Save the Children Sweden is hosting a resource centre for Save the Children International on children's rights, with a specific focus on child rights governance and child protection. Currently it holds approximately 2,500 titles that can be downloaded for free. You can also sign in and create your own library with documents of the resource centre that you would like to have on hand at any time. You can share your library or ‘book shelf’ with others, by inviting them to join. You can thus share relevant literature with colleagues or participants in a training or workshop.
Each document in the resource centre has a brief description. One can also upload documents to the resource centre, once registered. The documents will be reviewed before they are accepted and shown on the website.
Showing posts with label Book reviews. Show all posts
Showing posts with label Book reviews. Show all posts
Sunday, 1 April 2012
Sunday, 6 June 2010
The Middle Way - Bridging the Gap Between Cambodian Culture and Children’s Rights
The Middle Way - Bridging the Gap Between Cambodian Culture and Children’s Rights
By Steve Gourley, 2009 NGO Committee on the Rights of the Child, Cambodia, 2009.
This is an exciting piece of research that addresses the lack of comprehensive information available in Cambodia relating to knowledge, attitudes, and practice of ‘children’s rights’. Awareness-raising about children’s rights (CR) has been undertaken on a large scale by civil society organisations and the government and many people in Cambodia can mention at least a few rights that relate to children. Whereas awareness is relatively high, the practice appears to significantly lag behind, especially at the family level where traditional values at times interfere with certain rights, especially when it comes to participation.
The research recommends that governmental and private agencies should adopt more culturally-appropriate methods of education and promotion if children’s rights are to be fully realized at the family level.
Children were involved in planning the research, data validation, formulating recommendations. In addition, a very high proportion of child respondents (50% of all focus group participants and survey respondents) was intentionally selected to ensure that children’s interests were clearly and directly represented in the findings.
Steve Gourley presents a very useful comparison between the values of the UN Convention on the Rights of the Child and common Cambodian values.
UNCRC values in comparison to Cambodian values:
Equality and participation in contrast to Hierarchy
Transparency in contrast to Honour and Reputation
Gender equity in contrast to Patriarchy
Empowerment in contrast to Patronage
Justice in contrast to Harmony
Individualism in contrast to Collectivism
Steve Gourley notes:
“In view of the dramatic differences that exist, it is important to understand how each contributes to the overall functioning of society – and thus how and why specific values influence behaviour in a particular way. Each of the values above meets specific needs and therefore offers different benefits depending on the context in which they occur. Understanding the positive contribution of each can help decrease the tendency to judge a particular value or value system as “better” than another, illuminate how decision-making and behaviours can differ in various socio-cultural contexts, and help explain the conflicts that often occur between traditional parents and modern children.” (p.17)
By Steve Gourley, 2009 NGO Committee on the Rights of the Child, Cambodia, 2009.
This is an exciting piece of research that addresses the lack of comprehensive information available in Cambodia relating to knowledge, attitudes, and practice of ‘children’s rights’. Awareness-raising about children’s rights (CR) has been undertaken on a large scale by civil society organisations and the government and many people in Cambodia can mention at least a few rights that relate to children. Whereas awareness is relatively high, the practice appears to significantly lag behind, especially at the family level where traditional values at times interfere with certain rights, especially when it comes to participation.
The research recommends that governmental and private agencies should adopt more culturally-appropriate methods of education and promotion if children’s rights are to be fully realized at the family level.
Children were involved in planning the research, data validation, formulating recommendations. In addition, a very high proportion of child respondents (50% of all focus group participants and survey respondents) was intentionally selected to ensure that children’s interests were clearly and directly represented in the findings.
Steve Gourley presents a very useful comparison between the values of the UN Convention on the Rights of the Child and common Cambodian values.
UNCRC values in comparison to Cambodian values:
Equality and participation in contrast to Hierarchy
Transparency in contrast to Honour and Reputation
Gender equity in contrast to Patriarchy
Empowerment in contrast to Patronage
Justice in contrast to Harmony
Individualism in contrast to Collectivism
Steve Gourley notes:
“In view of the dramatic differences that exist, it is important to understand how each contributes to the overall functioning of society – and thus how and why specific values influence behaviour in a particular way. Each of the values above meets specific needs and therefore offers different benefits depending on the context in which they occur. Understanding the positive contribution of each can help decrease the tendency to judge a particular value or value system as “better” than another, illuminate how decision-making and behaviours can differ in various socio-cultural contexts, and help explain the conflicts that often occur between traditional parents and modern children.” (p.17)
Friday, 4 June 2010
The right to be properly researched: How to do rights-based, scientific research with children
This is a boxed set of 10 concise and easy to handle manuals for fieldworkers, giving step-by step guidance, linked to downloadable website materials and covering all aspects of research from conception to report writing.
Manual 1
Where do we start? explains the rights-based approach to research with children and how it relates to other research approaches.
Manual 2
How do we protect children? deals with the ethical rules and methods necessary in all research with children.
Manual 3
How can we be good researchers with children? provides information necessary for training, so that all researchers are fully equipped to work with children.
Manual 4
What do know already and what do we want to know? sets out the procedures of deciding on research topics and questions.
Manual 5
How are we going to find out? takes researchers through the process of choosing research methods and designing and piloting research tools.
Manual 6
How can we get the best data? provides guidance on research planning and management.
Manual 7
How do we count data? details the processes necessary for numerical analysis.
Manual 8
What do numbers mean? demonstrates the means of changing numerical results into meaningful answers to research questions.
Manual 9
How do we write the report? provides guidance on writing clear reports about research results for a variety of readers, including children.
Manual 10
Research dictionary, is an easy reference dictionary that clarifies the meanings of research terms as they are used in the rights-based approach.
The manual is written by Judith Ennew together with Tatek Abebe, Rattana Bangyai, Parichart Karapituck, Anne Trine Kjorholt and Thanakorn Noonsup, and it can be seen as the ultimate remake of Children in Focus - a Manual for Participatory Research with Children, which she wrote together with Jo Boyden in 1997 and which has been highly popular with people doing research with children.
I normally only publish information here that is available for free on the web, but this case warrants an exception. The printing costs need to be recovered before it can be made available on the web.
US$39.99 a set including postage and packaging
>A powerpoint presentation can be downloaded from the Knowing Children website with further information
Boxed set of 10 paperback manuals
English, diagrams and tables
ISBN: 978-616-7333-00-7
Manual 1
Where do we start? explains the rights-based approach to research with children and how it relates to other research approaches.
Manual 2
How do we protect children? deals with the ethical rules and methods necessary in all research with children.
Manual 3
How can we be good researchers with children? provides information necessary for training, so that all researchers are fully equipped to work with children.
Manual 4
What do know already and what do we want to know? sets out the procedures of deciding on research topics and questions.
Manual 5
How are we going to find out? takes researchers through the process of choosing research methods and designing and piloting research tools.
Manual 6
How can we get the best data? provides guidance on research planning and management.
Manual 7
How do we count data? details the processes necessary for numerical analysis.
Manual 8
What do numbers mean? demonstrates the means of changing numerical results into meaningful answers to research questions.
Manual 9
How do we write the report? provides guidance on writing clear reports about research results for a variety of readers, including children.
Manual 10
Research dictionary, is an easy reference dictionary that clarifies the meanings of research terms as they are used in the rights-based approach.
The manual is written by Judith Ennew together with Tatek Abebe, Rattana Bangyai, Parichart Karapituck, Anne Trine Kjorholt and Thanakorn Noonsup, and it can be seen as the ultimate remake of Children in Focus - a Manual for Participatory Research with Children, which she wrote together with Jo Boyden in 1997 and which has been highly popular with people doing research with children.
I normally only publish information here that is available for free on the web, but this case warrants an exception. The printing costs need to be recovered before it can be made available on the web.
US$39.99 a set including postage and packaging
>A powerpoint presentation can be downloaded from the Knowing Children website with further information
Boxed set of 10 paperback manuals
English, diagrams and tables
ISBN: 978-616-7333-00-7
Sunday, 7 October 2007
Looking for childhood book reviewers
Childhood studies
A journal of global child research is looking for reviewers for a variety of books. Please contact Prof. Dr. Leena Alanen and ask for a list if you are interested in reviewing books. You are also invited to recommend other books of interest for reviewing in the journal – she’d be happy to contact their publishers and ask for copies to be added to the list. Books published in the Anglophone academic world practically make 100 % of books sent by publishers to the journal for reviewing. This is fairly obvious for a number of reasons: the language of the journal is English and publishers of books in other languages can hardly count on a big enough clientele for their publications in the English-language countries, and therefore do not offer their publications for reviewing. It would however be important also to make the non-English section of childhood studies available to the international readership of Childhood; otherwise it is the English-language research literature that unfortunately has to represent what is done in the field. Prof. Alanen would therefore especially like to encourage you who are readers of non-English childhood research as well as know of books on childhood published in other languages to come forward with suggestions of books for reviewing in Childhood.
Source: e-mail message from:
Leena Alanen, Professor (Early Childhood Education), Department of Educational Sciences, P.O.Box 35, FIN-40014 University of Jyväskylä, Finland, e-mail: lalanen@edu.jyu.fi
A journal of global child research is looking for reviewers for a variety of books. Please contact Prof. Dr. Leena Alanen and ask for a list if you are interested in reviewing books. You are also invited to recommend other books of interest for reviewing in the journal – she’d be happy to contact their publishers and ask for copies to be added to the list. Books published in the Anglophone academic world practically make 100 % of books sent by publishers to the journal for reviewing. This is fairly obvious for a number of reasons: the language of the journal is English and publishers of books in other languages can hardly count on a big enough clientele for their publications in the English-language countries, and therefore do not offer their publications for reviewing. It would however be important also to make the non-English section of childhood studies available to the international readership of Childhood; otherwise it is the English-language research literature that unfortunately has to represent what is done in the field. Prof. Alanen would therefore especially like to encourage you who are readers of non-English childhood research as well as know of books on childhood published in other languages to come forward with suggestions of books for reviewing in Childhood.
Source: e-mail message from:
Leena Alanen, Professor (Early Childhood Education), Department of Educational Sciences, P.O.Box 35, FIN-40014 University of Jyväskylä, Finland, e-mail: lalanen@edu.jyu.fi
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