From procedural child rights education to a relational child rights-based practice model

Tara Collins, Kiaras Gharabaghi, Sheldon Caruana, Shannon Cherry, Richard Marcano-Henry

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Abstract

Children's rights are often operationalised in administrative and procedural ways, particularly in child welfare and residential services contexts. In this article, a group of five authors representing academics and alumni from Ryerson University's Child & Youth Care programme who are also people from care present a dialogue process surrounding lived experiences of rights education processes while in care. The dialogue is complemented with a review of child rights education material used by child welfare agencies in Ontario, Canada as tools to explain rights to children and youth admitted into care. We conclude that a child rights-based practice model is necessary in which rights and daily life are fully integrated.
Original languageEnglish
Number of pages20
JournalScottish Journal of Residential Child Care
Volume20
Issue number1
Publication statusPublished - 4 Mar 2021

Keywords

  • child welfare
  • residential care
  • child rights education
  • Canada
  • lived experience

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