Research into children’s rights issues in educational contexts has grown significantly during the three decades since the adoption of the United Nations Convention on the Rights of the Child in 1989. From just a handful of publications each year during the 1990s, the volume has increased ten-fold, and we can now distinguish a research field in its own right. The research field is still limited in scope, however – only a marginal part of educational research takes rights aspects into consideration, and the main body of research into children’s rights is found in social studies and law. A broad range of research foci, as well as theoretical and methodological approaches, have developed in the field over the three decades. The field continues to gain in maturity, displaying differing and contrasting basic viewpoints on children’s rights issues in education. Such intra-field contestation and critique invigorates academic discussion and provides grounding for research development and sharpened thinking.
In this paper we present an examination of thirty years of educational children’s rights research. The study has two aims, first to characterise the research fieldand identify its main achievements and gaps. This is done by systematically analysing the published scholarship and specifically highlighting:
- major research foci in the field during the last three decades, and how these have changed and expanded over time;
- theoretical and methodological characteristics of the field;
- gaps in the research field, concerning research foci, theory and methodology.
The second aim is to identify and discuss future prospects and suggest some possible routes forward for educational children’s rights research.
Two earlier reviews of children’s rights research (Reynaert et al., 2009; Quennerstedt, 2011) provide a backdrop to our analysis. Both these studies identified areas that form the main research interests in the field, and discussed key concerns about children’s rights research; notably, a predominance of studies focused on technical implementation issues, a large degree of attention paid to participation, a consensus among researchers surrounding the topic of children’s rights (i.e. lack of intra-field contestation and critique) and a generally low level of theorising. Insights gained in these reviews have been followed up in this analysis.