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Budde, Rebecca Qualification of Children's Rights Experts Phd 28.9 __________________________________________________ Fachbereich Erziehungswissenschaft und Psychologie der Freien Universität Berlin Department of Education and Psychology _______________________________________________________ “Qualification of Children’s Rights Experts in Academia- a Qualitative Impact Assessment“ Dissertation to attain the Academic Degree of Dr. phil Presented by Diplom-Kulturwissenschaftlerin Rebecca Budde Date of defence: 26th April 2018 __________________________________________________ First Supervisor: Prof. Dr. Uwe Gellert Second Supervisor: Prof. Dr. Manfred Liebel ____________________________________________________________________________________________________________________________________________ Gemeinsame Promotionsordnung zum Dr. phil. / Ph.D. der Freien Universität Berlin vom 2. Dezember 2008 (FU-Mitteilungen 60/2008) ACKNOWLEDGEMENTS First and foremost, I want to thank my mentor, Prof. Dr. Manfred Liebel, with whom I have been working in the framework of the European Network of Masters in Children’s Rights and subsequently in the M.A. Childhood Studies and Chil- dren’s Rights over the past ten years. He has been a major source of inspiration, with his seemingly endless ideas and thoughts about how children can come by their rights and how we, as researchers, can contribute to this. The members of the European Network of Masters in Children’s Rights/ Chil- dren’s Rights European Academic Network have an incredibly important role, without us having come together this dissertation would have never been written- thank you. Of course, I thank the graduates and students of the MACR who have given me their time to answer the many questions I have asked about their experience in the programme, the data base on which this study is based. I would also like to thank my colleagues, Dr. Urszula Markowska-Manista, with her rich experience as researcher and publisher in the field of children’s rights. Susan Schröder who has supported me with her challenging questions on my re- search and interpretation of the data from a different and highly valuable perspec- tive. I would like to express my thank you to Jasmina Maurer who took out time from her tight study schedule to design the images for this dissertation. Prof. Dr. Stefan Thomas merits thank you for enabling me having the time to complete this work. Thank you to Prof. Dr. Uwe Gellert who made it possible to write this thesis My parents have always supported me in all circumstance whatsoever, this has been invaluable for writing this thesis and even more so for my general wellbeing. I owe my deepest thank you. I thank my family, my man and children, who have given me, as best as possi- ble, moral support and, above all, the time to complete this dissertation. Rebecca Budde, January 31st, 2018 Table of Contents Part I ____________________________________________________________________________________ 2 Introduction ______________________________________________________________________________ 2 Figure 1- Part I of the Study, Step 1 ______________________________________________________ 6 Chapter 1- Frame of the Evaluation and Methodological Approaches _____________________________ 10 1.1. Brief Overview of Evaluation Methods and Models __________________________________________ 11 1.2. Evaluation as Control or as Possibility? ___________________________________________________ 12 1.3. Planning the Evaluation of the Evaluand __________________________________________________ 13 1.4. Evaluability _______________________________________________________________________ 15 1.5. Stakeholders _______________________________________________________________________ 16 1.6. Methodological Steps _________________________________________________________________ 21 1.8. Limitations ________________________________________________________________________ 23 Chapter 2- The UN Convention on the Rights of the Child (CRC) _________________________________ 25 2.1. The Declarations of the Rights of the Child (1924/1959) _______________________________________ 27 2.1.1. Art. 2: The right to non-discrimination – unspecific to children ________________________ 28 2.1.2. Art. 3: The best interests of the child as the “super right” ______________________________ 28 2.1.3. Art. 6: The right to life, survival and development ___________________________________ 30 2.1.4. Art. 12,13-15: The right to participation with limitation ________________________________ 30 2.2. Stakeholders in the CRC’s Development Process __________________________________________ 31 2.3. Monitoring of the CRC _____________________________________________________________ 32 2.4. Ratification of the CRC and EU Actions for Children’s Rights ________________________________ 33 Chapter 3- European Network of Masters in Children’s Rights/ Children’s Rights European Academic Network _________________________________________________________________________________ 36 3.1. Predecessors __________________________________________________________________________ 36 3.1.1. Erasmus Network in Children’s Rights (1994-2002) _____________________________________ 36 3.1.2. Red Latinoamericana de Maestrías en Derechos y Políticas Sociales de Infancia y Adolescencia (RMI)- Latin American Network of Master Study Programmes in Children’s Rights (established 2003) 37 3.2. The European Network of Masters in Children’s Rights __________________________________ 39 3.3. Children’s Protagonism and Participation as Guiding Principles ___________________________________ 43 Chapter 4- Defining a Theory of Childhood and Children’s Rights Studies _________________________ 45 4.1. Research Approaches to Children’s Rights and Childhood ________________________________________ 46 4.1.1. Fourfold typology of understandings and views on children’s rights _______________________ 47 4.1.2. Anthropological and ethnographic approaches to children’s rights ________________________ 49 4.1.3. Approaches to children’s rights from the standpoint of education _________________________ 51 4.1.4. Universalism- approaches to children’s (legal) rights ____________________________________ 53 4.2. Childhood Studies _____________________________________________________________________ 55 4.2.1. Developmental approaches to children and childhood __________________________________ 56 4.2.2. Children’s agency ________________________________________________________________ 57 4.2.3. Childhood- a solid social construction over generations _________________________________ 59 4.3. Children’s Rights ______________________________________________________________________ 62 4.3.1. Dignity: The basis for children’s human rights _________________________________________ 62 4.3.2. Moral, natural rights and positive, codified law ________________________________________ 64 4.3.3. Children’s rights from below and children’s living rights ________________________________ 66 4.4. Research and Participation ______________________________________________________________ 69 4.4.1. The use and the benefits of researching children’s rights ________________________________ 69 4.4.2. Participation ____________________________________________________________________ 70 4.5. Janusz Korczak at the Intersection of Childhood Studies and Children’s Rights ________________________ 72 Chapter 5 - M.A. Childhood Studies and Children’s Rights ______________________________________ 77 5.1. Aims, Curriculum and Structure __________________________________________________________ 77 5.1.1. Aims of the M.A. Childhood Studies and Children’s Rights ______________________________ 77 5.1.2. Curriculum Development __________________________________________________________ 79 5.1.2.1. Chronological description of the project’s process __________________________________ 79 5.1.2.2. Linking theory and practice ____________________________________________________ 80 5.1.2.3. Negotiation of content _________________________________________________________ 81 5.1.2.3 Technical and bureaucratic challenges ____________________________________________ 81 5.1.3. MACR structure and eligibility criteria _______________________________________________ 83 5.2. The MACR’s Principal Content ___________________________________________________________ 84 5.2.1. Introductory Workshop: Adultism ___________________________________________________ 85 5.2.2. Semester 1: Three core modules _____________________________________________________ 87 Module 1: Childhood Studies _________________________________________________________ 88 Module 2: Understanding Children’s Rights _____________________________________________ 89 Module 3: Methods and Techniques of Childhood and Children’s Rights Research _____________ 90 5.2.3. Semester 2 and 3: Modules with Specific Foci __________________________________________ 91 Module 4: Children’s Work and Education _____________________________________________ 91 Module 5: Children Out of Place (and Child Rights-Oriented Practice) _______________________ 93 Module 6: Children and Media and Module 7: Internship, Practical Project or Research Proposal _ 94 Reflection ______________________________________________________________________________ 96 Chapter 6 – Method of Data Gathering, Analysis and Interpretation ______________________________ 97 6.1. Preliminary Thoughts __________________________________________________________________ 97 6.1.1. Knowing the field ________________________________________________________________ 98 6.1.2. Research methods ________________________________________________________________
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