Silencing Children about 'Forbidden' Topics: Discussing Prevention Education in Australian Early Childhood
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| Title: | Silencing Children about 'Forbidden' Topics: Discussing Prevention Education in Australian Early Childhood |
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| Language: | English |
| Authors: | Margaret Sims (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2024 17(1):25-34. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Personal Autonomy, Children, Childrens Rights, International Law, Treaties, Student Attitudes, Student Empowerment, Decision Making, Educational Policy, Barriers, Change Strategies, Teaching Methods, Prevention, Child Safety, Sexual Abuse, Child Abuse, Educational Legislation, Cultural Influences, Social Bias, Self Disclosure (Individuals), Early Childhood Education, Teacher Student Relationship |
| Geographic Terms: | Australia |
| Laws, Policies and Program Identifiers: | United Nations Convention on the Rights of the Child |
| ISSN: | 1307-9298 |
| Abstract: | Over three decades ago the United Nations developed the Convention on the Rights of the Child (UNCRC; United Nations, 1989) which was aimed at ensuring children were positioned as active agents in their lives, capable of having a voice and participating in decision-making on issues that affected them. Australia ratified the UNCRC in 1990, however implementation required changes in relevant laws, policies and practices which is a complex process (Alston & Brennan, 1991). Whilst ratification provided the Australian Federal Government "an historic opportunity" (Cass, 1991, p. 28) time has proven that change remains limited by the "imbalances of power and resources which are deeply embedded in the way we live and are organised" as originally feared by Parker (1991, p. 19). This discussion paper explores barriers limiting the capacity to change and speculates on ways in which progress might still be made to enhance the ways in which Australia as a nation honours the promise made when UNCRC was ratified. This is important for teacher educators to ensure our teachers embed teaching practices that prevent childhood sexual abuse. This will be of interest to those who design teacher education courses and policy makers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462047 |
| Database: | ERIC |
| Abstract: | Over three decades ago the United Nations developed the Convention on the Rights of the Child (UNCRC; United Nations, 1989) which was aimed at ensuring children were positioned as active agents in their lives, capable of having a voice and participating in decision-making on issues that affected them. Australia ratified the UNCRC in 1990, however implementation required changes in relevant laws, policies and practices which is a complex process (Alston & Brennan, 1991). Whilst ratification provided the Australian Federal Government "an historic opportunity" (Cass, 1991, p. 28) time has proven that change remains limited by the "imbalances of power and resources which are deeply embedded in the way we live and are organised" as originally feared by Parker (1991, p. 19). This discussion paper explores barriers limiting the capacity to change and speculates on ways in which progress might still be made to enhance the ways in which Australia as a nation honours the promise made when UNCRC was ratified. This is important for teacher educators to ensure our teachers embed teaching practices that prevent childhood sexual abuse. This will be of interest to those who design teacher education courses and policy makers. |
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| ISSN: | 1307-9298 |
