From Human Development to Human Rights: A Southern African Perspective on Women's and Teenage Girls' Right to Reproductive Choice

2006 ◽  
Vol 33 (1) ◽  
pp. 53-82
Author(s):  
Anne Hellum ◽  
Anne Lene Staib Knudsen
Keyword(s):  
Human Rights ◽  
Human Development ◽  
Reproductive Choice ◽  
Teenage Girls ◽  
African Perspective

scholarly journals Education in rights and citizenship instruction: epistemic elucidation as from Paulo Freire

2021 ◽  
Vol 9 (4) ◽  
pp. 22-28
Author(s):  
Ana Beatriz Albuquerque Bento ◽  
Fernando Da Silva Cardoso
Keyword(s):  
Human Rights ◽  
Structural Analysis ◽  
Human Development ◽  
Paulo Freire ◽  
The Real ◽  
Real Performance ◽  
Education In Brazil

Education is undoubtedly a factor that contributes decisively to human development. In this sense, the present study searches to evaluate, based on freirean assumptions, the contemporary scenario of education in Brazil and its reflexes in society. From a historical and structural analysis, the problems that are established as impasses to a contextualized, plural and accessible education are put in check, as we think new paths, from the epistemology of Paulo Freire, for the real performance of students in human rights and citizenship.

A South African Perspective of Grade 9 Learners’ Experiences of Children’s Rights

2018 ◽  
Vol 26 (2) ◽  
pp. 278-294
Author(s):  
Lucia Munongi ◽  
Jace Pillay
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Content Analysis ◽  
Secondary Schools ◽  
South African ◽  
Children's Rights ◽  
Children’S Rights ◽  
African Perspective ◽  
Radical Approach

This study aimed to determine children’s experiences of their rights. The sample consisted of 185 Grade 9 pupils (females = 95; males = 90) randomly sampled from 13 secondary schools from Johannesburg, South Africa, from a previous study. The participants were requested to write their responses to an open-ended question: ‘What do you think of children’s rights in South Africa?’ The data were analysed using content analysis since the data from the open-ended question was qualitative in nature. Results indicated that children were aware that they have rights, and that adults were still violating them. Based on the findings and a human rights-basedframework, several recommendations were made, such as, the need to adopt a more radical approach when dealing with children’s rights and the need to encourage schools and families to develop a culture of respecting children’s rights.

Music in urban poverty

2020 ◽  
pp. 6-30
Author(s):  
Klisala Harrison
Keyword(s):  
Human Rights ◽  
Human Development ◽  
Urban Poor ◽  
Urban Poverty ◽  
Field Research ◽  
Urban Neighborhoods ◽  
Capability Development ◽  
Music Making ◽  
Downtown Eastside ◽  
Broad Array

In urban contexts internationally, organizations, administrators, culture workers, artists and academics put vast effort into facilitating music and other arts in attempt to alleviate “poverty.” Poverty, according to recent definitions, refers to a broad array of social deprivations. These include deprivations of entitlements, which are widely understood as rights, and deprivations of human development, of which capability development is an example. Drawing on two decades of ethnographic field research in one of Canada’s poorest urban neighborhoods, Vancouver’s Downtown Eastside, this book asks: Which kinds of capabilities are developed via music initiatives in the Downtown Eastside, and, particularly, what is their relationship with human rights? Are specific human rights promoted, strengthened, threatened, violated, and respected in music-making by urban poor?

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