scholarly journals Hypocrites or heroes? Thinking about the role of the teacher in human rights education

2018 ◽  
Vol 1 (2) ◽  
pp. 46-64 ◽  
Author(s):  
Lee Jerome
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Citizenship Education ◽  
Research Literature ◽  
Human Rights Education ◽  
Just World ◽  
Policy Documents ◽  
Academic Literature ◽  
The Face

Human rights education (HRE) seeks to provide young people with an optimistic sense that we can work towards a more peaceful and socially just world, and that everyone can do something to contribute to securing improvement. But, whilst the academic literature and policy documents frequently position teachers as crucial to promoting human rights and social justice, the literature is also replete with examples of teachers’ conservatism, their compliance in the face of authority and their ignorance. In addition, teachers work in institutions which routinely reproduce inequality and promote a narrow individualistic form of competition. This article explores some of the international research literature relating to the role of the teacher in HRE specifically, and more generally in the related fields of citizenship education and social studies, in order to offer some conceptual tools that might be used to critically interrogate practitioners’ own beliefs and actions.    

scholarly journals Editors' Note to the Special Issue-Critical Multicultural Citizenship Education: Student Engagement Toward Building an Equitable Society

2016 ◽  
Vol 18 (1) ◽  
pp. 1 ◽  
Author(s):  
Pablo Cortes Ramirez ◽  
Cinthia Salinas ◽  
Terrie Epstein
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Ethnically Diverse ◽  
The Political ◽  
Education Student ◽  
Special Issue ◽  
Fundamental Goal ◽  
Just Community ◽  
Multicultural Citizenship

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>In this special issue we call attention to the role of "Critical Multicultural Citizenship Education" (CMCE) in schools, societies and global contexts. The fundamental goal of CMCE is to increase not only the students’ awareness of, and participation in, the political aspects of democracy, but also students’ abilities to create and live in an ethnically diverse and just community. CMCE challenges and transforms existing ways in which students engage civically and democratically in local, national, and global contexts. Ten articles in this special issue are grouped by three categories: (1) social studies classrooms and citizenship; (2) community and citizenship; and (3) global contexts and citizenship.</span></p></div></div></div></div>

scholarly journals Global Citizenship Education and Human Rights in Scottish education: An analysis of education policy

2018 ◽  
Vol 17 (2) ◽  
pp. 85-99 ◽  
Author(s):  
Stephen J Daniels
Keyword(s):  
Human Rights ◽  
Education Policy ◽  
Educational Policy ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Document Analysis ◽  
Current Approach ◽  
Human Rights Education ◽  
Global Citizenship Education ◽  
Scottish Government

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.

Migration Diplomacy and Policy Liberalization in Morocco and Turkey

2020 ◽  
Vol 54 (4) ◽  
pp. 1158-1183 ◽  
Author(s):  
Kelsey P. Norman
Keyword(s):  
Human Rights ◽  
International Migration ◽  
Migration Policy ◽  
Policy Reforms ◽  
Policy Documents ◽  
Academic Literature ◽  
Host State ◽  
The North ◽  
The Everyday ◽  
Reform Processes

This article examines the 2013 migration policy liberalizations in Morocco and Turkey in order to understand whether predominantly “human rights-centric” or “diplomatic” factors influenced domestic decisions to reform migration policies. It uses original interview data collected in 2015, as well as policy documents, to examine the two reform processes and their initial consequences for migrants and refugees residing in each host state. While the academic literature on migration has focused on human rights-centric factors to understand historic migration policy reforms, Turkey and Morocco’s geopolitical and geographic positions between powerful neighbors to the north and important sending countries to the south mean that diplomatic factors are also key to understanding the incentives behind reform. This article’s findings have important implications for scholars of international migration, demonstrating that while countries like Morocco and Turkey may implement liberal and inclusive policies if there are diplomatic and economic gains to be had from doing so, such policies may have little impact on the everyday lives of individual migrants and refugees residing in these states and may be subject to reversals if such states’ geopolitical calculations change.

scholarly journals Students’ Understanding of Institutional Practices: The Missing Dimension in Human Rights Education

2019 ◽  
Vol 57 (1) ◽  
pp. 188-217 ◽  
Author(s):  
Keith C. Barton
Keyword(s):  
Human Rights ◽  
Potential Role ◽  
Institutional Factors ◽  
Human Rights Education ◽  
Young Adolescents ◽  
Civic Action ◽  
Specialized Knowledge ◽  
Institutional Practices ◽  
Group Interviews

This study used task-based group interviews with young adolescents in four countries to investigate their understanding of the causes of human rights violations, means for protecting human rights, and their own potential role in ensuring human rights. Although students recognized the role of personal and institutional factors in both violating and protecting human rights, their ideas for influencing human rights focused primarily on the personal contexts with which they were most familiar. Their understanding of political and economic mechanisms was much less elaborate. These findings suggest the need for curricula that equip students with the complex and specialized knowledge that would enable them to engage in a range of meaningful civic action, both in their lives now and as adults.

scholarly journals A EDUCAÇÃO EM DIREITOS HUMANOS COMO MEIO PARA FORMAÇÃO DO POVO PARTICIPATIVO E DO SUJEITO CRÍTICO

Percurso ◽  
2019 ◽  
Vol 2 (29) ◽  
pp. 95
Author(s):  
Victor José Amoroso de LIMA ◽  
Teófilo Marcelo de Arêa LEÃO JÚNIOR
Keyword(s):  
Human Rights ◽  
Participatory Democracy ◽  
State Power ◽  
Paulo Freire ◽  
Educational Process ◽  
Human Rights Education ◽  
The People ◽  
Democratic State ◽  
The Face ◽  
State Educational

RESUMOObjetivo do presente é estudar a Educação em Direitos Humanos e verificar se poderia ser resolução do seguinte problema: “de qual maneira se poderia obter um Estado onde haja uma verdadeira democracia participativa, e não somente representação desligada do povo que supostamente se representa?.” A metodologia foi dedutiva, com procedimento bibliográfico, partindo da ideia de Müller (2009) e de Paulo Freire (2001), e das suas exigências para povo e homem que verdadeiramente sejam ativos e representantes de si mesmos, perante os desmandos estatais, até a exposição de um processo educacional que acate essas exigências. A justificativa vem da aparente obscuridade do termo “povo” nos artigos da Carta Magna brasileira que serve de legitimação para o poder estatal, e da afirmativa que o país seria democrático, mas ao mesmo tempo não se vê representatividade do todo nas decisões estatais, portanto tem-se que estudar se algum processo poderia resultar em indivíduos que verdadeiramente integrem um Estado Democrático. A conclusão foi que a Educação em Direitos Humanos pode responder aos anseios dos dois autores referidos, criando sujeitos críticos e povo participativo, o que resultaria na democracia real. PALAVRAS-CHAVES: Educação; Educação em Direitos Humanos; Democracia. ABSTRACT The purpose of this study is to study Human Rights Education and to verify if it could solve the following problem: "in what way could a state be obtained where there is a true participatory democracy, and not only representation detached from the people supposedly represented?" The methodology was deductive, with a bibliographical procedure, based on the idea of Müller (2009) and Paulo Freire (2001), and its demands for people and men who are truly active and self-representatives, in the face of state educational process that meets these requirements. The justification comes from the apparent obscurity of the term "people" in the articles of the Brazilian Constitution that legitimizes state power, and affirms that the country would be democratic, but at the same time it does not see representativeness at all in state decisions. one has to study whether any process could result in individuals who truly comprise a Democratic State. The conclusion was that Human Rights Education can respond to the aspirations of the two authors mentioned, creating critical subjects and participatory people, which would result in real democracy.KEYWORDS: Education; Education in Human Rights; Democracy. 

Sign in / Sign up

Export Citation Format

Share Document