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1.
虽然美国公立学校的义务教育相当发达,但家庭为子女选择教育方式的权利并未完全消失.为此,联邦最高法院承认,家庭教育权为宪法权利,政府不能随意剥夺.但为了保护儿童和政府的利益,此后法院不同程度地限制家庭教育权.进入21世纪以后,政府基于宽容的自由主义精神,在公立学校中推行多元文化的教育课程,法院也不再支持家庭以宗教信仰为由,反对公立学校设置与其信仰相抵触的课程.但即便这样,家庭仍有选择私立学校或在家庭施教的权利. 相似文献
2.
Sheila Mcitosh 《Gender and education》1990,2(1):63-79
UK law on education and sex discrimination does not protect the right of girls to equality in education. The European Convention on Human Rights and the Treaty of Rome offer better protection. The Convention provides for the right to education and the right of parents to have their philosophical convictions considered in the education of their child. The European Court of Human Rights’ interpretation of these rights is relevant to those seeking a remedy for sexism in education. The Treaty of Rome has stronger and faster enforcement procedures than the Convention but it makes little provision for education except in vocational training and recognition of qualifications. The form and structure of the EEC legal system nevertheless make it hospitable to a reforming education policy. Educationists need to make sure that the focus on education within the EEC extends beyond vocational training, that the context of the discussion and the definition of education are similar to those of the European Convention and the European Court of Human Rights. 相似文献
3.
Eugenia Relaño 《British Journal of Religious Education》2010,32(1):19-29
This paper addresses the sensitive issue of the teaching of religions and beliefs in schools by analysing two recent decisions of the European Court of Human Rights. In these cases, the Court asserts that students should be exempted from compulsory courses on religion or from courses that are not conveyed in an objective, critical and pluralist manner in order to protect the rights of parents to raise their children in accordance with their beliefs and to protect the child’s religious freedom. What emerges from both decisions are sound principles about how to implement and teach these kind of courses without violating the freedom of religion and belief or undermining the state competences on education. 相似文献
4.
家庭教育是每个人的起点教育,对学校教育和社会教育的进行起着基础性作用。当前,我国家庭教育中存在着功能弱化、社会支持系统不健全、家长不作为、重视程度和践行力不足等问题。因此,近年来关于尽快出台专门家庭教育法来保障家庭教育权和子女受教育权成为国家、社会与学界的普遍共识。家庭教育立法应当秉持人权保护、伦理道德、终身奠基与和谐共促的精神,从宏观的纲领性意义、中观的立法要素和微观的语言表述三个方面把握家庭教育法的立法技术。 相似文献
5.
受教育权是国际人权法确认的一项基本人权。受教育权既属于第二代人权,也属于第一代人权。国际人权文件中的受教育权包括四项内容:教育的目的、教育的受益权、教育的自由权及教育的平等权。国家必须尊重、保护并实现个人的受教育权,在教育的可获得性、可进入性、可接受性和可适应性四个方面履行相关义务。 相似文献
6.
‘Where do babies come from?’ ‘Why do boys have willies?’ ‘What does gay mean?’ Probably all parents have faced such ‘innocent’ questions from young children, and many have found them challenging to answer. Access to sexuality education at an early age is frequently considered controversial; however, there are strong indications that early and open communication can impact positively in terms of sexual safety and outcomes. Using focus group discussions with parents of 3–7 year olds in the UK, this study explores some of the challenges parents report in dealing with early sexual socialisation as well as the reasons they cite for restricting young children's sexual awareness and access to knowledge. Thematic analysis reveals a number of barriers to communication: the need to protect childhood ‘innocence’, suitable timing and age appropriateness of explanations, personal discomfort, and fear of criticism and judgement. 相似文献
7.
全面推进随班就读工作对国家更好地保障残疾人享有平等的受教育权、更好地获得社会生存权,并促进社会和谐发展有重要作用.我国全面推进随班就读工作的必要性如下:一是人权需要,即保障残疾儿童少年的受教育权利,促进教育公平;二是政治需要,即增进残疾儿童与普通儿童的融合程度,促进社会和谐;三是现实需要,即增加学习机会,提升受教育质量,保障残疾儿童受教育权利实现;四是残疾人发展所需,即为残疾人融人社会、提高生活质量奠定基础;五是顺应国际趋势,即从隔离式特殊教育逐步走向融合教育是教育的发展方向. 相似文献
8.
Ryan Hill 《British Journal of Educational Studies》2019,67(1):115-129
The UK Government’s PREVENT strategy to counter radicalisation and extremism has been the subject of criticism. Concerns arise over clarity of purpose, clarity of terminology used and potential human rights impacts. Where the policy engages with schools, one human right potentially engaged is the right of parents to transfer their religious beliefs to their children. This paper looks at how PREVENT risks negatively impacting on this right. It proposes a way that this risk can be reduced by adopting a proactive approach to the Government’s security concerns which is centred on human rights education. 相似文献
9.
B. R. Singh 《Educational studies》1994,20(1):87-103
The United Nations Declarations of Human Rights (1948) express an ideal for the protection of cultural rights of everyone. They propose an education that is multicultural and non‐discriminatory and recognise that parents have the right to choose their children's education. Article 13.3 of the International covenant on Economic and Social and Cultural Rights gave parents the right to choose for their children “schools other than those established by public authorities to ensure the religious and moral education of their children in conformity with their own convictions”. The paper feels uneasy with this principle that grants parents the right to educate their children in conformity with their own convictions. Such rights could result in restricting the education of children to the narrow framework of parental beliefs and values that could be antithetical to social harmony, individual autonomy and equal opportunity. The question is, should such a right be extended to all parents including those who believe in racial superiority, in apartheid, Nazism or Fascism or in the inherent intellectual differences between boys and girls? The paper discusses some of these issues and asks how can the best interests of the child be served in a pluralist, multicultural, multiracial society. The paper acknowledges that in a pluralistic democratic society there will always be tensions between the public interests, the interests of the group and the interests or autonomy of the individual. These interests are discussed within the framework of fundamental human rights, common or separate schooling and multicultural education. The paper sees these as interrelated issues which are connected with group identity and equal opportunity. Where these interrelated issues conflict, the paper takes the stance that the rights and the autonomy of the individual should take precedence over the others, especially if the notion of human rights and human dignity is to be preserved in practice. This is obviously a controversial issue and the hope is that the paper will open up these issues for further discussion and debate. 相似文献
10.
家庭教育权,不仅指家长对其子女施加教育的权利,还应当包括家长接受提升其教育素养之教育的权利。在终身教育、终身学习和学习化社会三大理念的指导下,成人教育应当在家庭教育方面有所为,开设家庭教育培训课程,以此提升家长的教育素养,从而提高家庭教育的质量。 相似文献
11.
叶怀民 《南阳师范学院学报》2012,11(8):23-27
在西方国家,女性主义的运动以及理论的发展不断地唤起女性沉睡的意识,女性逐渐将目光转向家庭暴力领域,加上法医学的进步,受虐妇女综合症成为女性权益在法律方面的“护花使者”。此理论对中国有一定借鉴价值,我们可以在宏观层面上对一些以男性价值观为主导的立法加以重新审视。而在具体层面上,该理论可以为中国刑事法律中增加规定“因长期受暴而被迫伤害,杀害施暴人的犯罪是法定从轻、减轻处罚情节”提供理论依据。同时,对各地法院面对此类案件与酌定情节从轻判判断中,出现裁判不一的情况,最高法院可通过各种途径发布指导性案例,解决此类案件裁判相差悬殊的问题。 相似文献
12.
肖可义 《廊坊师范学院学报》2012,28(3):102-105
受教育权作为人权的重要组成部分,是实现人的全面自由发展和提高国家政治民主水平的一项基础性权利。对公民受教育权保障的关注是人类社会进步和发展的必然要求。在受教育权的保障上,国家承担着重要责任和义务,需要在立法、执法、司法三个层面构建公民受教育权实现的法律机制。 相似文献
13.
Viola Polomeno 《The Journal of perinatal education》1999,8(1):30-40
Expectant and new parents have many concerns regarding the relationship between sexuality and breastfeeding. How is a new mother''s libido affected by breastfeeding? Why do some women get sexually excited when breastfeeding? Is this frequent or normal? How does the partner feel about breasts full of milk? Why do breasts leak during a woman''s orgasm? Perinatal educators are in a privileged position to reassure these parents about this relationship while promoting the breastfeeding bond between the mother and child and the intimacy bond between the parents. 相似文献
14.
Katie L. Gibson 《Quarterly Journal of Speech》2013,99(3):319-340
Whole Women’s Health v. Hellerstedt was the most important abortion case to come before the United States Supreme Court in 25 years. It was also the first time that three women were seated on the high court to hear a case that challenged the fundamental right to choose abortion. I investigate the questioning by Justices Ginsburg, Sotomayor, and Kagan at oral argument for Whole Women’s Health as a rhetorical enactment of feminist judging and argue that the rhetorical skepticism of the SCOTUS women—their persistent questioning, defiant expressions of doubt, and incredulous style—challenged the discursive boundaries of abortion jurisprudence and advanced a feminist demand that regulations to abortion rights receive heightened scrutiny from the courts. Importantly, Whole Women’s Health demonstrates how rhetorical skepticism may operate as a powerful mode of feminist legal invention—to disrupt the norms of legal reasoning and draw the traditions of legal discourse into doubt in order to authorize a discursive space for feminist legal judgment. 相似文献
15.
Robert Kunzman 《Educational theory》2012,62(1):75-89
By blurring the distinction between formal school and education writ large, homeschooling both highlights and complicates the tensions among the interests of parents, children, and the state. In this essay, Robert Kunzman argues for a modest version of children's educational rights, at least in a legal sense that the state has the duty and authority to enforce. At the same time, however, it is important to retain a principled distinction between schooling and education—not only to protect children's basic educational rights, but also to prevent the state from overreaching into the private realm of the home and family. 相似文献
16.
赵胜营 《南宁师范高等专科学校学报》2007,24(2):18-21
非法证据排除规则是美国法院在审核证据时必须遵循的一个原则。确立这一原则的目的在于要求警察严格按照法律程序进行执法,阻止警察滥用职权,从而有效地保护公民的人身自由和财产不受侵犯。然而,严格适用非法证据排除规则会使一些事实上有罪的人逃避法律制裁,因此,美国联邦最高法院对此原则进行重新评估,并先后确立了当然发现例外、独立资讯来源例外、诚信例外和公共安全例外等规则,在保障人权的同时,追求最大限度的打击犯罪。 相似文献
17.
对校园伤害事故的重视,是近年来学生和家长、教育主管部门和社会关注的焦点问题之一.然而种种关注的目光还只停留在对校园学生、教师的财产权、人身权中有形权利被损害的层面上,校园中侵害人格权行为的“人身无形损害“也叫“精神损害“却往往被忽视,所造成的“精神痛苦“、“精神创伤“、“感情创伤“已直接危及青少年学生的健康成长.校园中人格权的尊重和保护应受到高度的重视,要寻求有效的方法和畅通的途径予以救济. 相似文献
18.
高校学位授予权和自主管理权的冲突与平衡 总被引：1，自引：0，他引：1
近年来,因学位授予而引发的大学生与母校的纠纷案件不断进入人们的视野。法院在受理的过程中,除了对高校授予学位的程序依法进行审查外,对于因学术原因等实体性内容,往往以高校具有自主管理权为由,判定原告学生败诉。本文在对高校学位授予权和自主管理权进行分析的基础上,认为二者具有契合点并对如何平衡二者的矛盾提出了相关建议。 相似文献
19.
父母、国家与儿童的教育 总被引：2，自引：0，他引：2
父母与国家都对儿童的教育享有权利,但又有所区分.父母教育权的内容既及于家庭教育,也及于学校教育,包括教育选择权和学校参与权.承认并扩大父母的教育权已得到各国、地区及国际法的重视,也亟需我国教育立法的正面回应. 相似文献
20.
黄涧秋 《山西师大学报(社会科学版)》2008,35(1):96-101,112
女性主义国际法学方法以社会性别分析的方法,批判国际社会的父权制体系,并且试图改变这种现状.国际法的组织性结构使得国际法漠视妇女的权利和法律地位,男性拥有决定国际法内容的话语权.国际法的公/私领域两分法导致妇女被局限在家庭领域,受到家庭权力结构的压制.国际人权法的平等原则、权利的划分等不能彻底地保护妇女的特殊权利.但是,女性主义也存在方法论上的局限性. 相似文献