scholarly journals Developing political compassion through narrative imagination in human rights education

2021 ◽  
Vol 4 (3) ◽  
pp. 24-44
Author(s):  
Iida Pyy
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Racial Discrimination ◽  
Practical Reasoning ◽  
Theory And Practice ◽  
Human Rights Education ◽  
Narrative Imagination ◽  
Counter Narratives ◽  
Political Emotions

This paper argues that political compassion is a necessary disposition for engaging with human rights principles and combatting social injustices such as racial discrimination. Drawing from Martha Nussbaum’s theory of political emotions, the paper concentrates on the need to understand compassion as connected to cognition and practical reasoning. Moreover, the paper offers suggestions of how to educate towards political compassion in human rights education (HRE) through Nussbaum’s notion of narrative imagination. To capture the multiperspectival and partial dimensions of HRE, the paper further employs the work of critical HRE scholars and emphasises the importance of counter-narratives and reflective interpretation of narratives. Refined by critical considerations, Nussbaum’s work on compassion and narrative imagination provides a new and important perspective for understanding the relation between human rights, emotions and social justice in the context of contemporary HRE theory and practice.

scholarly journals Activism in changing times: Reinvigorating community psychology: Introduction to the Special Thematic Section

2018 ◽  
Vol 6 (2) ◽  
pp. 526-542 ◽  
Author(s):  
Flora Cornish ◽  
Catherine Campbell ◽  
Cristián Montenegro
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Community Psychology ◽  
Critical Reflection ◽  
Special Section ◽  
Theory And Practice ◽  
Community Agency ◽  
Thematic Section ◽  
Current Article ◽  
Changing Times

The field of community psychology has for decades concerned itself with the theory and practice of bottom-up emancipatory efforts to tackle health inequalities and other social injustices, often assuming a consensus around values of equality, tolerance and human rights. However, recent global socio-political shifts, particularly the individualisation of neoliberalism and the rise of intolerant, exclusionary politics, have shaken those assumptions, creating what many perceive to be exceptionally hostile conditions for emancipatory activism. This special thematic section brings together a diverse series of articles which address how health and social justice activists are responding to contemporary conditions, in the interest of re-invigorating community psychology’s contribution to emancipatory efforts. The current article introduces our collective conceptualisation of these ‘changing times’, the challenges they pose, and four openings offered by the collection of articles. Firstly, against the backdrop of neoliberal hegemony, these articles argue for a return to community psychology’s core principle of relationality. Secondly, articles identify novel sources of disruptive community agency, in the resistant identities of nonconformist groups, and new, technologically-mediated communicative relations. Thirdly, articles prompt a critical reflection on the potentials and tensions of scholar-activist-community relationships. Fourthly, and collectively, the articles inspire a politics of hope rather than of despair. Building on the creativity of the activists and authors represented in this special section, we conclude that the environment of neoliberal individualism and intolerance, rather than rendering community psychology outdated, serves to re-invigorate its core commitment to relationality, and to a bold and combative scholar-activism.

scholarly journals “The Pandemic is Galvanizing Change”: Anti-Racism in Human Rights Education With Youth

2021 ◽  
Vol 8 (1) ◽  
pp. 52-72
Author(s):  
Natasha Blanchet-Cohen ◽  
Genevieve Gregoire-Labrecque ◽  
Amy Cooper
Keyword(s):  
Human Rights ◽  
Racial Discrimination ◽  
Children's Rights ◽  
Human Rights Education ◽  
Political Rights ◽  
Youth Engagement ◽  
Racial Justice ◽  
Level Change ◽  
Systemic Level ◽  
Civil And Political Rights

This article discusses how the heightened visibility of racial discrimination coupled with the repression of young people’s civil and political rights during the COVID-19 pandemic is surfacing the need for human rights education (HRE) to evolve to address anti-racism more intentionally. With youth’s amplified awareness of racism and their call for change, HRE practitioners reflect on the use of language, the limitations of “celebrating diversity” and the ways spaces are held for youth engagement as a means of building inclusion given the lived injustices across communities. As children’s rights researchers and practitioners, we consider how our focus on age has resulted in the inadvertent neglect of the interdependence of the rights to participation and to non-discrimination. Shifting to a more critical HRE includes embracing intersectionality and reflexivity, actively bringing BIPOC youth to the centre of sharing and informing, and cultivating youth engagement on racial justice to catalyze systemic-level change.

Student nurses’ views of right to food of older adults in care homes

2019 ◽  
Vol 27 (3) ◽  
pp. 754-766
Author(s):  
Elisabeth Irene Karlsen Dogan ◽  
Anne Raustøl ◽  
Laura Terragni
Keyword(s):  
Human Rights ◽  
Nursing Home ◽  
Nursing Education ◽  
Nursing Students ◽  
Research Design ◽  
Real Life ◽  
Nursing Home Residents ◽  
Theory And Practice ◽  
Human Rights Education ◽  
Right To Food

Background: Human rights are an important part of nursing practice. Although there is increasing recognition regarding the importance of including human rights education in nursing education, few studies have focused on nursing students’ perspectives and experiences in relation to human rights in nursing, especially regarding older nursing home residents’ right to food. Objective: To explore nursing students’ perspectives and experiences in relation to the right to food. Research design: The study followed a qualitative interpretative research design. Data were collected from multistage focus groups before, during and after clinical placement in a nursing home and analysed through thematic analysis. Participants and research context: Participants were 18 first-year nursing students; the study was conducted in 2017. Ethical considerations: This study was approved by the Norwegian Centre for Research Data. Findings: Students’ understanding of older nursing home residents’ right to food was a dynamic process. Their perceptions evolved from a polarized perspective to a reality orientation and finally to retrospective reflection. Discussion: The article discusses how nursing students learn about and understand human rights within and throughout their placements. Conclusion: The study bridges human rights theory and practice. Findings suggest that the human right to food must be enacted in daily practice for students to learn in context. Human rights education, specifically pertaining to nutritional care, thus benefits from a practice-oriented approach preparing students to face ‘real life’ challenges and ethical dilemmas. Findings will help nurse educators tailor education in this field.

scholarly journals Race, Racism, and Inconvenient Truths

2021 ◽  
Vol 34 (4) ◽  
pp. 77-82
Author(s):  
J. Daryl Charles
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
United Nations ◽  
Racial Discrimination ◽  
Racial Inequality ◽  
Behavioral Factors ◽  
The United Nations ◽  
The U.S

The United Nations-sponsored Human Rights Council’s recent report on racial discrimination delivers a torrent of social justice jargon to indict the U.S. system as critically flawed, omitting any discussion of behavioral factors that contribute to racial inequality.

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