Children's right to participate in education: ethical and legal implications of the United Nations convention on the rights of the child for Canadian schools
Bibliographic record
Abstract
On November 20, 1989, the United Nations General Assembly adopted the United Nations Convention on the Rights of the Child. As a signatory to the Convention, Canada has pledged to uphold the rights of children in all its public institutions, including schools. One of the guiding principles embodied in the Convention, age-appropriate participation, holds that young people have the right to be heard in matters affecting them and to have their views taken into account according to their age and level of maturity (article 12). This dissertation examines what legal and ethical implications this principle has for the Canadian education system. For instance, is the inclusion of children in educational decision-making consistent with desirable educational outcomes? Moreover, what legal obligations do schools possess when it comes to implementing the right to participate? Likewise, does our legislative framework in education support the right for children to participate and be heard in decisions affecting them? Drawing upon insights from the philosophy of education, this dissertation argues that not only is the right to participate theoretically grounded in the aim of promoting children's future capacity for autonomy, but also that upholding this right in education is an important means for ensuring that the education they receive will not impede their future autonomy (i.e. as adults and citizens), but will instead facilitate its growth and expansion. Unfortunately, the right for children to participate has not been adequately protected within education legislation. In addition, while there has been some judicial support for the view of children as citizens with rights to be heard, legal directives are often not applied in schools. As a result, despite Canada's commitment to the Convention, the realization of the right for children to participate and be heard in matters affecting them still remains haphazard and inconsistent in the education system.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.028 | 0.028 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.044 | 0.067 |
| Scholarly communication | 0.021 | 0.006 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.012 | 0.018 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".