References
- Bon, S. (2018). The moral and legal dimensions of decision making. In L. Bass, W. C. Frick, & M. D. Young (Eds.), Developing ethical principles for school leadership: PSEL standard two (pp. 97–114). Routledge.
- Cole, T., McCluskey, G., Daniels, H., Thompson, I., & Tawell, A. (2019). Factors associated with high and low levels of school exclusions: Comparing the English and wider UK experience. Emotional and Behavioural Difficulties, 24(4), 374–390. https://doi.org/https://doi.org/10.1080/13632752.2019.1628340
- Daniels, H., & Cole, T. (2010). Exclusion from school: Short‐term setback or a long term of difficulties? European Journal of Special Needs Education, 25(2), 115–130. https://doi.org/https://doi.org/10.1080/08856251003658652
- Daniels, H., Thompson, I., & Tawell, A. (2019). After Warnock: The effects of perverse incentives in policies in England for students with special educational needs. Frontiers in Education, 4(36), 1–12. https://doi.org/https://doi.org/10.3389/feduc.2019.00036
- Dickson, E. (2008). The inclusion and exclusion of students with disability related problem behaviour: The contrasting approaches of Australia and the United States of America. International Journal of Law and Education, 13(2), 49–63.
- Dickson, E. (2018). The inclusion and exclusion of students with disability related problem behaviour in mainstream Australian schools. In R. Dixon, K. Trimmer, & Y. S. Findlay (Eds.), The Palgrave handbook of education law for schools (pp. 353–372). Palgrave Macmillan.
- Donnelly, J. (2003). Universal human rights in theory and practice. Cornell University Press.
- Eekelaar, J., & Tobin, J. (2019). Article 3: Best interests of the child. In J. Tobin (Ed.), The UN Convention on the Rights of the Child: A commentary, 73-107. Oxford Commentaries on International Law.
- Freeman, M. (2011). Human Rights: An interdisciplinary approach. Polity Press.
- Frick, W. C., Faircloth, S. C., & Little, K. S. (2012). Responding to the collective and individual “best interests of students”: Revisiting the tension between administrative practice and ethical imperatives in special education leadership. Educational Administration Quarterly, 49(2), 207–242. https://doi.org/https://doi.org/10.1177/0013161X12463230
- Gillett-Swan, J. K., & Van Leent, L. (2019). Exploring the intersections of the Convention on the Rights of the Child general principles and diverse sexes, genders and sexualities in education. Social Sciences, 8(9), 1–17. https://doi.org/https://doi.org/10.3390/socsci8090260
- Graham, B., White, C., Edwards, A., Potter, S., & Street, C. (2019). School exclusion: A literature review on the continued disproportionate exclusion of certain children. Department for Education, UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/800028/Timpson_review_of_school_exclusion_literature_review.pdf
- Graham, L. J., McCarthy, T., Killingly, C., & Poed, S. (2020). Inquiry into suspension, exclusion and expulsion processes in South Australian government schools: Final report. The Centre for Inclusive Education, Queensland of Technology.
- Graham, L. J., Sweller, N., & Van Bergen, P. (2010). Detaining the usual suspects: Charting the use of segregated settings in New South Wales government schools, Australia. Contemporary Issues in Early Childhood, 11(3), 234–248. https://doi.org/https://doi.org/10.2304/ciec.2010.11.3.234
- Graham, L. J., Van Bergen, P., & Sweller, N. (2016). Caught between a rock and a hard place: Disruptive boys’ views on mainstream and special schools in New South Wales, Australia. Critical Studies in Education, 57(1), 35–54. https://doi.org/https://doi.org/10.1080/17508487.2016.1108209
- Harris, N. (2007). Education, law and diversity. Bloomsbury Publishing.
- Jones, P. (1999). Human rights, group rights, and peoples’ rights. Human Rights Quarterly, 21(1), 80–107. https://doi.org/https://doi.org/10.1353/hrq.1999.0009
- Kilkelly, U. (2001). The best of both worlds for children’s rights-interpreting the European Convention on Human Rights in the Light of the UN Convention on the Rights of the Child. Human Rights Quarterley, 23(2), 308. https://doi.org/https://doi.org/10.1353/hrq.2001.0019
- Kilkelly, U., Lundy, L., & Byrne, B. (2021, June). Incorporating the UN Convention on the Rights of the Child into National law. Intersentia.
- Klatt, M., & Meister, M. (2012). Proportionality – A benefit to human rights? Remarks on the I CON controversy. International Journal of Constitutional Law (I CON), 10(3), 687–708. https://doi.org/https://doi.org/10.1093/icon/mos019
- Legg, A. (2012). The margin of appreciation in international human rights law: Deference and proportionality. Oxford University Press.
- Lundy, L. (2005). Family values in the classroom? Reconciling parental wishes and children’s rights in state schools. International Journal of Law, Policy and the Family, 19(3), 346–372. https://doi.org/https://doi.org/10.1093/lawfam/ebi027
- Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Association, 33(6), 927–942. https://doi.org/https://doi.org/10.1080/01411920701657033
- Lundy, L. (2012). Children’s rights and educational policy in Europe: The implementation of the United Nations Convention on the Rights of the Child. Oxford Review of Education, 38(4), 393–411. https://doi.org/https://doi.org/10.1080/03054985.2012.704874
- Lundy, L. (2018). In defence of tokenism? Implementing children’s right to participate in collective decision-making. Childhood, 25(3), 340–354. https://doi.org/https://doi.org/10.1177/0907568218777292
- Lundy, L., & Brown, A. (2020). Revisiting the three ‘R’s in order to realize children’s educational rights: Relationships, resources and redress. In J. Todres & S. M. King (Eds.), The Oxford handbook of children’s rights law,387-404. Oxford University Press.
- Lundy, L., Kilkelly, U., & Byrne, B. (2014). Incorporation of the United Nations Convention on the Rights of the Child in law: A comparative review. In M. Freeman (Ed.), The future of children’s rights (pp. 305–326). Brill, Leiden.
- Maguire, A., & McNamara, D. (2020). Human rights and the post-pandemic return to classroom education in Australia. Alternative Law Journal, 45(3), 202–208.
- Mayes, E., & Holdsworth, R. (2020). Learning from contemporary student activism: Towards a curriculum of fervent concern and critical hope. Curriculum Perspectives, 40(1), 99–103. https://doi.org/https://doi.org/10.1007/s41297-019-00094-0
- McCluskey, G., Riddell, S., & Weedon, E. (2015). Children’s rights, school exclusion and alternative educational provision. International Journal of Inclusive Education, 19(6), 595–607. https://doi.org/https://doi.org/10.1080/13603116.2014.961677
- Möller, K. (2012). Proportionality: Challenging the critics. International Journal of Constitutional Law (I CON), 10(3), 709–731. https://doi.org/https://doi.org/10.1093/icon/mos024
- Parliament of South Australia. (2017). Report of the Select Committee on access to the South Australian education system for students with a disability. Parliament of South Australia.
- Perry-Hazan, L. (2019). Conceptualising conflicts between student participation and other rights and interests. Discourse: Studies in the Cultural Politics of Education., 42(2). https://doi.org/https://doi.org/10.1080/01596306.2019.1599324
- Perry-Hazan, L., & Lambrozo, N. (2018). Young children’s perceptions of due process in schools’ disciplinary procedures. British Educational Research Journal, 44(5), 827–846. https://doi.org/https://doi.org/10.1002/berj.3469
- Power, F. C., & Scott, S. E. (2014). Democratic citizenship: Responsible life in a free society. School Psychology International, 35(1), 50–66. https://doi.org/https://doi.org/10.1177/0143034313515985
- Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (3rd ed.). Routledge.
- Sudduth, J. T. (2009). CEDAW’s Flaws: A critical analysis of why CEDAW is failing to protect a woman’s right to education in Pakistan. Journal of Law and Education, 38(4), 563–592.
- Swayn, N. F. (2018). Influences on the exclusion decisions of Queensland state secondary school principals [PhD thesis]. Queensland University of Technology.
- Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21, 33–54. https://doi.org/https://doi.org/10.1016/j.edurev.2017.02.004
- United Nations. (1989). Convention on the rights of the child.
- United Nations. (2003). General Comment No. 5 on the general measures of implementation of the Convention on the Rights of the Child (CRC/C/GC/5).
- United Nations. (2013). General Comment No. 14 on the right of the child to have his or her best interests taken as a primary consideration (CRC/C/GC/14).
- United Nations. (2016). General Comment No. 4 on the right to inclusive education (CRPD/C/GC/4).
- Valdebenito, S., Eisner, M., Farrington, D. P., Ttofi, M. M., & Sutherland, A. (2018). School-based interventions for reducing disciplinary school exclusion: A systematic review. Campbell Systematic Reviews, 1–216. https://doi.org/https://doi.org/10.4073/csr.2018.1
- Vandenhole, W. (2017). Distinctive characteristics of children’s human rights law. In E. Brems, E. Desmet, & W. Vandenhole (Eds.), Children’s rights law in the global human rights landscape: Isolation, inspiration, integration? , p. 21-36. Routledge.
- Verhellen, E. (1993). Children’s rights and education: A three-track legally binding imperative. School Psychology International, 14(3), 199–208. https://doi.org/https://doi.org/10.1177/0143034393143002
- Waldron, J. (1993). Liberal Rights: Collected Papers 1981–1991. Cambridge University Press.
- Xu, X., & Wilson, G. (2006). On conflict of human rights. Pierce Law Review, 5(1), 31–57. http://scholars.unh.edu/unh_lr/vol5/iss1/4