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The child as citizen: holder of rights and competent. The Reggio Emilia educational experience

100%

Rinaldi C.

Miscellanea Historico-Iuridica

2020

vol. 19

issue 1

11-22

The Convention on the Rights of the Child, approved by the General Assembly of the United Nations on 20 November 1989, states in Article 2 that “States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.” Therefore, the child becomes a citizen from birth and is competent to learn from birth. Competent in learning, asking questions, seeking answers, and generating a culture of their own. By affirming the right to be recognised as a citizen of the present, competent, culture-generating, we affirm the strength and extraordinary potential of the child and their right to express it. Infant-toddler centres and preschools are excellent educational places, where to build the paradigm of care and community for the child as citizen. Not all-encompassing places for education, but essential. They help to process, rework and update childhood data, to define childhood and to be defined by them and to define societies. It is not just the care of the child, it is the child’s culture, it is the child’s look at the world, their generative whys. The great cultural and political “revolution” of the last century – never completely accomplished – is making children active protagonists, leaving them their autonomy, considering them as holders of rights and culture. But now we know that society needs its childhood, too.

Ubóstwo edukacyjne i region w niemieckim dyskursie naukowym. Zarys zagadnienia

84%

Przybylska E.

Szkoła - Zawód - Praca

2020

issue 19

44-63

The key categories of the article are ‚educational poverty’ and ‚region’. The author, based on an analysis of the literature on the subject and a secondary analysis of empirical research, sketches the relationship between these two terms on the example of the Federal Republic of Germany, especially from the perspective of the sphere of educational research. The question of the role of the education system in overcoming educational inequalities is important here. The review of German research on the care of small children, school, vocational, academic and rural education indicates both a number of activities that have already brought positive effects and evident deficits, the elimination of which is a challenge for politics, science and regional actors, and educational policy, in which both categories are gradually gaining importance.

Kluczowe kategorie artykułu stanowią „ubóstwo edukacyjne” i „region”. Autorka na podstawie analizy literatury przedmiotu i wtórnej analizy badań empirycznych szkicuje relację między tymi dwoma terminami na przykładzie Republiki Federalnej Niemiec, zwłaszcza z perspektywy sfery badań edukacyjnych i polityki oświatowej, w których obie kategorie sukcesywnie zyskują na znaczeniu. Ważną rolę odgrywa tu pytanie o wkład systemu edukacji w przezwyciężanie nierówności edukacyjnych. Przegląd niemieckich badań dotyczących opieki nad małym dzieckiem, edukacji szkolnej, zawodowej, akademickiej oraz edukacji w środowiskach wiejskich wskazuje zarówno na szereg działań przynoszących już pozytywne efekty, jak i ewidentne deficyty, których eliminacja stanowi wyzwanie dla polityków, przedstawicieli nauki i regionalnych aktorów.

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1 Miscellanea Historico-Iuridica

1 Szkoła - Zawód - Praca

1 Przybylska E.

1 Rinaldi C.

2 2020

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The child as citizen: holder of rights and competent. The Reggio Emilia educational experience

Ubóstwo edukacyjne i region w niemieckim dyskursie naukowym. Zarys zagadnienia