The intersection between Human Rights Education and Global Citizenship Education

Recently, doubt has been cast on the ability of Scottish education to meet relevant Human Rights requirements relating to education. This article will outline both a means of clarification for international requirements for Human Rights Education, and an analysis of documentation outlining Scottish educational policy for compatibility with these requirements. In doing so, this article will outline the development, and application, of a tool for document analysis focused on international requirements for Human Rights Education. The findings of this analysis suggest a number of key limitations in the current approach favoured by the Scottish Government. This approach posits Global Citizenship Education as a cross-curricular theme capable of fulfilling obligations in relation to rights in Curriculum for Excellence. I suggest that there is a distinct lack of support for the Human Rights Education requirements relating to the inclusion of taught content about human rights and that problems of apoliticality and the misguided focus on responsibilities all stand as significant barriers to Global Citizenship Education meeting the aims of Human Rights Education. I argue, on this basis, that the strategy currently adopted in Scotland appears to fall short of meeting basic international requirements for Human Rights Education.

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Global Citizenship Education

VIERTELJAHRSSCHRIFT FÜR WISSENSCHAFTLICHE PÄDAGOGIK ◽

10.30965/25890581-09703017 ◽

2021 ◽

Vol 97 (4) ◽

pp. 464-480

Author(s):

Christoph Wulf

Keyword(s):

Sustainable Development ◽

Human Rights ◽

Citizenship Education ◽

Sense Of Belonging ◽

Peace Education ◽

Global Citizenship ◽

Global Community ◽

Global Citizenship Education ◽

World Community ◽

Heritage Education

Abstract Global Citizenship Education. Building a Planetary World Community in the Anthropocene In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.

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Narrating Humanity : Children's Literature and Global Citizenship Education

10.24834/isbn.9789178771684 ◽

2021 ◽

Author(s):

◽

Aliona Yarova

Keyword(s):

Human Rights ◽

Citizenship Education ◽

Global Citizenship ◽

Point Of View ◽

Global Citizenship Education ◽

Global Issues ◽

Philosophical Standpoint ◽

History Of ◽

Child Reader ◽

Rights Issues

The aim of this thesis is to explore how children’s magic realist fiction contributes to critical Global Citizenship Education (GCE). This study argues that children’s magic realist literature can facilitate young readers’ knowledge and understanding of human rights issues and promote environmental awareness in a non-didactic manner by representing global issues from non-human perspectives. The thesis comprises four articles. The first study explores the non-human perspective of an animalhuman ‘cyborg’ protagonist in Peter Dickinson’s novel Eva (1988). The study shows how the non-human perspective allows the reader to go beyond anthropocentric boundaries in order to explore the issue of treating the other. The second study investigates an animal perspective on the Roma genocide along with the mistreatment of animals in the Second World War in Sonya Hartnett’s The Midnight Zoo (2010). The animal perspective shows human intolerance of other humans (the Roma) intertwined with human actions towards animals and encourages the reader in a non-didactic way to adopt an eco-philosophical standpoint. The third study is concerned with the representation of the Holocaust from the point of view of a supernatural narrator, Death, in Marcus Zusak’s The Book Thief (2005). Death’s inverted magic realist narrative facilitates the young reader’s understanding of human rights issues and represents the history of the genocide in a non-didactic manner. The fourth study examines the relationships between humans and the natural environment shown from the non-human perspective of a tree. Taking the lens of holistic ecology, this study explores the representation of human – nature relationships in Patrick Ness’s A Monster Calls (2011) and how the novel guides the child-reader towards an awareness of environmental issues.

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From Human Rights to Global Citizenship Education: Movement, Migration, Conflict and Capitalism in the Classroom

Globalisation, Human Rights Education and Reforms ◽

10.1007/978-94-024-0871-3_3 ◽

2016 ◽

pp. 35-53

Author(s):

Chrissie Monaghan ◽

Carol Anne Spreen

Keyword(s):

Human Rights ◽

Citizenship Education ◽

Global Citizenship ◽

Global Citizenship Education ◽

Education Movement

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Editorial: Technologization of Global Citizenship Education as Response to Challenges of Globalization

Research in Social Sciences and Technology ◽

10.46303/ressat.05.01.ed ◽

2020 ◽

Vol 5 (1) ◽

pp. i-vii

Author(s):

Anatoli Rapoport

Keyword(s):

Human Rights ◽

Social Justice ◽

Citizenship Education ◽

Global Citizenship ◽

Significant Shift ◽

Economic Policies ◽

Global Citizenship Education ◽

Economic Exchanges

Cultural, linguistic, and economic exchanges between communities, including nations, are as old as civilization itself, but only recently did such exchanges receive an appropriate and universally recognized name: globalization. Naming the process caused a significant shift in how globalization came to be perceived, and it has become an important issue in political agendas, economic policies, and cultural aspirations. In other words, globalization helped shape and refine debates about global interconnections and interdependence, universality of human rights, and the importance of economic and social justice.

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