Children's rights in school: Power, assemblies and assemblages

Citation

Allan J & I'Anson J (2004) Children's rights in school: Power, assemblies and assemblages. International Journal of Children's Rights, 12 (2), pp. 123-138. https://doi.org/10.1163/1571818041904335

Abstract
First paragraph: The children's rights agenda has been adopted by schools, not only in response to the legal imperative, but also as a means of improving the quality of learning, by engaging young people more fully in school life (Ruddock et al., 1996; Save the Children, 2001). There has been some evidence of benefits in this regard (Alderson, 1997; Covell and Howe, 1999), but several authors have concluded that if the rights agenda is to succeed, there needs to be a restructuring of adult and child relations within schools (James et al., 1998; Devine, 2002). In order to achieve this, we need a greater understanding of the complex power relations within the school and of the way in which children see themselves and their own agency.

Journal
International Journal of Children's Rights: Volume 12, Issue 2