EDUC1207 Module Review

(2015)

Nathan Loynes

Needs from Rights: 100Will or Interests?: 200Developmental Approaches: 200Social Justice and Rights: 200Legal Realisation of Rights: 200Global Comparisons: 200Provision: 400Participation: 400Protection: 400

Total: 2300

Section Words

Needs from Rights: 100Will or Interests?: 200Developmental Approaches: 200Social Justice and Rights: 200Legal Realisation of Rights: 200Global Comparisons: 200Provision: 400Participation: 400Protection: 400Conclusion: 300

Total: 2600

Section Words

Section WordsIntroduction: 200Needs from Rights: 100Will or Interests?: 200Developmental Approaches: 200Social Justice and Rights: 200Legal Realisation of Rights: 200Global Comparisons: 200Provision: 400Participation: 400Protection: 400Conclusion: 300

Total: 2800

200 words ‘spare’ for signposting and conceptual links (synthesis).

Introduction (ish)This essay will discuss the how the United Nations Convention on the Rights of the Child 1989 (UNCRC) has been realised in the UK with reference to social justice. In doing so, the concept of children’s rights will be analysed from multiple perspectives including… Blah Blah Blah.The latter half of the essay will analyse how UK children have or have not realised their rights under the themes of ‘Provision’, ‘Participation’ and ‘Protection’. Examples will be drawn across the fields of blah and blah. Historical comparisons of children’s rights will be made, and different countries’ implementation of the UNCRC will be evaluated. Finally, conclusions will be made as to how the UNCRC has, or has not, achieved social justice for UK children.

Conclusion (ish)This essay has discussed the how the United Nations Convention on the Rights of the Child 1989 (UNCRC) has been realised in the UK with reference to social justice. There continues to be a tension between children’s welfare/interest rights and their autonomy rights, illustrated by ‘blah’ and ‘blah’.In terms of ‘Provision’, it can be said that blah blahChildren’s rights to ‘Participate’ are illustrated in blah. However, blahalso indicates that blah.The right to be protected, (articles blah), typify the tension between blah blah. The UK has blahFinally, in conclusion, conceptions of social justice differ. If social justice involves ‘blah’, it may hold that the UK has achieved blah for children by implementing blah blah. However, in terms of blah….

What are the main differences between 'will' and 'Interest' theories of Children's Rights?

Autonomy Rights

Welfare Rights

Paternalism

What are developmental approaches to children's rights? How might they relate to Articles 5 and 12 of the UNCRC 1989

Article 5 encourages parents to deal with rights issues "in a mannerconsistent with the evolving capacities of the child.

Article 12 (Respect for the views of the child): When adults are making decisions that affect children,children have the right to say what they think should happen and have their opinions taken into account.

How does your chosen Article of the UNCRC promote Social Justice?

Inequality

Redistribution

Principle based

Utilitarian based

Rawls; Nozick; Sen

How has the law changed in terms of children's rights?

Father as paramount

Doli Incapax

Gillick Competency

Child as Paramount

Inconsistency and fragmentation

How does the UK perform in relation to other countries in terms of promoting wellbeing?

Smacking?

InnocentiReport 2013

Will

Interest

Developmental

Social Justice

Legal

Global

Will

Interest

Developmental

Social Justice

Legal

Global

Conclusion

• This assignment requires that you demonstrate a broad knowledge of the content and how it relates to children’s rights in the UK.

• Although you may structure your essay how you like, the first four sessions relate to ‘definitional’ contestations about (children’s) rights and social justice.

• The law content (session 5) will enable you to demonstrate your legal awareness of children’s rights being enshrined (or not!) in domestic law.

• The global content (session 6) will enable you to compare the success of the UK on children’s rights with other countries (i.e. Northern European; Southern European; The USA, former Soviet countries).

• Then the ‘3P’ sessions (7;8;9) will enable you to go into thematic detail as to how certain types of rights detailed in the Articles of the UNCRC 1989 are supposed to be asserted, and then using examples, analyse to what extent the UK realizes these.

• Note: You will necessarily have to be selective with your material.• To achieve this, you must give yourself enough time to edit your document, as the

weekly tasks and words might need ‘tweaking’ to ensure that your final essay discussion relates to the final essay question.

• Good luck!