Revolution of the Right to Education
Autor A. Reis Monteiroen Limba Engleză Paperback – 23 iun 2021
This book offers an interdisciplinary and topical introduction to the International Education Law, broadly defined. It explains in what ways the normative integrity of the right to education carries far-reaching revolutionary significance, corollary of the Revolution of Human Rights and the Revolution of the Rights of the Child.
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Specificații
ISBN-13: 9789004462441
ISBN-10: 9004462449
Dimensiuni: 155 x 235 mm
Greutate: 1.16 kg
Editura: Brill
Colecția Brill
ISBN-10: 9004462449
Dimensiuni: 155 x 235 mm
Greutate: 1.16 kg
Editura: Brill
Colecția Brill
Cuprins
Preliminary Notes
List of Abbreviations
Introduction: Advent of the International Education Law
1 Education, Power and Law
1.1 Fundamental Questions of the Theorization of Education
1.2 Education as a Power
1.2.1 Power
1.2.2 Political and Pedagogical Powers
1.3 Meta-Question of the Legitimacy of Education
1.3.1 Political Legitimacy
1.3.2 Pedagogical Legitimacy
1.4 By What Right to Educate?
2 Human Rights
2.1 Origins
2.2 Concept
2.3 Juridifijication
2.4 International Bill of Human Rights
2.5 International Human Rights Law
2.5.1 Specifijicity
2.5.2 National Reception
2.5.3 Sources
2.5.4 Structure and Normative Content of a Human Right
2.5.5 States’ Obligations
2.5.6 Protection
2.5.6.1 Universal Protection
2.5.6.2 Regional Protection
2.5.6.3 Case Law
2.5.6.4 NGOs
2.5.7 Other Issues
2.5.7.1 Minimum, Full and Expanded Content/Obligations
2.5.7.2 Jus Cogens and erga omnes Obligations
2.5.7.3 ‘Drittwirkung’
2.5.7.4 Private Providers
2.5.7.5 Extraterritorial Obligations
2.5.7.6 Jurisprudence and Doctrine
2.5.8 Principles of Interpretation and Implementation
2.5.8.1 Most General Legal Principles
2.5.8.2 Other Principles
2.6 Ethics of Human Rights
2.6.1 Ethical Reason
2.6.1.1 Normative Rationality
2.6.1.2 Human Morality
2.6.1.3 Golden Rule and Human Rights
2.6.2 Human Dignity Principle
2.6.2.1 Origins
2.6.2.2 Kant
2.6.2.3 Juridifijication
2.6.2.4 Conceptualisation
2.6.3 Other Ethical Principles
2.6.4 Ethics of Recognition
2.6.5 Ethics of Humanity
2.7 Revolution of Human Rights
2.7.1 Consecration of the Human Person as the Highest Ethical-Juridical Value
2.7.2 Transformation of International Law and Renovation of Constitutional Law
2.7.3 Reconstruction of the Rule of Law
2.7.4 Inception of a Law of Humanity
2.7.5 Being Realistic without Becoming Pessimistic
3 Rights of the Child
3.1 It Was Once the Rights of the Child …
3.2 International Law of the Child
3.2.1 Sources
3.2.1.1 Convention on the Rights of the Child
3.2.1.2 Other Universal Instruments
3.2.1.3 Regional Instruments
3.2.2 Protection of the Rights of the Child
3.3 Ethics of the Rights of the Child
3.3.1 Primacy of the “Best Interests of the Child”
3.3.2 Love, Respect and Responsibility for the Child
3.3.3 Evolving Autonomy of the Child
3.3.4 Priority of Children
3.4 Revolution of the Rights of the Child
4 Right to Education
4.1 Emergence of the Right to Education
4.1.1 Historical Highlights
4.1.2 Internationalisation of Education
4.1.2.1 Until the 19th Century
4.1.2.2 Internationalist Movement
4.1.2.3 The League of Nations and Education
4.1.2.4 International Bureau of Education
4.1.2.5 UNESCO’s Advent
4.1.3 Education: Human Right
4.1.3.1 Major Precursors
4.1.3.2 Constitutionalisation
4.2 International Profijile of the Right to Education
4.2.1 Legal Sources
4.2.1.1 Universal Normative Framework
4.2.1.2 Convention against Discrimination in Education
4.2.1.3 Regional Sources
4.2.1.4 Nature, Defijinitions and Terminology
4.2.2 Normative Content
4.2.2.1 Entitlement
4.2.2.2 Object
4.2.2.3 Exigibility
4.2.2.3.1 Opposability
4.2.3 Protection
4.2.3.1 Universal Protection
4.2.3.2 UNESCO’s Mechanisms
4.2.3.3 Regional Protection
4.2.3.4 Case Law
4.2.3.5 NGOs
4.3 Singularity of the Right to Education
4.3.1 It Is the Most Complex Human Right
4.3.2 It Is the Most Empowering Human Right
4.3.3 It Is the Only Human Right with a Formally Free Element
4.3.4 It Is the Only Human Right with a Compulsory Component
4.3.5 Its Normative Content Is among the Most Internationally Developed
4.3.6 Its Normative Content Includes Elements of All International Legal Sources
4.4 Priority of the Right to Education
4.4.1 Human Primacy of Education
4.4.2 The Priority of the Right to Education Rediscovered
4.4.3 Right to Education and Human Dignity
4.5 Right to Education and Liberties of Education
4.5.1 Is Children’s Education a ‘Fundamental Right’ of Parents?
4.5.1.1 Notes from the ‘Travaux Préparatoires’
4.5.1.2 Systematic Interpretation and Case Law
4.5.1.3 Religious and Moral Education
4.5.1.4 In Concluding
4.5.2 Is Education Privatisation Compatible with the International Education Law?
4.5.2.1 Globalisation, Neoliberalism and Education
4.5.2.2 Public and Private Education
4.5.2.3 Typifijication and Evaluation of the Privatisation of Education
4.5.2.4 Some Distinctions
4.5.2.5 In Concluding
4.6 Incheon Declaration (2015) and Education 2030 Agenda
4.6.1 New Vision
4.6.2 Quality Education
4.6.3 Inclusive Education
4.6.4 Equity Education
4.6.5 Lifelong Education
4.7 Indicators of the Right to Education
4.8 Brief Answers to Some Questions
4.8.1 Is There Acceptable Corporal Punishment for the Sake of Education?
4.8.2 Does Home-Schooling Meet the Whole Object of the Right to Education?
4.8.3 Do Parents Have the Right to Prevent Children from Attending a School Subject Matter?
4.8.4 What May Be the Place of Religion in Public Schools?
4.8.5 Is School Homework Legitimate and Benefijicial?
4.8.6 May School Regulations Include Rules on Student Clothing and Appearance?
4.8.7 Why Is Education a Global Public or Common Good?
4.8.8 Can the Digital Revolution Bring about a Real Educational Revolution?
5 Towards a Rightful Education
5.1 New Paradigm
5.1.1 The Traditional Right of Education
5.1.2 The New Education Movement
5.1.3 Rightful Education
5.2 Ethics of the Right to Education
5.2.1 Primacy of the Best Interests of the Subject of the Right to Education
5.2.2 Development of the Human Personality: Free, Full, Harmonious
5.2.2.1 Principle of the Free Development of the Human Personality
5.2.2.2 Development of the Human Personality and Right to Education
5.2.2.3 Liberty, Reciprocity, Responsibility: The Highest Expressions of a Developed Human Personality
5.2.3 Priority of Human Rights Education as an Ethical, Civic, International Education
5.2.3.1 Primacy of Moral Education
5.2.3.2 Origins and Evolution of Human Rights Education
5.2.3.3 Broad Conception
5.2.3.4 A Crucial Right
5.3 Educational Rights
5.3.1 Right to Pedagogical Responsibility
5.3.2 Right to Be Diffferent
5.3.3 Right to Respect for Human Dignity and Rights in Education
5.3.4 Right to Learn the and in the Mother Tongue
5.3.5 Right to the Whole Object of the Right to Education
5.3.6 Right to a Right to Education School
5.3.7 Right to Admirable Education Professionals
5.3.8 Right to an Efffective Remedy
5.4 Further Outcomes
Conclusion: One Day, the Humankind …
Appendix A:Universal Most General Normative Framework of the Right to Education
Appendix B: Provisions on the Right to Education of Some More Vulnerable Categories of Persons
Appendix C: Main Regional Framework of the Right to Education
Appendix D: List of Case Law and other Interpretative Materials on the Right to Education (Systematised)
Appendix E: International Chronology of Human Rights in General and of the Right to Education in Particular
Appendix F: Glossary
Appendix G: Revolution of the Right to Education: Global Summary
Name Index
List of Abbreviations
Introduction: Advent of the International Education Law
1 Education, Power and Law
1.1 Fundamental Questions of the Theorization of Education
1.2 Education as a Power
1.2.1 Power
1.2.2 Political and Pedagogical Powers
1.3 Meta-Question of the Legitimacy of Education
1.3.1 Political Legitimacy
1.3.2 Pedagogical Legitimacy
1.4 By What Right to Educate?
2 Human Rights
2.1 Origins
2.2 Concept
2.3 Juridifijication
2.4 International Bill of Human Rights
2.5 International Human Rights Law
2.5.1 Specifijicity
2.5.2 National Reception
2.5.3 Sources
2.5.4 Structure and Normative Content of a Human Right
2.5.5 States’ Obligations
2.5.6 Protection
2.5.6.1 Universal Protection
2.5.6.2 Regional Protection
2.5.6.3 Case Law
2.5.6.4 NGOs
2.5.7 Other Issues
2.5.7.1 Minimum, Full and Expanded Content/Obligations
2.5.7.2 Jus Cogens and erga omnes Obligations
2.5.7.3 ‘Drittwirkung’
2.5.7.4 Private Providers
2.5.7.5 Extraterritorial Obligations
2.5.7.6 Jurisprudence and Doctrine
2.5.8 Principles of Interpretation and Implementation
2.5.8.1 Most General Legal Principles
2.5.8.2 Other Principles
2.6 Ethics of Human Rights
2.6.1 Ethical Reason
2.6.1.1 Normative Rationality
2.6.1.2 Human Morality
2.6.1.3 Golden Rule and Human Rights
2.6.2 Human Dignity Principle
2.6.2.1 Origins
2.6.2.2 Kant
2.6.2.3 Juridifijication
2.6.2.4 Conceptualisation
2.6.3 Other Ethical Principles
2.6.4 Ethics of Recognition
2.6.5 Ethics of Humanity
2.7 Revolution of Human Rights
2.7.1 Consecration of the Human Person as the Highest Ethical-Juridical Value
2.7.2 Transformation of International Law and Renovation of Constitutional Law
2.7.3 Reconstruction of the Rule of Law
2.7.4 Inception of a Law of Humanity
2.7.5 Being Realistic without Becoming Pessimistic
3 Rights of the Child
3.1 It Was Once the Rights of the Child …
3.2 International Law of the Child
3.2.1 Sources
3.2.1.1 Convention on the Rights of the Child
3.2.1.2 Other Universal Instruments
3.2.1.3 Regional Instruments
3.2.2 Protection of the Rights of the Child
3.3 Ethics of the Rights of the Child
3.3.1 Primacy of the “Best Interests of the Child”
3.3.2 Love, Respect and Responsibility for the Child
3.3.3 Evolving Autonomy of the Child
3.3.4 Priority of Children
3.4 Revolution of the Rights of the Child
4 Right to Education
4.1 Emergence of the Right to Education
4.1.1 Historical Highlights
4.1.2 Internationalisation of Education
4.1.2.1 Until the 19th Century
4.1.2.2 Internationalist Movement
4.1.2.3 The League of Nations and Education
4.1.2.4 International Bureau of Education
4.1.2.5 UNESCO’s Advent
4.1.3 Education: Human Right
4.1.3.1 Major Precursors
4.1.3.2 Constitutionalisation
4.2 International Profijile of the Right to Education
4.2.1 Legal Sources
4.2.1.1 Universal Normative Framework
4.2.1.2 Convention against Discrimination in Education
4.2.1.3 Regional Sources
4.2.1.4 Nature, Defijinitions and Terminology
4.2.2 Normative Content
4.2.2.1 Entitlement
4.2.2.2 Object
4.2.2.3 Exigibility
4.2.2.3.1 Opposability
4.2.3 Protection
4.2.3.1 Universal Protection
4.2.3.2 UNESCO’s Mechanisms
4.2.3.3 Regional Protection
4.2.3.4 Case Law
4.2.3.5 NGOs
4.3 Singularity of the Right to Education
4.3.1 It Is the Most Complex Human Right
4.3.2 It Is the Most Empowering Human Right
4.3.3 It Is the Only Human Right with a Formally Free Element
4.3.4 It Is the Only Human Right with a Compulsory Component
4.3.5 Its Normative Content Is among the Most Internationally Developed
4.3.6 Its Normative Content Includes Elements of All International Legal Sources
4.4 Priority of the Right to Education
4.4.1 Human Primacy of Education
4.4.2 The Priority of the Right to Education Rediscovered
4.4.3 Right to Education and Human Dignity
4.5 Right to Education and Liberties of Education
4.5.1 Is Children’s Education a ‘Fundamental Right’ of Parents?
4.5.1.1 Notes from the ‘Travaux Préparatoires’
4.5.1.2 Systematic Interpretation and Case Law
4.5.1.3 Religious and Moral Education
4.5.1.4 In Concluding
4.5.2 Is Education Privatisation Compatible with the International Education Law?
4.5.2.1 Globalisation, Neoliberalism and Education
4.5.2.2 Public and Private Education
4.5.2.3 Typifijication and Evaluation of the Privatisation of Education
4.5.2.4 Some Distinctions
4.5.2.5 In Concluding
4.6 Incheon Declaration (2015) and Education 2030 Agenda
4.6.1 New Vision
4.6.2 Quality Education
4.6.3 Inclusive Education
4.6.4 Equity Education
4.6.5 Lifelong Education
4.7 Indicators of the Right to Education
4.8 Brief Answers to Some Questions
4.8.1 Is There Acceptable Corporal Punishment for the Sake of Education?
4.8.2 Does Home-Schooling Meet the Whole Object of the Right to Education?
4.8.3 Do Parents Have the Right to Prevent Children from Attending a School Subject Matter?
4.8.4 What May Be the Place of Religion in Public Schools?
4.8.5 Is School Homework Legitimate and Benefijicial?
4.8.6 May School Regulations Include Rules on Student Clothing and Appearance?
4.8.7 Why Is Education a Global Public or Common Good?
4.8.8 Can the Digital Revolution Bring about a Real Educational Revolution?
5 Towards a Rightful Education
5.1 New Paradigm
5.1.1 The Traditional Right of Education
5.1.2 The New Education Movement
5.1.3 Rightful Education
5.2 Ethics of the Right to Education
5.2.1 Primacy of the Best Interests of the Subject of the Right to Education
5.2.2 Development of the Human Personality: Free, Full, Harmonious
5.2.2.1 Principle of the Free Development of the Human Personality
5.2.2.2 Development of the Human Personality and Right to Education
5.2.2.3 Liberty, Reciprocity, Responsibility: The Highest Expressions of a Developed Human Personality
5.2.3 Priority of Human Rights Education as an Ethical, Civic, International Education
5.2.3.1 Primacy of Moral Education
5.2.3.2 Origins and Evolution of Human Rights Education
5.2.3.3 Broad Conception
5.2.3.4 A Crucial Right
5.3 Educational Rights
5.3.1 Right to Pedagogical Responsibility
5.3.2 Right to Be Diffferent
5.3.3 Right to Respect for Human Dignity and Rights in Education
5.3.4 Right to Learn the and in the Mother Tongue
5.3.5 Right to the Whole Object of the Right to Education
5.3.6 Right to a Right to Education School
5.3.7 Right to Admirable Education Professionals
5.3.8 Right to an Efffective Remedy
5.4 Further Outcomes
Conclusion: One Day, the Humankind …
Appendix A:Universal Most General Normative Framework of the Right to Education
Appendix B: Provisions on the Right to Education of Some More Vulnerable Categories of Persons
Appendix C: Main Regional Framework of the Right to Education
Appendix D: List of Case Law and other Interpretative Materials on the Right to Education (Systematised)
Appendix E: International Chronology of Human Rights in General and of the Right to Education in Particular
Appendix F: Glossary
Appendix G: Revolution of the Right to Education: Global Summary
Name Index
Notă biografică
A. Reis Monteiro, Ph.D. (University of Lisbon, 1995, University of Paris 8, 2001), is Professor at the University of Lisbon, researcher and lecturer, with numerous publications in the educational and legal fields.