FAQ
Is Rights-Centric Education only about Child Rights?
While the focus is presently on the Rights of the Child, to address the widespread and systematic injustice to Children due to the failure to overhaul practices of Education, Discipline/Justice and Care of Children in light of the UN CRC recognizing Children as the Subject of Rights, we welcome Reports that refer to other Human Rights instruments – international, regional, or domestic, relating to, inter alia, persons with disabilities, women, indigenous peoples and minorities, immigrants and refugees, climate justice, etc. and hope to improve how these are reflected in the Reporting Framework in the future.
Is Rights-Centric Education only for Children?
Children are the focus as the primary concern is to address the injustice to children. We believe this will have a trickle-up et in ensuring the Rights of Adults in Education (whether they are beneficiaries (i.e. Adult Students) or contributors (e.g. Teachers, Lecturers)).
Why is it called Rights-Centric Education rather than Rights-Based Education?
There is a narrative in education reform about switching from Teacher-Centric Education to Learner-Centric Education[1], which suggests a shift from centering Teachers to centering Learners. But we believe Education should center Human Rights, and especially Child Rights - and the name Rights-Centric Education reflects that. Moreover, we consider that the labels "Teacher" and "Learner" (or "Student") are unnecessary at best, and often does not serve to realize the Rights of the Child.
While Rights-Centric Education is aligned with the goals of contemporary Human Rights-Based Approaches, it is our view that Rights-Based Education has resulted only in incremental, essentially cosmetic, changes to education that do not sufficiently address the historical imperatives of how education, and especially compulsory education of children, violates the Rights of Children.
