Empowering Children: Children's Rights Education as a Pathway to Citizenship

by Brian Howe and Katherine Covell Toronto : University of Toronto Press , 2005 ISBN: 0802038573 , 245 pp , £28.00 (hb ). During the 1990s, as a result of the 1989 UN Convention on the Rights of the Child (UNCRC), the discourse on children's rights gained in intensity. In recent years, however, those debates have become inaudible or lacking in fervour. This has led to an impasse in which polemic exchange has virtually disappeared from academic and policy circles. Fortunately, Howe and Covell are successful in inspiring a renewed interest in this area. The central tenet of Empowering Children: Children's Rights Education as a Pathway to Citizenship is that, in order for children's rights to be taken seriously, children need to be acknowledged as citizens. In their words: Children are not generally recognized as citizens in their own right. As in the citizenship literature, schools hold onto an adult centric and exclusionary conception of citizenship in which children are seen as future or becoming-citizens rather than as present or being-citizens (p. 82). For Howe and Covell, the exclusion of children from genuine civic participation inhibits the successful implementation of children's rights education. Moreover, they argue that children's rights education can constitute a supportive mechanism whereby positive values can be instilled in children. Data from the authors’ studies reveal that teaching children about their rights — even in elementary schools — is beneficial. They emphasise that educating children about their rights has numerous beneficial outcomes, including their acquiring skills that foster civic leadership and personal responsibility. The authors also explore psychological constructs such as self-esteem and self-worth, postulating that learning about one's rights increases respect both for oneself and others. These data underscore the importance of the democratic classroom and the opportunities for critical thinking in small groups. Despite empirical evidence for these contentions, additional research is necessary in order to articulate the various factors and processes associated with children's rights education and developmental outcomes. This is particularly critical since some believe that introducing children to complex issues simply inhibits them from having a ‘normal’ childhood. For example, some do not view the model of global child citizenship as a good cause for young children and youth, believing that individuals like Craig Kielburger of Free the Children are victims of ‘hurried child syndrome’ and not exemplary child citizens. A greater exploration of these tensions would have provided some attention to current child development issues, which simultaneously promote democratic approaches with children while acknowledging the inherent vulnerabilities of young people. Additional research in children's rights education can promote the establishment of education programmes that are effective in teaching children about their rights in developmentally appropriate ways. Firstly, the authors believe that schools should be mainly responsible for promoting citizenship outside the family. The authors are correct in addressing this issue, but thus far, schools have not done a great job of promoting children's rights education (i.e. Torney-Purta and others 1999). To this end, Howe and Covell offer sustainable and practical examples of how children's rights education can be successfully implemented. For one, they believe that rights education in schools should have as its cornerstone the UNCRC. They also believe that a training of the UNCRC must begin with adults in order for an acknowledgement of its significance and understanding to occur. Finally, Howe and Covell cite effective teaching strategies, thereby bridging the gap between practice and the rhetoric of rights in the classroom. For this reason, the book is a valuable resource for both educators and researchers. In summary, Howe and Covell advance our understanding of children's rights and citizenship education in an ever changing and complex world. The volume is clearly written and makes insightful connections between research, theory, policy and practice in the field of children's rights education. After reviewing the international literature on the topic and discussing at length the arguments of their critics, they argued persuasively and cogently that children's rights education can produce good citizens. While they believe it is the responsibility of the education system to ensure that all children are made aware of their rights, they acknowledge that child participation is a multi-faceted phenomenon where family support, socio-economic status and other contextual issues play important roles. After making a strong case for children's rights education throughout the entire book, Howe and Covell recognise that this is not an easy task. Hence, in the last chapter they identify the main challenges that need to be overcome in order to make change possible. A key condition in meeting these challenges is that educators possess a deep moral commitment to liberal democratic values and a strong belief in the importance of mutual respect. All in all, this book makes a passionate and carefully developed argument for children's’ rights education and for its potential to nurture good citizenship.