Interestingly the authors do not call their paper a meta-analysis or systematic review but a research synthesis as they feel the word review can be misleading as it can be perceived as a summary of literature rather than I guess a snapshot of an issue under investigation.
Interesting conclusion that "the content and processes in education are about human relations and interaction."
There is however an issue I always disagree with, which is the insistence by Quennerstedt that using the 3P's classification necessarily means seeing children's rights as separate from the larger human rights discourse. I think this is a wrong correlation. I believe there is a pedagogical justification for using the 3P's classification as Provision, Protection and Participation, are concepts educators in the English speaking world are familiar with and clustering children's rights under these concepts create a bridge between law and education. In conversation with educators they have said they like the P's classification as it makes the child rights discourse more accessible to them. I assert that it is not the classification per se, that separate children's rights from the human rights discourse but a narrow interpretation.
