Dr. Patrick Ryan

Course Schedule - CSI 2210f/g

Jan. 8 - Course Introduction

Module 1 - Childhood, Rights, and the Law - Weeks 2-5

Question for the Final Exam: What kind of citizenship or rights should children and youths possess?

Fully explain your answer by drawing on the readings and the concepts provided in lectures. You must address some of the following policy and legal areas: voting, age-restrictions on public and private behaviour, the 'best-interest' doctrine, legal rights, international declarations, and other policies structuring labour, health, education, welfare, and political participation.

Week 1.1 - Jan. 15 -  "The Landscape of Modern Childhood"

Reading 1.1: Andrew Rehfeld, "The Child as Democratic Citizen," The Annals of the American Academy of Social Science vol. 633 (January 2011): 141-166.

Week 1.2 - Jan. 22  -  "Children's 'Rights' and a review of the CRC"

Reading 1.2a: Clara C. F. Aroni, "Child Justice in Canada and the Four Ps: Protection, Prosecution, Prevention, and Participation," Critical Criminology v. 15 (2007): 267-284.

Reading 1.2b: United Nations, Convention on the Rights of the Child (1989) (read the entire document)

Week 1.3 - Jan. 29 - "Canadian Foundation for Children, Youth, and the Law v. Canada (2004)"

Reading 1.3a: Katie Sykes, "Bambi Meets Godzilla: Children's and Parents' Rights in Canadian Foundation for Children, Youth, and the Law v. Canada," McGill Law Journal v. 51 no. 1 (Spring 2006): 131-165.

Reading 1.3b: Supreme Court of Canada, excerpted opinion, Canadian Foundation for Children, Youth and the Law v. Canada (Attorney General) 2004.

Week 1.4 - Feb. 5 - "Children, Youth, and Political Participation"

Reading 1.4: Noel Semple, "Whose Best Interests? Custody and Access Law Procedure," Osgoode Hall Law Journal v. 48 (2010): 287-336.

PAPER 1 DUE Friday FEB. 8 (25%) - Submit to OWL

Module 2 - Childhood and Work - Weeks 6-9

Question for the Final Exam: Should the labour of children be regulated as one part of the labour justice problem, allowing for local variations through a dialogue between children, youths, and adults? -OR- Should it be abolished globally through international standardization, as a practice antithetical to childhood?

Fully explain your answer by drawing on the readings and lectures.


February 12 - Kings Closed due to Liability Law and the Governmental State :o)
The remainder of the course has been rescheduled in response - see below

Reading Week Feb 19-23

Week 2.1 - Feb. 26 - "Household Production and Children's Work"

Reading 2.1:  Colin Heywood, "Children at Work," chapter 8 in A History of Childhood (Polity Press, 2001): 121-144.

Week 2.2 - Mar. 5 - "Capitalism, the State, and Child Labour Reform"

Reading 2.2: "The Politics of International Intervention," chapter 9 in Rights and Wrongs of Children's Work edited by Michael Bourdillon et al (Rutgers University Press, 2010): 180-202. 

Reading 2.2b: International Labour Organization, Conventions on Child Labour, C-138 "Establishing Minimum Age Requirements" (1973).

Reading 2.2c: International Labour Organization, Conventions on Child Labour, C-182 "Eliminating the Worst Forms of Child Labour" (1999).

Week 2.3 - Mar. 12 - "Globalization and Children's Work"

Reading 2.3a: Iven Saddi, "Children's Rights as 'Work in Progress': The Conceptual and Practical Contributions of Working Children's Movements," in Children's Rights from Below: Cross-Cultural Perspectives edited by Manfred Liebel (Palgrave MacMillan, 2012): 143-161.

Reading 2.3b: The International Movement of Working Children, Kundapur (1996) and Dakar Declarations (1998)

Reading 2.3c: A Letter from the World-Wide Movement of Working Children and Youth to the International Labour Organization, 2002.

Reading 2.3d: Three short documents of the Working-Children's Movement in Latin America

Module 3 - Childhood and Standardized Schooling - Weeks 10-13

Question For the Final Exam: In general, do you support the standardization of schooling (compulsory attendance, age-grading, provincial testing and curriculum, large institutional settings)?

Fully explain your answer by drawing on the readings and the concepts provided in lectures. You should also identify and explain why you support or oppose particular policies or programs of the standardized educational project.


Week 3.1 - Mar. 19 "Mass Education & Progress: The Argument for Public Education"

Reading 3.1: Rebecca Raby, "Rights and Responsibility: Secondary School Conduct Codes and the Production of Passive Citizenship," in Children's Rights: Multidisciplinary Approaches to Participation and Protection edited by Tom O'Neill and Dawn Zinga (University of Toronto Press, 2008): 326-346.

Week 3.2 - Mar. 26 - "Schooling and the Problems of Power I"

Reading 3.2: John Taylor Gatto, Weapons of Mass Instruction - Chapters 1-7

Week 3.3 - Apr. 2 -  "Schooling and the Problems of Power II"

Reading 3.3: Gatto, Weapons of Mass Instruction - Chapters 8-Afterward

PAPER 2 DUE Friday April 5 (30%) - Submit to OWL

Week 3.4 - Apr. 9 -  "Schooling and the Problems of Equity"

Reading 3.4a: Marita Moll editor, short excerpts from Ontario resistance in Passing the Test : the False Promises of Standardized Testing (Toronto: Canadian Centre for Policy Alternatives, 2004): 227-242.

Reading 3.4b: Frank Nezvadal, "The Standardized Testing Movement: Equitable or Excessive?" McGill Journal of Education v. 38 no. 1 (Winter 2003): 65-78.