Human Rights and Schooling: An Ethical Framework for Teaching for Social Justice by Audrey Osler, and: Restoring Dignity in Public Schools: Human Rights Education in Action by Maria Hantzopoulos

2017 ◽  
Vol 39 (3) ◽  
pp. 765-769
Author(s):  
Nancy Flowers
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Public Schools ◽  
Ethical Framework ◽  
Human Rights Education ◽  
Teaching For Social Justice ◽  
Framework For Teaching

LEGACIES OF RACIAL CONTENTION

2017 ◽  
Vol 14 (1) ◽  
pp. 325-348
Author(s):  
David Cunningham ◽  
Ashley Rondini
Keyword(s):  
Human Rights ◽  
Public Schools ◽  
Civil Rights ◽  
Human Rights Education ◽  
Civic Action ◽  
Institutionalized Racism ◽  
Civil Rights Era ◽  
White Families ◽  
History Of ◽  
Civic Practice

AbstractThis paper focuses on the ways in which past racial contention shapes possibilities for contemporary civic action focused on youth education. Drawing on the recently legislated Civil Rights/Human Rights Education curriculum in Mississippi—a state with an exceptionally charged history of racial contention—we identify barriers to curricular implementation in Mississippi public schools and draw on case studies of initiatives in two communities that have successfully overcome these barriers. Results emphasize how the legacies of civil rights era struggles interact with contemporary demographic and educational dynamics to enable two distinct forms of robust civic action. School-centered civic practice is enabled by communities characterized by strong civil rights organizing infrastructures, high levels of contention with White authorities throughout the civil rights era, and low participation in public schools by White families. Conversely, youth civic practice in communities marked by high levels of civil rights-era contention but significant contemporary White participation in public schools occurs through out-of-school initiatives. In both cases, however, participation in and exposure to civil rights and human rights education has occurred in racially-bifurcated ways that reflect the state’s legacy of institutionalized racism.

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 A matrix for assessing mutual impacts of human rights education and religious education

2022 ◽  
Vol 5 (1) ◽  
pp. 90-111
Author(s):  
Jasmine Suhner
Keyword(s):  
Human Rights ◽  
Public Schools ◽  
Civil Rights ◽  
Religious Education ◽  
Human Rights Education ◽  
Self Assessment ◽  
Societal Challenges ◽  
The Matrix ◽  
Sustainable Societies ◽  
Perspective Analysis

To address the societal challenges of global solidarity and sustainable societies there is clearly a need for human rights education (HRE). The question arises as to which school subject is capable of contributing to HRE in which way – and how different disciplines may ideally collaborate. The situation is particularly challenging for religious education in public schools. Here there is an inherent potential for HRE, but there are specific didactic issues related to civil rights and liberties. This article presents a ‘matrix for human rights awareness’ that is based on a systematic and multi-perspective analysis. The matrix can be used to categorise current HRE approaches. It can also serve the self-assessment of the various reference disciplines for HRE, while promoting and supporting mutual communication and collaboration among them. Furthermore, it may serve as a reference framework to map the field of different models of public religious education, establishing their specific potentials for HRE.

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.

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