Critical Appraisal of Article by Dunhill (2016) Regarding Human Rights

This report provides a critical appraisal of Ally Dunhill's (2016) article, which examines the impact of teaching children about human rights and the effectiveness of the UNICEF Rights Respecting Schools Award. The report discusses issues impacting children's rights, such as mental barriers, lack of enforceability, and insufficient evaluation systems. It then explores methods to overcome these issues, including workshops, classroom discussions, and parental involvement. The report highlights the positive developments in the UK and Canada regarding the implementation of children's rights and emphasizes the role of schools, teachers, and parents in promoting children's awareness of their rights. The conclusion emphasizes the positive impact of rights education programs on primary children's lives, with the Rights Respecting School model fostering experience-based learning, enabling children to become role models and advocates for human rights. The report references key literature on the topic, including works by Alderson, Osler & Starkey, and Mertus & Bourantonis.

Critical Appraisal of Article by Dunhill (2016) regarding teaching human rights in children
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Introduction
The United Nationals International Children’s Emergency Fund (UNICEF) rights
Respecting School Award was directed to positively impact children’s experiences and lives
within schools (Dunhill, 2018). With children learning about their own rights and right of others,
children can experience a positive right-based approach to education, hence becoming active
thinkers and right holders. The analysis here encompasses possible issues impacting children’s
rights and promoting children’s learning.
Issues impacting children’s rights
The Convention’s focus was to promote rights of children through adults and government
protecting these rights. Though there have been emphases regarding children being aware of
their own rights, which are in turn directed at actual lived experience (Obama, 2009). Many
critics are against providing these rights to children. Primarily mental set up that hinders children
from knowing their rights acts as issues hindering children’s rights. Lack of enforceability of
rights which have been decided upon by the Convention also form an issue. Lack of evaluation
system and clear understandibility regarding children’s rights that needs to be provided act as
issue impacting children’s rights (Alderson, 2008). The possible methods which can be
implemented in overcoming these issues which impact children’s rights include developing a
framework or methodology. Children can be best taught regarding their rights within educational
setting; therefore schools can develop workshops, classrooms, presentations, debates regarding
right settings in children. Schools can develop Charters which highlights rights and dignity in
children. Display boards which reflect children’s as human beings messages can be spread across
the school board. Moreover, parents at home can develop an understanding related to various
rights awareness that children need to develop and then make them aware of the same. Several
joint efforts by parents and teachers at school can help develop awareness regarding rights of
children.
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Promoting children’s learning in education settings
Implementation of children’s rights has been progressing on a continuous effort and has
been positive in UK and Canada. The aim of the article was to address manner in which the
Conventions’ decision was accommodated in real life situation (Osler & Starkey, 2017). School
ambience and teachers along with parents have been identified as key people, who can provide
inputs to children regarding their rights. This will make them more positive regarding their lives,
providing them thinking point of view. Schools can impart knowledge pertaining to rights within
their educational setting, through presentations, discussion, conversations and workshops
(Mertus & Bourantonis, 2010). Children when taught about their right within educational settings
reflected clear understanding of rights and their awareness regarding human beings as right
holders. Various scholars including Tibbits’s (2002) believes in promotion of children’s learning
regarding rights beyond school grounds. Schools policies, culture and practices needs to embed
right based education systems. Rights Respecting School can help children prepare for lived
experiences later in their lives. Children being taught regarding human rights and receiving
support can help prepare them in a better manner to practice, protect and in promoting rights of
others.
Conclusion
Primary children’s lives can be impacted in a positive manner in case they are provided rights
education program. Rights Respecting School provides experience based education to children
for learning and promoting rights. In this way children can emerge as role models and act as
facilitators of knowledge in right holding. Post leaving primary schools when children become
independent then they can emphasize on expanding their rights.
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Reference Lists
Alderson, P., 2008. Young children's rights: Exploring beliefs. Jessica Kingsley Publishers.
Dunhill, A., 2018. Does teaching children about human rights, encourage them to practice,
protect and promote the rights of others?. Education 3-13, 46(1), pp.16-26.
Mertus, J.A. and Bourantonis, D., 2010. The United Nations and human rights: a guide for a new
era. Routledge.
Obama, B., 2009. A new beginning. Zeitschrift für Staats-und Europawissenschaften
(ZSE)/Journal for Comparative Government and European Policy, 7(2), pp.173-186.
Osler, A. and Starkey, H., 2017. Teacher education and human rights. Routledge.
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