COVID-19: CLADE considers that solidarity and adequate funding for the rights to education, health, and social protection are key to overcome the crisisMarch 25, 2020
Considering the widespread crisis and state of emergency across the world due to the COVID-19 pandemia, CLADE acknowledges and appreciates the life and health prevention and care recommendations made by the World Health Organization. We would like to express our solidarity with families that have lost their loved ones due to the virus, as well as survivors and sick people. Likewise, we would like to congratulate CLADE members, as well as so many human rights organizations and movements across Latin America and the Caribbean, for promoting several initiatives to ensure the protection of education communities and their human rights. We would like to express our heartfelt thanks to health workers, as well as workers in other key areas who put their lives at risk to provide essential services. (more…)
Experts and youths talk about the right to education in Latin America and the CaribbeanMarch 16, 2020
“The Education We Need for the World We Want: views from adolescents and youths in Latin America and the Caribbean” was the title of the virtual conversation held by the Latin American Campaign for the Right to Education (CLADE), with the participation of youths and authorities from Latin America and the Caribbean, who stressed challenges and proposals to ensure the right to education in this region.
Adolescents and youths share their views on the education they want for a better worldDecember 19, 2019
The initiative #TheEducationWeNeed for the world we want is aimed at mobilizing adolescents and youths in Latin America and the Caribbean, inviting them to tell us what education they need for a better world and the most important demands from their countries.
What are Latin America and Caribbean students’ thoughts on education and other human rights?November 11, 2019
Overcoming discrimination and violence, the right to play, art and recreation, gender equality and the right to comprehensive sexuality education and to participate in the debates on public policies affecting them: these were some of the demands shared by boys, girls, adolescents and youths during the 22nd Pan-American Child Congress and the Third Pan-American Child Forum that were held from Oct. 29-31 in Cartagena (Colombia).
“The Convention is a moral universal instrument against injustice to which girls and boys in the world were subjected”November 7, 2019
Close to the 30th anniversary of the Convention on the Rights of the Child (CRC) to be celebrated on November 20, the president of the Committee on the Rights of the Child, which is responsible for monitoring this treaty, Luis Ernesto Pedernera; and the rapporteur on the rights of the child and president of the Inter-American Commission on Human Rights (CIDH), Esmeralda Arosemena de Troitiño, presented some thoughts on the advances and challenges for the implementation of the Convention.
Brazil: Students, teachers unions and civil society lead the struggle for the right to educationAugust 16, 2019
On this World Humanitarian Day, we affirm that the student, education professionals and civil society-led mobilizations that took place across the country on August 13 are a strong reaction and a sign of resistance to a government that has been making great strides towards a not desired past.
This moment is one of a huge crisis in the Brazilian democracy. Not that we haven’t experienced crisis in the past, but what we have witnessed since the impeachment of president Dilma Rousseff in 2016 is the country’s democratic foundations and institutions being weakened and a backsliding in social achievements. We had never advanced so far in strengthening democracy and advancing social rights, and we had never seen setbacks at such a rapid pace.
Chile’s “Safe Class Law”: Violence in public schools and the “regulation” of school lifeAugust 10, 2019
In 2008 UNICEF published the study “School life, an indispensable component of the right to education”, inquiring about internal regulations in educational establishments in the Metropolitan Region of Santiago, Chile. The results are surprising, for example, they showed that more than 50% of the regulations did not comply with the legal order in effect, that is, they transgressed or omitted rights, in particular regarding disciplinary matters. It was also noted that the regulations were reduced to a series of rules oriented only to disciplinary issues, which did not look at the community as a whole, nor the relationships, nor the responsibilities of all levels in the construction of reality. In addition, community participation was not validated in the vast majority of them. Finally, the study recommended not using the regulations to rule life in schools, at least not as they were then (UNICEF, 2008). (more…)
Education for freedom: CLADE launches document about emancipatory educationMay 21, 2019
Download the document:
The publication, launched in the context of the initiative “Education for freedom”, brings together reflections and debates gathered by CLADE network on this subject, addressing the right to education from an integral and holistic perspective, in its connection with: freedom, social transformation, decolonization, democracy, gender equality, communication and technologies, arts and culture, affection and care, as well as bodies and territories.
Its reflections offer ways for an emancipatory education that contributes to the formation of societies free from all oppression, and also to transform the lives of children, adolescents, young people and adults through reflection, dialogue, critical thinking, and the skills to question, discern, imagine and act towards other possible worlds.
“Education should contribute to people being in tune with their time and space, knowing their territory, context, history and cultural diversity. Therefore, spaces and processes of informal, non-formal and formal education must be related, promoting culture and knowledge, research, education and extension, contributing to economic, social and environmental justice”, the publication points out.
The document was launched on May 21 with a virtual dialogue, with the participation of Luna Contreras, popular educator and director of the Democracy and Global Transformation Program (PDTG, by its Spanish acronym) Tejiendo Saberes Perú; Martín Ferrari, an Argentine popular educator and one of the directors of the documentary “Education in movement” (Educación en Movimiento), and María Cianci, education and research coordinator of ALER. The dialogue was moderated by Rosa Zúñiga, general secretary of CEAAL.
If you weren’t able to participate in the event, you can access the recording of the dialogue (in Spanish) through the following link:
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Education For Freedom: Dialogues And Actions For An Emancipatory Education That Guarantees RightsOctober 22, 2018
What education do we need for the world we want? The Latin American Campaign for the Right to Education (CLADE), along with other civil society organisations, are seeking ways to answer this question, through dialogue and collective reflection on the meanings of education envisioned for the positive transformation of our realities and societies. (more…)