Jerome, L., Liddle, A. and Young, H. 2020. The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy. London, UK Middlesex University.Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education
Jerome, L., Busher, J., Armstrong, M., Choudhury, T., da Silva, R., Elwick, A., Fontana, G., James, N., Lewis, J., Robson, J., Svennevig, H. and Thomas, P. 2020. Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 159-169Introduction
Busher, J. and Jerome, L. 2020. Introduction. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 1-10Student perspectives on Teaching and the Prevent policy
Elwick, A., Jerome, L. and Svennevig, H. 2020. Student perspectives on Teaching and the Prevent policy. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 55-75Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools
Jerome, L. 2020. Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools. Journal of Social Science Education. 19 (2), pp. 8-23. https://doi.org/10.4119/jsse-1558Training teachers for and through citizenship: learning from citizenship experiences
Bhargava, M. and Jerome, L. 2020. Training teachers for and through citizenship: learning from citizenship experiences. Societies. 10 (2), pp. 1-12. https://doi.org/10.3390/soc10020036Student voice in higher education: opening the loop
Young, H. and Jerome, L. 2020. Student voice in higher education: opening the loop. British Educational Research Journal. 46 (3), pp. 688-705. https://doi.org/10.1002/berj.3603Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison?
Jerome, L. and Brook, V. 2020. Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison? International Journal of Mentoring and Coaching in Education. 9 (2), pp. 121-135. https://doi.org/10.1108/IJMCE-04-2019-0057Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy
Jerome, L. and Elwick, A. 2020. Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy. Oxford Review of Education. 46 (2), pp. 222-237. https://doi.org/10.1080/03054985.2019.1667318Revisiting subject knowledge in citizenship education: understanding power and agency
Jerome, L. and Lalor, J. 2020. Revisiting subject knowledge in citizenship education: understanding power and agency. Education, Citizenship and Social Justice. 15 (2), pp. 104-118. https://doi.org/10.1177/1746197918800662The rise of character education in Britain: heroes, dragons and the myths of character
Jerome, L. and Kisby, B. 2019. The rise of character education in Britain: heroes, dragons and the myths of character. Cham, Switzerland Palgrave Pivot.Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty
Elwick, A. and Jerome, L. 2019. Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty. Journal of Beliefs and Values. 40 (3), pp. 338-353. https://doi.org/10.1080/13617672.2019.1600322The impact of the prevent duty on schools: a review of the evidence
Jerome, L., Elwick, A. and Kazim, R. 2019. The impact of the prevent duty on schools: a review of the evidence. British Educational Research Journal. 45 (4), pp. 821-837. https://doi.org/10.1002/berj.3527Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation
Jerome, L. and Elwick, A. 2019. Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation. British Journal of Educational Studies. 67 (1), pp. 97-114. https://doi.org/10.1080/00071005.2017.1415295Hypocrites or heroes? Thinking about the role of the teacher in human rights education
Jerome, L. 2018. Hypocrites or heroes? Thinking about the role of the teacher in human rights education. Human Rights Education Review. 1 (2), pp. 46-64. https://doi.org/10.7577/hrer.2873Evaluation report on the ACT Building Resilience Project
Jerome, L. and Elwick, A. 2016. Evaluation report on the ACT Building Resilience Project. Association for Citizenship Teaching.Interpreting children's rights education: three perspectives and three roles for teachers
Jerome, L. 2016. Interpreting children's rights education: three perspectives and three roles for teachers. Citizenship, Social and Economics Education. 15 (2), pp. 143-156. https://doi.org/10.1177/2047173416683425What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland
Jerome, L. 2018. What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare: a Journal of Comparative and International Education. 48 (4), pp. 483-499. https://doi.org/10.1080/03057925.2017.1295808Citizenship education north and south: learning and progression (CENSLP) - final project report
Jerome, L. and Lalor, J. 2016. Citizenship education north and south: learning and progression (CENSLP) - final project report. SCOTENS.Power, pedagogy and participation: ethics and pragmatics in research with young people
Starkey, H., Akar, B., Jerome, L. and Osler, A. 2014. Power, pedagogy and participation: ethics and pragmatics in research with young people. Research in Comparative and International Education. 9 (4), pp. 426-440. https://doi.org/10.2304/rcie.2014.9.4.426