Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

2015 ◽  
Vol 43 (2) ◽  
pp. 244-274 ◽  
Author(s):  
Audrey Osler
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Human Rights Education

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 Human rights education’s curriculum problem

2018 ◽  
Vol 1 (1) ◽  
pp. 05-24 ◽  
Author(s):  
Walter C. Parker
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Subject Matter ◽  
Theoretical Perspective ◽  
Knowledge Work ◽  
Sociology Of Education ◽  
Human Rights Education ◽  
Critical Sociology ◽  
Disciplinary Structure

Employing a theoretical perspective from the critical sociology of education, this article identifies a curriculum problem in human rights education (HRE) in schools and suggests strategies to solve it. The main problem is HRE’s lack of an episteme—a disciplinary structure created in specialist communities—and, related to this, the flight of scholars from the field of curriculum practice, redefining it away from subject matter. A more robust HRE in schools will require not only advocacy but a curriculum, one that teachers can adapt to local needs, constraints, and students. Knowledge matters. If knowledge work of this sort is missing from HRE then it is difficult to claim that HRE has a social justice mission.

scholarly journals Education in Human Rights: History, Gender and Ethnicity

2017 ◽  
Vol 10 (2) ◽  
pp. 191
Author(s):  
Maria Cláudia Machado Barros
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
The Other ◽  
Human Rights Education ◽  
Social Discrimination ◽  
Equal Rights ◽  
The Past ◽  
Historical Awareness ◽  
Human Rights History

Abstract: understanding the process of the historical construction of racism, ethnic and social discrimination is the first condition for overcoming such relationships. Human rights education presents this proposal to establish a historical awareness for an approach to promote values ​​and relationships that promote the recognition of the other in the promotion of equal rights associated with the recognition of diversity. Social justice must be the path sought by the perception of the past, in an open gift for the evaluation of its own concepts and paradigms. Educação em Direitos Humanos: História Gênero e Etnia Resumo: entender o processo da construção histórica do racismo, da discriminação étnica e social é condição primeira para superação de tais relações. A educação em direitos humanos apresenta essa proposta de estabelecer uma consciência histórica para uma abordagem de promoção dos valores e relações que promovam o reconhecimento do outro, na promoção da igualdade de direitos, associado ao reconhecimento da diversidade. A justiça social deve ser o caminho buscado pela percepção do passado, em um presente aberto para a avaliação de seus próprios conceitos e paradigmas.

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