تأملی بر نسبت آموزش و پرورش و حقوق کودک
محورهای موضوعی : حقوق کودک
آمنه عالی
1
(استادیار روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران)
کلید واژه: حقوق کودک, آموزش و پرورش, عملکرد مدرسه,
چکیده مقاله :
گستردگی مضامین حقوقی مطرح‌شده در پیمان‌نامه بین‌المللی حقوق کودک موجب ارتباط تنگاتنگ آن با نهادها و فعالیت‌های مختلف اجتماعی مرتبط با کودک شده است، از جمله مهم‌ترین نهاد یا فعالیت اجتماعی که اغلب کودکان تقریباً همه روزه با آن مواجهه متقابل دارند، آموزش و پرورش است که بررسی ارتباط آن با حقوق کودک اهمیت دارد. بر این اساس در مقاله حاضر، با مروری تحلیلی بر متون نظری و گزارش‌های پژوهشی موجود در ادبیات حوزه حقوق کودک، الگویی تفسیری از نسبت چندگانه بین نظام آموزش و پرورش و پیمان‌نامه حقوق کودک ارائه و دلالت‌هایی برای ارزیابی عملکرد مدرسه از چشم‌انداز حقوق کودک استنباط شده است. طبق نتایج این بررسی، بین آموزش و پرورش و حقوق کودک ارتباطی سه وجهی برقرار است: آموزش و پرورش حق کودک است؛ آموزش مدرسه‌ای ابزار تأمین حقوق کودک است؛ آموزش و پرورش موضوع پایش حقوق کودک است. سومین وجه این ارتباط، تأکیدی است بر لزوم ارزیابی عملکرد مدرسه از چشم‌انداز حقوق کودک. از بین 41 ماده مربوط به حقوق کودک در پیمان‌نامه، حق مشارکت، عدم تبعیض، دفاع و دادرسی، حفاظت از خشونت، رعایت منافع عالیه، حریم خصوصی، آزادی بیان و امنیت، از جمله حقوق اساسی هستند که می‌توانند معیار ارزیابی عملکرد آموزش و پرورش و به طور خاص، مدرسه در رعایت حقوق کودک و عمل به پیمان‌نامه بین‌المللی باشند.
The wide range of legal implications of the International Convention on the Rights of the Child (CRC) have made it closely linked to various child-related social institutions and activities. One of the most important institutions or social activities that most children are exposed to on a daily basis is education, which is important in examining its relationship to children's rights. Accordingly, this paper presents an interpretative model of the multiple relationship between the education system and CRC with an overview of theoretical texts and research reports in the literature on child rights and implications for evaluating school performance from the child rights perspective. According to the results of this study, there is a three-way relationship between education and children's rights: education is a child's right; school is a tool for observing children's rights; and education is a subject of children's rights monitoring. The third aspect of this relationship emphasizes the need to evaluate school performance from a child rights perspective. Among the 41 articles on CRC, the right to participate, non-discrimination, defense and litigation, protection of violence, the best interests, privacy, freedom of expression, and security are fundamental rights that can be used as criteria for assessing The school's performance is in observance of children's rights and in compliance with CRC.
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