Child Rights Education from the Perspective of New Sociology of Childhood

OpenAlex İngilizce

In this study, children's rights education is theoretically evaluated in the context of the new sociology of childhood. International documents identify the right to education as one of the fundamental human rights. In the 1980s and 1990s, when the new sociology of childhood emerged in response to developmental psychology and traditional socialization theories, many experts held that the sociology of childhood and children's rights were two complementary fields. The first of the prominent views in terms of an alternative perspective is the view that childhood is not a universal form and is considered under social, political, historical and moral aspects. This view has made a significant contribution to the discussion of rights in the political and social context in terms of sociological analysis and criticism. The second important view of the sociology of childhood is that childhood is considered as an active and creative social factor in an environment that surrounds and includes it. Child rights education should be provided in a structure that contributes to the development of the child as an active individual in the context of the new sociology of childhood. Hence, recognizing and integrating the insights from the new sociology of childhood is pivotal for a more nuanced, comprehensive, and effective child rights education.