children’s rights

  • Resilience, Refugee Children and Children’s Rights

    Author: Ina Lekkai
    Institution: Independent scholar
    Year of publication: 2019
    Source: Show
    Pages: 39-54
    DOI Address: https://doi.org/10.15804/kie.2019.02.03
    PDF: kie/124/kie12403.pdf

    In the light of recent world facts, there has been growing attention paid to refugee minors who, fleeing from violence, war, poverty and climate change, or seeking better opportunities, hope to reach safety in Europe. Challenging life experiences such as war, violence, forced displacement, etc., can potentially threaten children’s development. However, many succeed in turning their lives around and develop well despite such negative circumstances. Refugee children, often overlooked by immigration laws and policy makers, prove to be a particularly resilient group, very resourceful in mechanisms for overcoming life adversities. By taking this understanding of refugee minors as a starting point, this article provides an overview of research in the field of resilience, aiming to discuss the implications that tie refugee minors’ well-being to the human and children’s rights obligations that society bears towards them. The article concludes that there is an urgent need for interventions and programs which target factors that promote refugee children’s resilience in their design and implementation, informed by current knowledge of refugee children’s life and cultural background, and their self-ratings of negative and positive life events. The standards defined by human and children’s rights instruments and equity regarding children’s rights to achieve a good life should be a matter to be taken seriously for all children worldwide.

  • “If I don’t have Internet it makes me Sad”. An Exploratory Research on the Role of Digital Media in the Lives of Unaccompanied and Separated Children in Southern Italy

    Author: Maria Rosaria Centrone
    Author: Francesca Viola
    ORCID: https://orcid.org/0000-0002-7136-1722
    Year of publication: 2019
    Source: Show
    Pages: 107-126
    DOI Address: https://doi.org/10.15804/kie.2019.02.07
    PDF: kie/124/kie12407.pdf

    Through a qualitative research carried out in South-East Italy with twelve Unaccompanied and Separated Children (UASC) this paper attempts to explore their relation with the Internet and digital media. Findings reveal that digital tools facilitate communication and socialization and allow UASC to maintain relationships with social networks in their countries of origin as well as expand their networks in the country of residence within the migrant community. Digital media enhance access to information and leisure activities. Even if UASC recognize some risks of being online similar to those European adolescents face, it emerges that overall the Internet and digital media contribute to their wellbeing. They have the power to boost resilience vis-à-vis the challenges UASC face in their lives: being alone, in a new country, often institutionalized and without the support of a trustworthy adult figure.

  • Korczakowskie metody partycypacyjnej pracy z dziećmi i aktualność ich zastosowania w edukacji międzykulturowej

    Author: Urszula Markowska-Manista
    Institution: Uniwersytet Warszawski
    Author: Dominika Zakrzewska-Olędzka
    Institution: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie
    Year of publication: 2019
    Source: Show
    Pages: 241-252
    DOI Address: https://doi.org/10.15804/em.2019.01.14
    PDF: em/10/em1014.pdf

    W artykule autorki przedstawiają metody pracy partycypacyjnej z dziećmi w Domu Sierot, wykorzystywane przez Janusza Korczaka – żydowsko-polskiego pedagoga, lekarza, pisarza i działacza praw dziecka. Zwracają uwagę na możliwości zastosowania metod Korczaka we współczesnym świecie – zwłaszcza w pracy międzykulturowej z dziećmi w trudnych warunkach ich funkcjonowania, w okresie wzmożonych ruchów migracyjnych i pogłębiających się nierówności społecznych. Odwołują się do aspektów praw dziecka, ich aktywności i uczestnictwa w ramach podejścia edukacyjnego zainicjowanego przez Korczaka. Jest to podejście oparte na wartościach szacunku dla dziecka i współpracy w partnerstwie z dzieckiem.

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