Accepting Educational Responsibility: Building Living Theory Cultures of Educational Inquiry in an Indian/Global Context

• In Event: Accepting Educational Responsibility: Building Living Theory Cultures of Educational Inquiry in Global Contexts

Abstract

Objectives
The objective is to reveal how I, a teacher and the governing council member of Save the Children tried to answer the question ‘How do I, individually and in cooperation with children, enhance the communities attitude and understanding towards the United Nations Convention on the Rights of the Child (UNCRC)?’ The aim of the paper is to share a journey travelled by a teacher and some children she worked with, as they learned to become peer-mentors so as to take the message of the UNCRC to the wider community.

Perspective(s) or theoretical framework
The main perspective of this presentation was set into motion when I experienced a conflict with what I believed in- my values, and the way the Child Rights are taught to children, especially, the ones who need them the most, the vulnerable and marginalize. In spite of the UNCRC being one of the most widely ratified human rights treaty, its patchy record of implementation is a cause for concern (McCall-Smith, 2019). The focus is on how a teacher through the lens of living-educational-theory (Whitehead, 1998), addressed the issues such as creating a lesson plan and mentoring the children in a way that they can become efficient peer-mentors.
Methods, techniques, or modes of inquiry
This Living Theory research seeks to develop an innovative inquiry-based lesson plan using drama in education to teach Child Rights. The process of this inquiry began with some serious reflection directed toward the shortfall in Child Rights lesson plans in India. The values, beliefs, and theoretical perspectives I hold relating to Child Rights and teaching-learning led to the cyclic inquiry which produced the efficacy of the lesson plan.
Data sources, evidence, objects, or materials
Data sources include my reflective diary, class/ workshop observations, photographs, videos, interviews and reports of Save the Children programmes. The evidence is collected from four implementations cycles which include long term workshops and a two day seminar.
The evidence from one cycle can be accessed from https://ejolts.net/files/Rawal7%281%29.pdf (Rawal, 2014).

Results and/or substantiated conclusions or warrants for arguments/point of view
Based on the findings of the four implementation cycles, I can demonstrate that I have enabled the creation of a successful Child Rights lesson plan using experiential learning, holding my values of democratic and negotiated teaching -learning. The dialogic nature of this self-study demonstrates how we need to accept educational responsibility if we are to work toward of building an efficacious culture of child rights.
Significance
Article 42 of the UNCRC (United Nations, 1989) states that it obligatory for adults to know and understand Child Rights and importantly enlighten the children of their rights correctly. If we value right of our children and would like to work towards the flourishing of humanity then this objective supports the need for such inquiries, making this an important study.

Author

• Swaroop Rawal, NEM Life Skills