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International Review of Education

, Volume 64, Issue 4, pp 523–525 | Cite as

Language, development aid and human rights in education: Curriculum policies in Africa and Asia

By Zehlia Babaci-Wilhite. Palgrave Macmillan, New York, 2015, 181 pp. Palgrave Studies in Global Citizenship Education and Democracy series. ISBN 978-1-137-43357-2 (hbk), ISBN 978–1–137–43358–9 (pbk)
  • Jennifer A. Kozak
Book Review
  • 79 Downloads

Since the revolutionary Convention on the Rights of the Child (CRC) was adopted by the General Assembly of the United Nations on 20 November 1989, the Convention has been ratified by virtually all countries of the world, with the exception of the United States (Verhellen 19941; Freeman 19962). By ratifying the CRC, these countries have officially committed to ensuring that children have fundamental rights as individual persons, and that parents, state and educational authorities have an obligation to enact these rights (Freeman 1996; Howe and Covell 20103). However, the implementation of the CRC is complicated, particularly at the educational level, and bears deeper examination in order to ensure that the spirit of the Convention is being upheld. Language, Development Aid and Human Rights in Education: Curriculum Policies in Africa and Asia is one such attempt to ensure that children’s rights to education, as well as children’s rights ineducation, are being met. Zehlia Babaci-Wilhite...

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© Springer Science+Business Media B.V., part of Springer Nature, and UNESCO Institute for Lifelong Learning 2018

Authors and Affiliations

  1. 1.University of Western OntarioLondonCanada

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