Beyond systemic discrimination [[electronic resource] ] : educational rights, skills acquisition and the case of Roma / / Paivi Gynther

• Record Nr.: UNINA9910453282003321
• Autore: Gynther Paivi
• Pubbl/distr/stampa: Leiden ; ; Boston, : Martinus Nijhoff Publishers, 2007
• ISBN: 1-281-93695-2; 9786611936952; 90-474-2167-1
• Descrizione fisica: 1 online resource (369 p.)
• Collana: The Erik Castren Institute monographs on international law and human rights ; ; v. 9
• Disciplina: 344.24/79
• Soggetti: Right to education - European Union countries; Discrimination in education - Law and legislation - European Union countries; Romanies - Legal status, laws, etc - European Union countries; Romanies - Civil rights - European Union countries; Right to education; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. [313]-327) and index.
• Nota di contenuto: Preliminary Material -- Chapter One. Introduction -- Chapter Two. Analytical Starting Points -- Chapter Three. Rights -- Chapter Four. Recognition of Rights-Holders -- Chapter Five. Resources -- Chapter Six. Representation -- Chapter Seven. The Law of Education from the Viewpoint of Roma -- Chapter Eight. Concluding Remarks on Justi? Cation of the 4R Scheme -- Summary -- Chapter-Specific Summary Tables -- Bibliography -- Table of International Instruments -- Table of Cases -- Index.
• Sommario/riassunto: This coherent and pragmatically relevant monograph examines the soundness of the legal framework in education. Deriving from the disadvantage doctrine, it presents an analytical scheme for diagnosing whether or not domestic education law is in harmony with international human rights and minority rights law. The book examines law as a system and focuses on the reported perpetuation of educational ; disadvantage among Roma all over Europe. This focus suggests that minority individuals falling into several partly overlapping categories may become subjected to educational discrimination even by states that appear to fulfil relevant international standards. A functional approach to skills acquisition is suggested as a constructive way forward towards sustainable and inclusive education systems.