scholarly journals Human Rights and Education Policy in South Asia

2016 ◽  
pp. 206-223 ◽  
Author(s):  
Monisha Bajaj ◽  
Huma Kidwai
Keyword(s):  
Human Rights ◽  
Education Policy ◽  
South Asia

Secular State and the ‘Religious Left’: Navayana Buddhism and Dr Ambedkar’s Vision for the Future of Democracy in South Asia

2021 ◽  
pp. 239448112199595
Author(s):  
Kalinga Tudor Silva
Keyword(s):  
Human Rights ◽  
South Asia ◽  
Religious Faith ◽  
Religious Right ◽  
Social Philosophy ◽  
European Origin ◽  
Buddhist Tradition ◽  
Democratic Change ◽  
Religious Left ◽  
Secular State

In the light of ongoing debates about secular state and religious right in India, Sri Lanka and Myanmar, this article examines the intellectual contribution of Dr B. R. Ambedkar towards sustaining democracy in South Asia. His critical contributions included non-violent mobilisation of Dalits and adivasis around their human rights, identity, citizenship and religious faith. Most importantly, he argued that democratic values of equality, liberty and fraternity are not only of European origin but also have roots in South Asia, particularly within the Buddhist tradition. The article reflects on Ambedkar’s politics, social philosophy and contribution to the formation of ‘religious left’ and the process of progressive democratic change via Navayana Buddhism.

Development, Ethnicity and Human Rights in South Asia

1999 ◽  
Vol 72 (3) ◽  
pp. 452
Author(s):  
Barbara R. Joshi ◽  
Ross Mallick
Keyword(s):  
Human Rights ◽  
South Asia

scholarly journals Global Citizenship Education and Human Rights in Scottish education: An analysis of education policy

2018 ◽  
Vol 17 (2) ◽  
pp. 85-99 ◽  
Author(s):  
Stephen J Daniels
Keyword(s):  
Human Rights ◽  
Education Policy ◽  
Educational Policy ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Document Analysis ◽  
Current Approach ◽  
Human Rights Education ◽  
Global Citizenship Education ◽  
Scottish Government

Recently, doubt has been cast on the ability of Scottish education to meet relevant Human Rights requirements relating to education. This article will outline both a means of clarification for international requirements for Human Rights Education, and an analysis of documentation outlining Scottish educational policy for compatibility with these requirements. In doing so, this article will outline the development, and application, of a tool for document analysis focused on international requirements for Human Rights Education. The findings of this analysis suggest a number of key limitations in the current approach favoured by the Scottish Government. This approach posits Global Citizenship Education as a cross-curricular theme capable of fulfilling obligations in relation to rights in Curriculum for Excellence. I suggest that there is a distinct lack of support for the Human Rights Education requirements relating to the inclusion of taught content about human rights and that problems of apoliticality and the misguided focus on responsibilities all stand as significant barriers to Global Citizenship Education meeting the aims of Human Rights Education. I argue, on this basis, that the strategy currently adopted in Scotland appears to fall short of meeting basic international requirements for Human Rights Education.

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