Rights to the front Child Rights-based pedagogies in early childhood degrees

As critical pedagogues committed to social justice, in this paper we discuss the theoretical opportunities and challenges of two pedagogical models for the teaching and learning of Children’s Rights on early childhood education and care degrees. Our discussion stems from the exploration and analysis of and reflection on the educational cultures, relations and dynamics which inform both our teaching and research practice. In the paper, we analyse the different layers of experiences of both students and educators as co-constructors of pedagogy in the two curricula presented. Through a process of thematic synthesis analysis of the salient features of each curriculum, this paper proposes four shared areas of pedagogical dilemmas. These dilemmas are explored and discussed in relation to their impact to the learning and teaching of Children’s Rights on early childhood education & care degree programmes. Drawing on our empirical research and pedagogical reflections, we then propose four aspirational pedagogical features to achieve transformative Children’s Rights Education in early childhood education & care degrees