Die Forschungsaktivitäten des JMC-FrEE-Projektes sind in Übereinstimmung mit den Lehraktivitäten geplant und konzentrieren sich ebenfalls auf die oben genannten drei Bereiche. Es geht um die Förderung, Beratung und Betreuung einer jungen Forscher*innen- und Lehrer*innengeneration auf verschiedenen akademischen Ebenen (BA, MA, Doktorat und Postdoktorat) im Bereich EU-Studien, insbesondere im Themenbereich „Europäische Bildung“. Studierende in jeder Phase ihres Studiums (insbesondere Doktorand*innen) und Lehrer*innen können partizipieren unter Anleitung des JMC-FrEE-Teams. Ein besonderer Schwerpunkt liegt auf der Erforschung europäischer Fragen im Bereich der Schulbildung.
Europeanization of Education
Children´s rights in European education. Dilemmas, challenges and implementation regarding Roma children
(Andrea Óhidy, Sheila Riddell and Alina Boutiuc-Kaiser)
The UN Convention on the Rights of the Child (UNCRC) recently had its 30th anniversary. Emerging from the United Nations General Assembly in 1989, it has since become the most ratified international human rights treaty ever. Most of the European countries ratified the UNCRC and are thus obliged to ensure the implementation of children’s rights in practice. Operationalizing the UNCRC raises practical, conceptual and ethical issues. For example, questions arise concerning children and young people’s capacity and competence to make autonomous decisions in different social domains, esp. in education. There are also debates about children’s involvement in dispute resolution and the extent to which rights must always be associated with redress in order to make them meaningful. Clearly, the relationship between the rights of children and young people on the one hand and those of parents on the other, are particularly salient. In addition, challenges may arise in relation to children from the Roma-minority, for example in educational institutions. Although Article § 28/1 of the UNCRC stresses that “State Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity”, Roma students usually suffer in educational institutions from multiple deprivation. There have been different rates of progress across Europe in terms of incorporating aspects of the UNCRC into domestic law and putting it into practice in schools and other education institutions.
Contributors draw on different disciplines and research traditions (Law, Psychology, Sociology, Social Policy and Education Sciences) in different European countries (Czech Republic,ireland, Scotland and Germany). Questions addressed by contributors include the following:
- What rights have been accorded to children and young people in different social policy arenas and European jurisdictions?
- What are and should be the roles of the state, parents and children?
- What challenges arise when translating policy rhetoric on Roma children’s rights into meaningful action on the ground?
- For the next 30 years, what dilemmas may arise in relation to Roma children’s rights? What are the potential solutions?
Andrea Óhidy, Sheila Riddell & Alina Boutiuc-Kaiser: Children's rights in European education. Dilemmas, challenges and implementation regarding Roma children in selected European countries – An introduction
Markéta Levínská & Dana Bittnerová: Social Justice in Education from the
Perspective of the Roma in the Czech Republic - A Case Study
Sheila Riddel: The Rights of Children from Gypsy/Traveller and Roma Backgrounds in
Cognard Gaëtan: The rainbow shamrock
Alina Boutiuc-Kaiser: 30 years of United Nations Convention on the Rights of
the Child in Germany
Intercultural Education (esp. Multilingual Education) in Europe
Education for disadvantaged children (esp. from the Roma-minority) in Europe
Bildungsbenachteiligung und Bildungserfolg: Roma im ungarischen Bildungssystem [Educational Attainment and Success: Roma in the Hungarian Education System] (Andrea Óhidy)
Roma are considered to be a social group with multiple deprivations because they have the lowest level of participation in Europe socially, culturally and politically. Despite being the largest ethnic minority in Hungary, their social situation can be characterized through persistent non-integration and poverty. The term "Roma" can therefore be seen as a synonym for "ethnicized poverty" (Ladányi 2009, pp. 11). This research project asks the question: "Who is Roma in Hungary?" and it discusses the social situation of the Hungarian Roma minority in a historical overview and in contemporary society. The focus is on the educational situation of the Hungarian Roma.