Canadian Human Rights Yearbook/Annuaire Canadien des Droits de la Personne. 1983—–. University of Ottawa, Human Rights Research and Education Centre/Université d'Ottawa, Centre de recherche et d'enseignement sur les Droits de la personne. Directeurs/Principals: Gérald- A. Beaudoin, Walter S. Tarnopolsky. Toronto: The Carswell Company Ltd., 1983. Pp. xiii, 343.

1984 ◽  
Vol 12 (1-2) ◽  
pp. 64-65
Author(s):  
Timothy Kearley
Keyword(s):  
Human Rights ◽  
Education Centre ◽  
Research And Education

Authentic Research, Teaching, Events, and Assessments for Economic Prosperity

2022 ◽  
pp. 289-317
Author(s):  
Cassandra R. Decker ◽  
Merci Decker
Keyword(s):  
Human Rights ◽  
Focus Groups ◽  
Cultural Practices ◽  
Structural Violence ◽  
Community Building ◽  
Educational Opportunities ◽  
Economic Prosperity ◽  
Research Methodologies ◽  
Activist Anthropology ◽  
Research And Education

Responsive research serves as an alternative platform to address issues of human rights violations, ACEs, structural violence, and systemic poverty in particular as it relates to educational opportunities. This chapter identifies four step-by-step processes that can be used when conducting community-led research and education. Activist anthropology, studying up, studying through, and financial implications of debt foreground earlier efforts made by anthropologists to use their research as a way to examine how policy decisions shape cultural practices and impact the livelihood of specific communities. These efforts are expanded upon by examining the controversy, pitfalls, and rewards found within the epistemological paradigms and research methodologies. The second half of the chapter identifies four pathways researchers can use when engaging in activist anthropology: teaching to a goal; responsive mapping to uncover mystical barriers; community building as the goal for focus groups, interviews, and surveys; and responsive programs and events.

scholarly journals „…wobec rozmiarów Zagłady świat doświadczył ogromnej winy…”. Debaty wokół nauczania o Holokauście

2017 ◽  
Vol 38 (2) ◽  
pp. 19-33
Author(s):  
Jolanta Ambrosewicz-Jacobs
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Strong Association ◽  
European Countries ◽  
Human Rights Education ◽  
Holocaust Education ◽  
Local Populations ◽  
The Holocaust ◽  
The World ◽  
Research And Education

„…THE WORLD FELT A HUGE GUILT OVER THE SCALE OF THE HOLOCAUST…”. DEBATES SURROUNDING THE TEACHING ABOUT THE HOLOCAUSTIn Europe a strong association with a sense of victimhood based on the memory of terror and murder in many cases creates conflicting approaches and generates obstacles to providing education about Jewish victims. Suppressed shame and tension together with conflicts related to insufficiently acknowledged victimhood of one’s own group intersect with political agreements on teaching about the Shoah such as the signing of the Stockholm Declaration and membership in the IHRA and other IGOs. The text presents selected challenges and the dynamics of education about the Holocaust and poses questions such as whether it is possible to identify clear concepts, strategies and good educational practices, whether there are links between education about the Holocaust, education against genocides and human rights education, and how education about the Holocaust relates to attitudes toward Jews? In many European countries disparities have grown between Holocaust research and education about the Holocaust. Empirical studies in the field of education reveal that there is a gap between research and education in some aspects of the way the Holocaust is presented, particularly with regard to the attitudes of local populations towards Jews during the Shoah. Nevertheless, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing.

Teaching and Learning Traditions in Children’s Human Rights

2017 ◽  
Vol 25 (2) ◽  
pp. 456-471 ◽  
Author(s):  
Lotta Brantefors ◽  
Nina Thelander
Keyword(s):  
Human Rights ◽  
Teaching And Learning ◽  
International Study ◽  
Curriculum Theory ◽  
Analytical Instrument ◽  
Subject Field ◽  
Theoretical Concepts ◽  
Research And Education ◽  
The Right

The aim of this paper is to develop educational theoretical concepts for analyses and descriptions of the teaching and learning traditions in children’s human rights and to illustrate its diversity. The paper suggests viewing human rights as a subject field for research and education and using curriculum theory – particularly the concept of curriculum emphases – as a tool for the analyses. Drawing on the results of a previous international study (Brantefors and Quennerstedt, 2016), four teaching and learning traditions of rights are identified: (1) the participation emphasis; (2) the empowerment emphasis; (3) the awareness of rights emphasis; and (4) the right respecting emphasis. With the curriculum emphases concept it is possible to define the main motives for teaching and learning, and also to see what is emphasised in education. In the last section, the traditions are applied and tested on empirical examples. The conclusion is that the emphases concept is a fruitful analytical instrument that makes the different traditions of the teaching and learning of children’s human rights visible.

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