Hear Our Voices: Upholding Children's Education Rights in the United States

Autor/inn/en	Wisneski, Debora; Vargas, Lauren Micek; Givens, Easter; Givens, KeiShaun
Titel	Hear Our Voices: Upholding Children's Education Rights in the United States
Quelle	In: Childhood Education, 98 (2022) 3, S.62-68 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2022.2083423
Schlagwörter	Childrens Rights; Access to Education; Educational Legislation; Equal Education; Federal Legislation; Blacks; Mothers; Parent Participation; Elementary School Students; Advocacy; Special Needs Students; United States + Suchen Sie Ihr Suchwort? 'Children''s rights'; Kindesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Bundesrecht; Black person; Schwarzer; Mother; Mutter; Elternmitwirkung; Sozialanwaltschaft; Sonderpädagogischer Förderbedarf; USA
Abstract	While children's rights are often framed in a global context, ultimately they are upheld, defended, and realized at the local community level. Despite the United States being the only country that has not ratified the Convention on the Rights of the Child, every child in the U.S. has the right to a public education as recognized in state constitutions. Also, the Individuals with Disabilities Education Act (IDEA) is a federal law that makes available a free, appropriate public education to eligible children with disabilities and ensures special education and related services to those children. Yet, despite these goals and protections, many children are excluded from educational opportunity. In the United States, such exclusion is particularly evident for children with special needs and Black children. An ethnographic research study by Allen and White-Smith provides in-depth description and analysis of the exclusionary and disciplinary experiences of Black mothers and their sons in a U.S. high school, offering counternarratives to the assumptions that Black parents are uninvolved or not caring about school that dominate American society today. This article highlights the story of KeiShaun and Easter, an elementary school student and his mother, is similar to those of the parents in the Allen and White-Smith study. Their story demonstrates the strength of families and positive outcomes possible when families team up with proactive education rights organizations. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01