Publikation: Educational leadership and children's rights? = Kinderrechte als Führungsaufgabe?
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How is leadership in educational contexts related to children’s rights? With the ratification of the UN Convention on the Rights of the Child (UN CRC) by most states, children’s rights become increasingly important in politics, society, and thus in the respective education system. The role of educational leadership at different levels in the promotion of children’s rights is an unresolved issue.
This volume intends to integrate both domains. Therefore, the compiled articles either focus on educational leadership and discuss its impacts on children’s rights or on children’s rights and their implications for educational leadership. In doing so, they take diverse theoretical, conceptual, and empirical perspectives, combining (inter)national views from educational sciences, policy, and practice.
Scientific contributions highlight current strands of discourse and research (e.g. transformational leadership; UNICEF Child Rights Schools Program); guest articles address different examples for educational practice (e.g. early childhood education or care programs).
The volume addresses scholars in the educational sciences and related disciplines as well as those involved in educational policy, practice, administration, and law.
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HUGO, Julia, Hrsg., Charlotte ASSMANN, Hrsg., Andreas SCHMIDT, Hrsg., 2025. Educational leadership and children's rights? = Kinderrechte als Führungsaufgabe?. Münster: Waxmann. ISBN 978-3-8309-4825-4BibTex
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series={Gemeinsam Schule gestalten},
title={Educational leadership and children's rights? = Kinderrechte als Führungsaufgabe?},
year={2025},
doi={10.31244/9783830998259},
number={6},
address={Münster},
editor={Hugo, Julia and Assmann, Charlotte and Schmidt, Andreas}
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<dcterms:abstract>How is leadership in educational contexts related to children’s rights?
With the ratification of the UN Convention on the Rights of the Child (UN CRC) by most states, children’s rights become increasingly important in politics, society, and thus in the respective education system. The role of educational leadership at different levels in the promotion of children’s rights is an unresolved issue.
This volume intends to integrate both domains. Therefore, the compiled articles either focus on educational leadership and discuss its impacts on children’s rights or on children’s rights and their implications for educational leadership. In doing so, they take diverse theoretical, conceptual, and empirical perspectives, combining (inter)national views from educational sciences, policy, and practice.
Scientific contributions highlight current strands of discourse and research (e.g. transformational leadership; UNICEF Child Rights Schools Program); guest articles address different examples for educational practice (e.g. early childhood education or care programs).
The volume addresses scholars in the educational sciences and related disciplines as well as those involved in educational policy, practice, administration, and law.</dcterms:abstract>
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