Challenges surrounding the implementation of children’s rights education in French-speaking Switzerland

Abstract

For about forty years, «educations for» have increased in the French-speaking curricula in parallel with the disciplinary objectives. Nevertheless, this integration is not without creating debate and implementation difficulties within the traditional school. This article, based on the example of children’s rights education, proposes to conceptualize through empirical data the tension between the characteristics of «educations for» and those of the school form from which traditional school settings still heavily borrow from. The aim is to identify the difficulties inherent in the implementation of «educations for» and more particularly the education for children’s rights in the traditional primary school in French-speaking Switzerland.