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Author Gynther, Paivi
Title Beyond Systemic Discrimination : Educational Rights, Skills Acquisition and the Case of Roma
Imprint Boston : BRILL, 2007
©2007
book jacket
Edition 1st ed
Descript 1 online resource (369 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Series The Erik Castrén Institute Monographs on International Law and Human Rights Ser. ; v.No. 9
The Erik Castrén Institute Monographs on International Law and Human Rights Ser
Note List of Figures -- Foreword -- Abbreviations -- PART ONE GENERATING THE FRAME -- Chapter One Introduction -- 1.1. Challenging Outdated Parameters -- 1.2. Qualifications as a Means for Quality Assurance in Education -- 1.3. Specification of the Research Area and the Research Problem -- 1.3.1. Missing Rungs in the Knowledge Ladder -- 1.3.2. Roma in Focus -- 1.4. Sources and Methods -- 1.4.1. Sources -- 1.4.2. Methodology -- 1.4.3. Defence of the Methodology Chosen -- Chapter Two Analytical Starting Points -- 2.1. Elaborating the Analytical Framework: The '4R Scheme' -- 2.2. Characterisation of Systemic Discrimination -- 2.2.1. The Major Rationale for a Separate Concept: To Render Possible Bias Resulting from Indeterminacy in Education Law Visible -- 2.2.2. An Additional Rationale: To Reach Beyond False Dichotomies -- 2.3. The Concept of Systemic Discrimination in Selected Human Rights Regimes -- 2.3.1. United Nations Instruments and Interpretative Texts -- a. CCPR Article 26 and the Case Law of the HRC -- b. Special Anti-Discrimination Instruments of the United Nations -- 2.3.2. The European Convention on Human Rights and its Case Law -- a. Articles 1 and 14 of the ECHR -- b. Case Law of the ECHR -- 2.3.3. European Community Law -- 2.3.4. On the Topic of Systemic Discrimination in Some Domestic Legal Orders -- PART TWO VALIDATING THE FRAME -- Chapter Three Rights -- 3.1. A Broad Conception of the Right to Education -- 3.2. The Right to Basic Skills -- 3.2.1. The Rise and Fall of the Concept of Fundamental Education -- 3.2.2. Quality Basic Education for All: An Illusion? -- 3.3. The Right to Language Skills -- 3.3.1. The Complex Nature of Language Rights -- 3.3.2. Are Language Rights Truly Individual Human Rights? -- a. United Nations Standards -- b. European Standards
3.3.3. Multi-Lingualism versus Semi-Lingualism in International Human Rights Law -- 3.4. The Right to Vocational Skills -- 3.4.1. The Right to Vocational Skills as a Legal Right -- a. Universal Standards -- b. European Standards -- 3.4.2. The Definition of Vocational Education is a Crucial Factor -- 3.4.3. Equal Access to Vocational Qualifications: An Achievable Goal -- 3.5. The Right to Cultural Skills -- 3.5.1. The Legal Framework of Cultural Rights -- a. Universal Standards -- b. European Standards -- 3.5.2. Conflicting Aspects of Cultural Rights -- 3.5.3. Cultural Skills as an Indispensable Component of Societal Development -- 3.6. The Right to Education above Primary Level is not Null and Void -- Chapter Four Recognition of Rights-Holders -- 4.1. On Legal Categorisation of People in the Education Setting -- 4.1.1. The Right to Recognition as a Human Rights Issue -- 4.1.2. Provisions of Main Relevance in International Human Rights Law -- a. United Nations Instruments -- b. European Instruments -- 4.1.3. The Steering Effect of International Monitoring Bodies -- 4.2. Recognition of Age -- 4.2.1. When Age-Based Protection Ends and Ageism Begins -- 4.2.2. International Standards against Ageism in Education -- a. Universal Standards -- b. European Standards -- 4.2.3. Young People as a Category of Particular Concern -- 4.3. Recognition of Language -- 4.3.1. The Issue: Language Inheritance, Language Afiliation, or Language Proficiency? -- 4.3.2. International Standards against Linguicism in Education -- a. Universal Standards -- b. European Standards -- 4.3.3. The Ambiguity of International Case-Law -- 4.4. Recognition of Gender -- 4.4.1. Genderism Defined -- 4.4.2. International Standards against Genderism in Education -- a. Universal Standards -- b. European Standards -- 4.4.3. Main Concerns from the Viewpoint of Systemic Discrimination
4.5. Recognition of Ethnicity -- 4.5.1. Ethnism Defined -- 4.5.2. International Standards against Ethnism in Education -- a. United Nations Provisions on Ethnicity and Record Keeping -- b. European Provisions on Ethnicity and Record Keeping -- 4.5.3. Ethnic Data Cutting Both Ways -- 4.6. Mis-Recognition and Non-Recognition as Human Rights Concerns -- Chapter Five Resources -- 5.1. The State as a Guarantor of the Human Right to Education -- 5.1.1. On State Obligations in Relation to Programmatic Rights -- 5.1.2. The Evolving Concept of Minimum State Obligation: From Quantity to Quality -- 5.2. On State Duties Regarding the Universal Right to Education -- 5.2.1. State Duties in Respect of Basic Skills above Primary School Age -- 5.2.2. State Duties in Respect of the Provision of Suf? cient Language Skills -- 5.2.3. State Duties in Respect of Vocational and Cultural Skills -- 5.2.4. Rights versus Duties in the Light of the Disadvantage Doctrine -- 5.3. State Duties under the Convention against Discrimination in Education -- 5.3.1. The Evolving State Obligation to Accommodate for Difference -- 5.3.2. The Positive Obligation to Eliminate and Prevent Discrimination -- 5.3.3. The State Obligation to Promote Equality of Opportunity and of Treatment -- 5.4. The Concept of Resources Revisited -- 5.4.1. The Distributive Paradigm as a Precondition for the Equality and Adequacy of Education -- 5.4.2. State Duties Relating to Financial Resources -- a. Non-Discriminatory Funding of Education Providers -- b. Enhancement of Individual Funding -- 5.4.3. State Duties Relating to Human Resources -- a. Teachers for Particularistic Claims -- b. Teachers for the Functionally Disadvantaged -- 5.4.4. State Duties Relating to Information Resources -- 5.4.5. State Duties Relating to Technology Resources
5.5. Positive State Obligations in Resource Redistribution: An Interim Conclusion -- Chapter Six Representation -- 6.1. Group Representation as a Panacea for Educational Disadvantage? -- 6.2. Individual Rights versus Collective Power -- 6.2.1. The Individual Right to Representation in an Education Setting -- 6.2.2. Representation of Individuals with Basic Skills De? ciency -- 6.2.3. Applicability of Parens Patriae Authority in Cases of Double Language De? ciency -- 6.2.4. Vocational De? ciency and Reconciliation of Interests -- 6.2.5. Cultural Representation: A Means for Release from Stereotypes? -- 6.3. Hybrid Identities and the Riddle of Representation -- 6.3.1. Rights as Sites of Dialogue -- 6.3.2. Representation Based on Age -- 6.3.3. Representation Based on Language -- 6.3.4. Representation Based on Gender -- 6.3.5. Representation Based on Ethnicity -- 6.4. New Forms of Governance-New Challenges for Representation -- 6.4.1. The Fragmentation of Law and Risks of Counter-Productivity -- 6.4.2. The State as the Lead Agency for New Forms of Governance -- PART THREE CONTEXTUALISING THE FRAME -- Chapter Seven The Law of Education from the Viewpoint of Roma -- 7.1. Roma as a Category of Educational Concern -- 7.2. Educational Rights from a Viewpoint of Disadvantage -- 7.2.1. Pro a Functional De? nition of the Right to Education -- 7.2.2. Basic Skills as Prerequisites for Other Forms of Learning -- 7.2.3. Language Skills as Prerequisites for Successful Integration -- 7.2.4. Vocational and Cultural Skills as Professional Possessions -- 7.3. The Challenge of Recognising Roma between the Cracks -- 7.3.1. Acknowledgement of Functionally Disadvantaged Individuals -- 7.3.2. Young Roma between a Rock and a Hard Place -- 7.3.3. Simplifying Assumptions about Language: A Double-Bind -- 7.3.4. Neither Gender nor Ethnicity Are Handicaps to Be Alleviated
7.3.5. Record-Keeping in the Service of Skills Pro? ciency for All -- 7.4. Diversity and Disadvantage: Rival Grounds for Resource Redistribution? -- 7.4.1. 'Must Have' Resources for Roma Education of Good Quality -- 7.4.2. Peculiar Aspects on Resourcing in the Peculiar Case of Roma? -- a. Increasing Fees and Unavailability of Grants -- b. Partial Teacher Quali? cations -- c. When Information Does Not Reach Its Intended Recipients -- d. Learning Technology in the Service of Itinerant and Dispersed Roma -- 7.4.3. Education for a Pan-European Minority: Pan-European Undertaking? -- 7.5. 'New Governance' and Representation of Roma -- 7.5.1. Promotion of Dialogue as a Guiding Standard -- 7.5.2. Disadvantage as a Commonality to Roma Representation -- 7.5.3. Risks of New Governance for Roma -- Chapter Eight Concluding Remarks on Justi? cation of the 4R Scheme -- 8.1. Why Is Legislation Necessary? -- 8.1.1. Turning a Blind Eye Becomes Harder -- 8.1.2. The Guarantee of the Right Not to Be Discriminated Against -- 8.1.3. The Guarantee of the Inviolable Right to the Minimum -- 8.1.4. The Guarantee of Continuity -- 8.1.5. The Guarantee of Responsibilities -- 8.2. Diagnosing the Soundness of the Legal Framework -- 8.2.1. Usability of the 4R Scheme in General -- 8.2.2. Component by Component Discussion -- 8.3. Back to Roma and Quali? cations -- 8.3.1. Credentials as a Quality Guarantee -- 8.3.2. Germs of Empowerment from Below: A Right to Individual Skills Development -- 8.4. From Treating the Symptoms to Challenging the Underlying Disease -- 8.4.1. The Potential Cure: Legislative Reform, Court Action or Temporary Measures? -- 8.4.2. The Prime Cure: End of Ignorance -- Summary -- Chapter-Specific Summary Tables -- Bibliography -- Table of International Instruments -- Interpretative Documents -- Table of Cases -- Index
This book presents an analysis of international law in support of educationally disadvantaged young people and adults. Focusing on Roma, it introduces a scheme for identifying situations where they become subjected to discrimination by state parties to relevant international standards
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Gynther, Paivi Beyond Systemic Discrimination : Educational Rights, Skills Acquisition and the Case of Roma Boston : BRILL,c2007 9789004162655
Subject Right to education -- European Union countries.;Discrimination in education -- Law and legislation -- European Union countries.;Romanies -- Legal status, laws, etc. -- European Union countries.;Romanies -- Civil rights -- European Union countries.;Right to education
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