scholarly journals Learning to belong? An analysis of Germany’s migrant orientation programme from an HRE perspective.

2020 ◽  
Vol 3 (1) ◽  
pp. 31-48 ◽  
Author(s):  
Nicholas Stone
Keyword(s):  
Human Rights ◽  
Content Analysis ◽  
Human Rights Education ◽  
Course Content ◽  
Orientation Course

The German integration programme teaches language and knowledge about Germany to newcomers and those with migration backgrounds. This article analyses the programme and course content from a human rights education (HRE) perspective to tease out some of the inherent contradiction between teaching ‘German values’, purported to be one of the integration programme’s goals, and teaching human rights. Incorporating HRE principles into the programme will arguably benefit learners by avoiding some of this inherent bias as well as teaching learners to challenge societal injustice. The article explores the programme structure and goals, asking what message(s) it conveys. It delves into a content analysis of the ‘Politics in a Democracy’ chapter of 100 Stunden Deutschland, focusing on how human rights and discrimination are depicted. As a result of this analysis, recommendations are developed that suggest how the orientation course specifically and the integration programme more broadly can ensure greater consistency with HRE principles.

Human Rights Education for Youth With Intellectual Disabilities and Families

2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Human Rights Education

Building tolerance through human rights education: The missing link

2020 ◽  
pp. 174619792097729
Author(s):  
Marlana Salmon-Letelier ◽  
S. Garnett Russell
Keyword(s):  
New York ◽  
New York City ◽  
Human Rights ◽  
Longitudinal Study ◽  
York City ◽  
Human Rights Education ◽  
Classroom Observations ◽  
Public High Schools ◽  
Group Interviews ◽  
Rights Issues

Human rights education (HRE) is an emerging practice across formal and informal educational sectors worldwide. However, most literature and theory on HRE emphasize the importance of imparting knowledge about human rights. In this paper, we argue that increasing tolerance among students is a vital but understudied aspect of HRE. This paper is based on the results of a mixed methods longitudinal study conducted in three classrooms across two New York City public high schools. Our methods include a pre-/post- survey, classroom observations, and semi-structured individual and group interviews. The findings indicate that merely teaching about human rights issues is necessary but not sufficient to shift deeply embedded attitudes that contribute to the transformative nature of the human rights framework. We present tolerance as a necessary precursor to positive social change and sustainable human rights implementation.

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