Implementation of children's rights: the indicator of school democratization
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Abstract
Children's participation, justice and equality are among the main implications of the UN Convention of children‘s rights and inevitable basis for school democracy (democratization).
The study focuses on Lithuanian students (age 12-14 and 16-18) and analyses their perceptions of democracy (children's participation, justice, equality) in the school setting. Research was conducted in Lithunia in 1998 and 2009, as well in Sweden in 1998. The main purpose of the study is to comparatively and chronologically analyse changes in Lithuanian students‘ perceptions, which reflect the inner tendencies of the school democratisation proces. The current state in reforming Lithunian schools is compared to the situation in Swedish schools. Research revealed that students' experience of democracy in the school is not changing significantly, even though democratisation of the school is one of the main aims of the Lithuanian Educational Reform. Unfortunately, Lithuanian students' experience of democracy in the school in 1998 and 2009 is significantly differerent (is more negative) if compared to the Swedish students' experience in 1998.
The study focuses on Lithuanian students (age 12-14 and 16-18) and analyses their perceptions of democracy (children's participation, justice, equality) in the school setting. Research was conducted in Lithunia in 1998 and 2009, as well in Sweden in 1998. The main purpose of the study is to comparatively and chronologically analyse changes in Lithuanian students‘ perceptions, which reflect the inner tendencies of the school democratisation proces. The current state in reforming Lithunian schools is compared to the situation in Swedish schools. Research revealed that students' experience of democracy in the school is not changing significantly, even though democratisation of the school is one of the main aims of the Lithuanian Educational Reform. Unfortunately, Lithuanian students' experience of democracy in the school in 1998 and 2009 is significantly differerent (is more negative) if compared to the Swedish students' experience in 1998.
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