عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLets572838
عنوان و نام پديدآور
عنوان اصلي
The UN Convention on the Rights of the Child in postmodernity :
نام عام مواد
[Thesis]
نام نخستين پديدآور
Mitchell, Richard Charles
عنوان اصلي به قلم نويسنده ديگر
a grounded systemic analysis of children's rights educational policies in Scotland and Canada
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
University of Stirling
تاریخ نشرو بخش و غیره
2006
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
کسي که مدرک را اعطا کرده
University of Stirling
امتياز متن
2006
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
As a contribution towards the UN Decade for Human Rights Education (1995-2004), this qualitative, comparative policy study investigated the Convention on the Rights of the Child (CRC) within the Scottish and Canadian educational systems. The researcher adopted an inductive, grounded methodology which is argued to be most congruent when building theory is the chief aim (Glaser and Strauss, 1967; Glaser, 2005). During 20 months of fieldwork, 50 key informant interviews were obtained in Geneva, New York, Scotland and Canada. The author contends that postmodern thinking has contributed much towards contemporary childhood research, yet an underlying deconstruction of the CRC constrains theoretical development. To address this breakdown of overarching leitmotifs within the social sciences (Esping-Andersen, 2000), the sociology of human rights is utilised as a conceptual framework (Luhmann, 1965, 1982, 1997; Q'Byrne, 2003; Verschraegen, 2002). Furthermore, through the integration of grounded and autopoietic coding (Glaser, 2005), the interview texts revealed six thematic categories that contradict dominant theoretical approaches in the child rights literature. While descriptive and comparative analyses revealed the study's core category of participation, an interpretive analysis further yielded its core distinction of power. The author argues that Scottish efforts to implement the CRC within educational policies are more widespread than any of those currently underway within Canadian jurisdictions (Mitchell, 2002, 2003a, b). Finally, a grounded systemic child rights model developed from the study's methodological and epistemological integration illustrates how CRC knowledge and power are balanced within and across educational systems (Mitchell, 2005).
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Children's rights Canada
موضوع مستند نشده
Children's rights Scotland
موضوع مستند نشده
Education and state Canada
موضوع مستند نشده
Education and state Scotland
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Mitchell, Richard Charles
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
University of Stirling
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
