İnsan Hakları, Çocuk Hakları ve İnsan Hakları Eğitimi

Year 2021, Volume: 11 Issue: 1, 462 - 482, 05.01.2021

Abdulkerim Şen

https://doi.org/10.18039/ajesi.742558

Cited By: 2

Abstract

Bu çalışma, insan hakları, çocuk hakları ve insan hakları eğitimine ilişkin İngilizce konuşulan akademik dünyada yaygın kabul gören perspektiflerin bir derlemesini yaparak, Türkçe alan yazına katkıda bulunmayı amaçlamaktadır. Bu amaçla, belli bir argüman etrafında bir tartışma yapmaktan ziyade, bir kavramsal ve teorik netleştirme sunulmaktadır. Çalışmanın ilk bölümünde öncelikle insan hakları kavramının ayırt edici özellikleri tanıtılmakta ve insan haklarına yöneltilen bazı eleştirilere yer verilmektedir. Sonraki bölümde, insan hakları eğitiminin gelişimi, kavramsallaştırılması, sınıflandırılması ve güncel problemleri hakkında bilgiler verildikten sonra çocuk haklarının gelişimi ve Çocuk Haklarına Dair Sözleşme’nin eğitimsel doğurguları ele alınmaktadır. Bu bölümde, eğitim kurumlarında çocuk hakları ile ilgili durumu değerlendirmek, varsa ihmal ve ihlalleri tespit etmek amacıyla geliştirilmiş bir kontrol listesi sunulmaktadır. Ayrıca çocuk katılımının niteliğini iyileştirmeyi amaçlayan bir modelin tanıtımı yapılarak, çocuk katılımı ile esasen neyin kastedildiği, nelerin katılım sayılıp nelerin katılım sayılamayacağı netliğe kavuşturulmaktadır. Çalışmanın son bölümünde, Birleşmiş Milletler Çocuk Hakları Komitesi’nin raporlarına yansıyan Türkiye çocuk hakları sorunları ve Türkiye insan hakları eğitimi reformuna dair bir bilgilendirme yapılmaktadır. Ayrıca, insan hakları eğitiminin sosyal gerçeklik ve sosyal değişimle bağını güçlendirme kaygısı güden dönüştürücü insan hakları eğitimi yaklaşımından hareketle, bazı çözümler önerilmektedir. İnsan hakları eğitimi ve çocuk haklarına ilişkin derlenen perspektifler, Türkçe okuyan araştırmacıların bu konularda yapacakları çalışmaların teorik ve kavramsal çerçevesine katkılar sunabilir.

Keywords

Birleşmiş Milletler Çocuk Hakları Komitesi, çocuk hakları, Çocuk Hakları’na Dair Sözleşme, insan hakları, insan hakları eğitimi

Human Rights, Children's Rights and Human Rights Education

Abstract

This study aims to contribute to Turkish literature by compiling perspectives about human rights, children’s rights and human rights education that have wide recognition in English-spoken academic world. To this end, conceptual and theoretical clarifications are presented rather than holding a discussion around a particular argument. In the first part, the defining features of human rights are introduced, then some criticisms that are mounted against human rights are outlined. Next section gives information about the development, conceptualization, classification and current problems of human rights education, then moves to present the historical development of children’s rights and educational implications of the Convention on the Rights of the Child. In this part, a checklist which was developed to evaluate educational conditions regarding children’s rights and identify negligence and violations, if there is any, is presented. By introducing a model which aims to improve the quality of children’s participation, what is exactly meant by children’s participation, what can be considered as participation and what cannot be regarded as such are clarified. The final part informs briefly about Turkey’s human rights education reforms and children’s rights issues by drawing on the reports of the United Nations Committee on the Rights of the Child. In addition, some solutions are suggested by relying on transformative human rights education approach which has a concern to strengthen human rights education’s link to social realities and social transformation. Compiled perspectives about human rights education and children’s rights can contribute to the theoretical and conceptual framework of studies to be conducted by Turkish-reading researchers.

Keywords

children's rights, Convention on the Rights of the Child, human rights, human rights education, United Nations Committee on the Rights of the Child

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