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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/childrens-rights
课程评论：没有评论
课程名称：儿童人权 - 跨学科入门 课程概述：本课程从法律、心理学、社会学、历史、教育及健康科学、经济学和人类学等多个学科的视角出发，采用跨学科的方法引导学生探讨有关儿童权利的多项关键议题。参与者将了解到这一特定人权类别的发展以及儿童所面临挑战的演变过程，以及社会为应对这些挑战所做的努力。课程将重点介绍成功的国际战略和促进儿童权利的项目，以及参与国际组织关键行为者的角色。该在线课程概述了儿童人权的最重要特征，中央部分将介绍儿童权利的国际和地区标准及相关的国际和地区司法及准司法机构的执行机制。 该课程无注册前提条件，适合介绍性入门课程，但希望深入了解儿童权利或已有相关基础的参与者可每周获取额外阅读材料。成功完成课堂活动和最终评估的参与者可以申请由讲师和负责该项目的主要教授签名的付费完成证书，但课程不授予学分。 课程内容分为四周，共七个专题模块。 课程大纲： 1. **国际标准与监测系统**：介绍《儿童权利公约》的背景、起源及主要内容，探讨国际人权规范的内容，并介绍儿童权利监测机制及关键行为者的角色。 2. **儿童权利在人权发展中的历史**：概述儿童权利在《儿童权利公约》通过之前的发展，强调多个参与者在儿童权利捍卫中的作用，并反思儿童权利历史的复杂性。 3. **跨学科儿童权利研究**：为儿童权利研究领域提供一般介绍，强调其跨学科特征，并展示儿童权利与儿童社会学和人类学之间的联系。 4. **青少年司法**：探讨专为法律冲突儿童建立的司法系统，分析儿童权利侵犯现象，关注国家在此领域的权力行使及其带来的后果。 5. **针对儿童的暴力**：研究儿童保护的重要性及社会各界针对儿童受害现象的响应。 6. **儿童参与权**：讨论《儿童权利公约》中涉及的参与权，强调这类权利对传统儿童观念的挑战。 7. **儿童权利与全球健康**：介绍健康的定义及传统有害实践对儿童健康的影响，强调全球健康作为普遍人权的重要性。 参与者通过这门课程将深入理解儿童权利的各个方面及其在当代社会中的重要性。
Name: International standards and monitoring systems
Description:The module begins with the presentation of the background, origins and main content of the UN Convention on the Rights of the Child (CRC), and provides details about the preparatory work and the international political context in which the Convention was drafted. The content of international human rights norms are discussed using the subdivision between civil and political rights on the one hand, and economic, social and cultural rights on the other. Furthermore, the general UN human rights monitoring mechanisms will be introduced, followed by the presentation of the CRC monitoring system. A discussion on the importance of regional human rights monitoring systems for children in Africa, Asia and Latin America will be the subject of a specific round table. Within the monitoring framework a particular attention is dedicated to role of key actors: Independent National Human Rights Institutions (INHRIs) on Children’s rights, Non-Governmental organizations (NGOs) and children.
Name:The history of children’s rights in the context of human rights
Description:This module provides an overview of the evolution of children's rights before the adoption of the United Nations Convention on the Rights of the Child. Based on a chronological approach, it is a comprehensive social and cultural history of children's rights, of the way they developed over the course of the last centuries. While not building on a strict history of diplomatic relations, this module provides an international perspective on this evolution. It aims to underline the multiplicity of actors, networks and organizations involved in the defense and promotion of children's rights, over time. Also, it emphasizes crucial moments of this history, such as the adoption of international legal instruments on the rights of the child, the two World Wars, etc. This module will nonetheless challenge common understandings of the history of children's rights. For instance, instead of describing it as a linear success story, it will highlight progress as well as failures. Also, the idea that the rights of the child are a 20th Century invention will be balanced. By doing so, we aim to provide a complex understanding of the history of children's rights and detailed contexts for the topics they cover (e.g. child labor, juvenile justice, etc.) and that will be studied later in this MOOC.
Name:Interdisciplinary Children’s Rights Studies
Description:The module will provide a general introduction to the field of children’s rights studies. It will emphasize the interdisciplinary outlook of the field and will present schools of thought in children’s rights. Furthermore, we will show the links between children’s rights and the sociology and anthropology of childhood and provide some examples of recent children’s rights research and practice.
Name:Juvenile justice
Description:The field of Juvenile Justice (JJ) or of systems of Justice specialized for children in conflict with the law, is the field of children’s rights where the international community has drafted the largest amount of legislation (national, regional and international). It is obviously a very sensitive field where child rights violations are numerous, where violence in institutions must be deplored, and where the response is not always child-friendly, and does not systematically favor individual child development. It is moreover a domain where the State exerts its power in response to child offenses, very often through the deprivation of liberty ; and where the State’s interference also represses non-criminal behavior (running away, breaking disciplinary rules, breaking curfews, …), all of these actions would not be legally reprehensible if committed by an adult (status offence). And, alas this field of JJ sometimes accounts for violations of children’s rights at the hands of States themselves: in the arrest phase, in administrative detention, in the execution of judiciary sentences, but also in institutional care. The issue of JJ also includes children victims and witnesses.
Name: Violence against children
Description:Protection is a central pillar in the field of children’s rights and a dimension that probably, along with health and education, captures most of society’s financial outlays in favour of children. Because of their young age and their physical status, children are much more vulnerable than other social groups and indeed the victimisation of children around the world reaches staggering proportions. In this module, we will examine various forms of age-old and emerging forms of violence against children, the institutional and professional responses to the phenomenon.
Name:Children’s right to participation
Description:Art. 12 to 17 and art. 31 UNCRC are considered to refer to “participation rights”. These rights are considered the most “revolutionary” under the provisions of the UNCRC because they challenge traditional and tokenistic conceptions of childhood. The challenge however also lies in the balance to be found, in all settings, between structural adaptations necessary to favour child participation and the evolving capacities of the children themselves, who can only progressively exert their own rights directly. Another aspect is participation of children as individuals or as groups, notably their collective decision-making capacity. It looks like practice has outstripped theory. The difference between the child as a subject of rights and the child’s real agency as a social actor needs more theoretical frameworks, as the problem of implementation is also a problem of our own understanding of agency. Among the modes of recognition, rights are only a limited part of the reality experienced by children mainly in terms of affection and esteem. The challenges of implementing children’s participation rights in a series of settings, as recommended by CRC General Comment Nr 12, are therefore conveying an analysis of the terms used (maturity, freely expressed views, etc.) that may include children’s own perspectives on these issues. Examples of procedures for the implementation of children’s participation rights highlight all these challenges and the difficulties of defining good indicators of child participation. Besides, child participation should also be guaranteed even when children are viewed as “deviant” or “delinquent”: the respect for child participation in judicial settings highlights the complex interplay between one’s status and one’s rights in practice. Eventually, as child participation should be guaranteed in all settings, research itself should be child-friendly and participative and ethical principles for researchers must be specified when dealing with children.
Name:Children’s rights and global health
Description:Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (Preamble to the Constitution of the World Health Organization 22 July 1946). Certain traditional practices committed on children compromise sometimes severely both their physical and moral development and thus affect their health. These practices while explicitly prohibited by the Convention on the Rights of the Child (CRC) at. art. 24.3 CRC are widely committed in quasi total impunity. Even if some traditional harmful practices concern more specific regions of the globe, due to migratory movements, in fine every State is concerned. Global health is a universal concept of human rights and contributes to, the realization of many other children’s rights such as the right of non-discrimination (art. 2 CRC), the right to life, survival and development (art.6 CRC), the right to participation (art. 12 CRC) the right to privacy (art. 16 CRC) or the right to access to information (art. 17 CRC). Placing children’s rights in the context of traditional harmful practices and global health, adopting a child’s rights based approach, contributes to a better understanding of the problem and thus to a better care of the victims.
Drawing on the contributions of several academic disciplines including law, psychology, sociology, history, educational and health sciences, economy and anthropology, an interdisciplinary approach guides the student into a selection of critical issues concerning children’s rights. Participants will gain insight relative to the development of this specific human rights category, as well as to the evolution of the challenges faced by children over time and society’s efforts to respond. Successful international strategies and programs promoting children’s rights will be highlighted, as well as the role of key actors involved in international organizations working in this field. This open online course provides an overview of the most important features of children’s human rights. A central portion of the MOOC will consist of a presentation of the international and regional standards on children’s rights and the related international and regional judicial and quasi-judicial bodies designed to ensure their implementation. No prerequisites or specific background is required to register for this MOOC. The course is conceived as an introductory level program, but participants, who wish to deepen their knowledge in the field of children’s rights, or already have some prior knowledge, will have access to additional reading material on a weekly basis. Participants who successfully complete the class activities and final assessment may request for a paid certificate of accomplishment signed by the Instructor and the main professors responsible for the program. However, no credits are awarded. The course consists of seven topical modules distributed on 4 weeks. English is the only language of instruction.
