scholarly journals Human Rights and Teacher Education

2017 ◽  
Vol 5 (43) ◽  
Author(s):  
Poonampreet Kaur
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Learning Experience ◽  
Local Level ◽  
School Curriculum ◽  
Fundamental Rights ◽  
Human Rights Education ◽  
Teaching Goals ◽  
Grassroots Level ◽  
Training Programmes

In this article named human rights and teacher education emphasis is made on relationship between Human rights and Teacher Education. As Universal Declaration of Human rights has considered the importance of fundamental rights of an individual. It also explains importance of Human rights in Indian Context as well as throws light on specific needs of Human Rights Education. It stress on the point that, in order to introduce Human Rights Education in the curriculum of all the levels of School Education, first it should be the part of the curriculum of the Teacher Education. Human Rights should be part of all school subjects, and should permeate the students whole learning experience, However because circumstances are different in each country and region, teachers have used many different tactics for fitting Human rights into their school curriculum. Teacher should start teaching Human rights at a ‘grassroots’ level in whichever way they can, with the permission of the principle or local level officials by persuading the local or national educational authorities to change the system. The activities related to Human rights education give children skills, knowledge and attitudes which they will need to work towards a world free of Human rights Violations. The Teacher Training Programmes should enable the teachers to set their own teaching goals in Human Rights for each class. So, Human Rights Education makes the teacher trainees aware of Human Rights and their significance in life.

scholarly journals Educação e Direitos Humanos: A Experiência Pedagógica na Formação Docente

2018 ◽  
Vol 3 (5) ◽  
Author(s):  
Solange Martins Oliveira Magalhães
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Public Universities ◽  
Fundamental Rights ◽  
Universal Declaration ◽  
Human Rights Education ◽  
National Education ◽  
Education Plan

A compreensão, propagação e prática de uma educação em direitos humanos vêm exigindo, sobretudo das universidades públicas, maior discussão e posicionamento a respeito dos temas abordados na formação docente, principalmente, em relação aos temas transversais, como os direitos humanos e sua interdisciplinaridade. A formação de professores e, posteriormente, a educação, se configuram como espaço de uma ação essencial que pode possibilitar o acesso real a todos os direitos. Assim pensando, esse artigo apresenta a temática Direitos Humanos, articulada à prática formadora, nos moldes de oficinas pedagógicas, segundo as exigências do Plano Nacional de Educação em Direitos Humanos (PNEDH-3) e a Declaração Universal de Direitos Humanos. Os resultados mostram a ação docente como práxis, libertadora e emancipadora, além de geradora de criticidade, valorização e respeito aos direitos fundamentais.Direitos Humanos. Educação em Direitos Humanos. Formação de Professores.Education and Human Rights: The Pedagogic Experience in the teachers educationAbstractThe understanding, propagation and practice of a human rights education has demanded, above all, from public universities, a greater discussion and positioning regarding the themes addressed in teacher education, especially in relation to transversal themes such as human rights and their interdisciplinarity. The education of teachers and, subsequently, the education, are configured as a space for an essential action that can enable real access to all rights. Therefore, this article presents the Human Rights thematic, articulated to the formative practice in the molds of pedagogics workshops, according to the requirements of the Plano Nacional de Educação em Direitos Humanos (National Education Plan in Human Rights), PNEDH-3, and the Universal Declaration of Human Rights. The results show the teaching action as a praxis, liberating and emancipating, and also generating criticality, valorization and respect for the fundamental rights. Human Rights. Education in Human Rights. Teachers Education.

Ensuring Reproductive Rights of Women in Nepal: Law and Praxis

2020 ◽  
Vol 4 (1) ◽  
pp. 41-62
Author(s):  
D. N. Parajuli
Keyword(s):  
Human Rights ◽  
Reproductive Health ◽  
Health Services ◽  
Reproductive Rights ◽  
School Curriculum ◽  
Fundamental Rights ◽  
Reproductive Health Services ◽  
Women And Girls ◽  
The Right ◽  
Health Rights

 Reproductive rights are fundamental rights and freedoms relating to reproduction and reproductive health that vary amongst countries around the world, but have a commonality about the protection, preservation and promotion of a woman‘s reproductive health rights. Reproductive rights include the right to autonomy and self-determination , the right of everyone to make free and informed decisions and have full control over their body, sexuality, health, relationships, and if, when and with whom to partner, marry and have children , without any form of discrimination, stigma, coercion or violence. The access and availability of reproductive health services are limited due to geography and other issues, non-availability and refusal of reproductive health services may lead to serious consequences. The State need to ensure accessibility, availability, safe and quality reproductive health services and address the lifecycle needs of women and girls and provide access of every young women and girls to comprehensive sexuality education based on their evolving capacity as their human rights, through its inclusion and proper implementation in school curriculum, community-based awareness program and youth led mass media. It is necessary for strengthening compliance, in a time-bound manner, with international human rights standards that Nepal has ratified that protect, promote, and fulfill the basic human rights and reproductive health rights in Nepal and also need to review standards and conventions that Nepal has had reservations about or those that have been poorly implemented in the country.

scholarly journals ‘Human rights and democracy are not self-evident’: Finnish student teachers’ perceptions on democracy and human rights education

2021 ◽  
Vol 4 (2) ◽  
pp. 69-84
Author(s):  
Tuija Kasa ◽  
Matti Rautiainen ◽  
Mia Malama ◽  
Arto Kallioniemi
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Student Teachers ◽  
Professional Education ◽  
National Curriculum ◽  
Human Rights Education ◽  
Societal Change ◽  
Teachers Perceptions ◽  
Data Content ◽  
Literature Curricula

This article discusses democracy and human rights education (DHRE) in Finnish teacher education, drawing on existing literature, curricula and a survey of student teachers’ perceptions. Earlier studies suggested that DHRE in Finnish teacher education is unsystematic, implicit, and dependent on the teacher’s individual interests. These studies highlight a sense of national exceptionalism, where DHRE is assumed to be self-evident. In 2019, we conducted a survey of student teachers (n=300) in one university. Data content analysis reveals that student teachers now see DHRE as relevant and timely, and by no means self-evident. Student teachers believe that DHRE needs to be explicit and part of their professional education. Although the Finnish national curriculum addresses DHRE explicitly, there is a lack of implementation and explicit DHRE teacher education. We contend that the data reflects societal change, and that the notion that democracy and human rights are self-evident needs to be challenged in Finland.

scholarly journals CISCOS: Collaborative and transdisplinary human rights education

2019 ◽  
Author(s):  
Meredith Raley
Keyword(s):  
Human Rights ◽  
Community Development ◽  
Local Level ◽  
Human Rights Education ◽  
Social Planning ◽  
Persons With Disabilities ◽  
Local Implementation ◽  
Massive Online Open Course ◽  
The University ◽  
The Eu

CISCOS (Connecting Inclusive Social Planning, Community Development and Service Provisions for Persons with Disabilities), is an Erasmus+ Project, run by the University of Siegen in Germany. The goal of CISCOS is to create a course that can be used throughout the EU, to address the challenges in the local implementation of the UN Convention on the Rights of Persons with Disabilities (UN CRPD). The ultimate goal of this education work is to embed human rights principles at the local level. The products of the project will include the development of a Massive Online Open Course (MOOC) in English, and course documents that can be used in several languages. The goal of this work is to improve the implementation of the UN CRPD at the local level.

scholarly journals Human Rights Education in Teacher Training Programs

2014 ◽  
Vol 5 (3) ◽  
pp. 689-692
Author(s):  
NEETU MAKKAR ◽  
Ms. Gurminder Kaur
Keyword(s):  
Human Rights ◽  
Teacher Training ◽  
Ethnic Diversity ◽  
Training Programs ◽  
Individual Recognition ◽  
Disabled Persons ◽  
Vital Role ◽  
Fundamental Rights ◽  
Human Rights Education ◽  
Teacher Training Programs

 Educated People are the greatest guarantee of Human Rights and, in effect serves as its ultimate sanction has fostered interest and efforts in the field of Human Rights Education. Human Rights Education means to make Human Rights universal and comprehensive by providing training in Human Rights and to aware people regarding Human Rights relating to life, liberty, equality and dignity of the individual. Recognition the universal concern about the contribution of Human Rights Education in ensuring the protection and realization of Human Rights, India has adopted multipronged strategy for ensuring Human Rights for its citizens. It incorporated into its constitution the various Human Rights as Fundamental Rights provided in the 1948 Universal Declaration of Human Rights (UDHR). Keeping in view the Ethnic diversity and highly divisive society of India, it has made provisions for the deprived sections of the society like the scheduled Castes (SC), Scheduled Tribes (ST) as well as girls and disabled persons. The present paper stresses that the Teacher Training Programs play a vital role in promoting Human Rights among the people. It aims to study that the Teachers are prepared through Pre-service and continuous In-service Teacher Education Programs that focused on Human Rights Education with in-depth knowledge about Human Rights, required teaching skills and practice of Human Rights in society.

scholarly journals Human Rights Education in Pre-Service Teacher Education – Pakistan

2019 ◽  
Vol 02 (01) ◽  
pp. 39-61
Author(s):  
Mehek Naeem ◽  
Fariha Gul ◽  
Zaheer Asghar ◽  
Naeem Zafar ◽  
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
Transfer Of Knowledge ◽  
Attitudes And Practices ◽  
Study Approach ◽  
Data Content

As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

scholarly journals Attitude of the Students, Teachers and Educational Administrators for Incorporating Human Rights Education in Secondary School Curriculum

2020 ◽  
pp. 623-632
Author(s):  
Tapan Kumar Basantia
Keyword(s):  
Human Rights ◽  
World War Ii ◽  
Secondary School ◽  
School Curriculum ◽  
Attitude Scale ◽  
Human Rights Education ◽  
Content Areas ◽  
Educational Administrators ◽  
Secondary School Curriculum ◽  
Basic Content

After the World War-II, human rights education has become an increasingly visible feature of the educational policies, debates and foundations at international level. Steps have been taken by various nations to incorporate human rights education in their school curriculum. In India, a few studies have been conducted in the context of incorporating human rights education in school curriculum in general and in secondary school curriculum in particular. In the present study, an attempt was made to study the attitude of the students, teachers and educational administrators for incorporating human rights education in secondary school curriculum. The study mainly focused to compare the attitude of the students, teachers and educational administrators for incorporating human rights education in secondary school curriculum, and to identify certain basic content areas of human rights education that may/should have a place in secondary school curriculum. The study was considered under descriptive survey-cum-content analysis research. The participants of the study included 640 students, 256 teachers and 88 educational administrators under secondary schools of Bihar, India. A self-developed attitude scale titled ‘Attitude scale for studying the attitude for incorporating human rights education in secondary school curriculum’ was used for collecting data from participants for the study. Both the quantitative and qualitative methods of data analysis were employed for analyzing the collected data of the study. The study mainly revealed that among the entire sample studied, the students possessed better attitude than teachers and educational administrators for incorporating human rights education in secondary school curriculum. Further, the study helped to identify certain basic content areas of human rights education that may/should have a place in secondary school curriculum.

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