Skip to main content
Article
Conceptualizing the Right of Children to Adaptable Education
The International Journal of Children's Rights (2012)
  • Shulamit Almog, University of Haifa
  • Lotem Perry-Hazan, University of Haifa
Abstract

The contention put forward here is that conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing three interrelated dimensions of the right to adaptable education: adaptability to the children's circles of cultural affiliations, adaptability to the children’s preferences, and adaptability to the changes of time. We will continue by describing the need to balance between the right to adaptable education and other features of the right to education - available education, accessible education and acceptable education - as well as with parental rights and social interests. We will conclude by suggesting that the right to adaptable education, as it is defined by international human rights law, can be employed both as a safeguard against denying children educational rights by using the pretext of multiculturalism and as a means for furnishing the notion of multiculturalism with honed, multilayered relevance.

Keywords
  • Multiculturalism,
  • International Law,
  • Human Rights,
  • Education
Publication Date
January 1, 2012
Citation Information
Shulamit Almog and Lotem Perry-Hazan, “Conceptualizing the Right of Children to Adaptable Education”, The International Journal of Children's Rights (forthcoming 2012)