scholarly journals Mediatised human rights education: the (challenging) role of the Norwegian Broadcasting Corporation

2022 ◽  
Vol 5 (1) ◽  
pp. 28-46
Author(s):  
Ole Henrik Borchgrevink Hansen ◽  
Audun Toft
Keyword(s):  
Human Rights ◽  
Religious Education ◽  
Educational Material ◽  
Human Rights Education ◽  
Freedom Of Religion ◽  
Teaching Material ◽  
Critical Awareness ◽  
Save The Children

The purpose of this article is to analyse and discuss Selma and the Quest for the Perfect Faith, a TV series made by The Norwegian Broadcasting Corporation and promoted for use in schools, and the accompanying teaching material about freedom of religion made by Save the Children. We discuss the series and material critically from a human rights and a human rights education perspective, and evaluate their suitability for use in religious education. The article is informed by mediatisation theory and argues that freedom of religion is primarily operationalised in accordance with journalistic criteria for presenting religion, and that it does not sufficiently balance the rights of children and the liberty of parents. This is inconsistent with sound human rights education and highlights the need for critical awareness when operationalising educational material produced and distributed by media actors for use in the classroom.

scholarly journals Reorienting the Field of Human Rights Education

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Peter Simpson
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Student Success ◽  
Comparative Education ◽  
Education Sector ◽  
Human Rights Education ◽  
Positive Outcomes ◽  
Critical Awareness ◽  
Critical Approaches

Review of: Foley Jr., W.J. (2021). Suggestions for critical awareness, accountability, and transformation in human rights education. Current Issues in Comparative Education, 23(1), 77-89. The examination of critical approaches to human rights and the focus on community engaged spaces to enact human rights are rich contributions of Foley's article. He also presents innovative approaches and methodologies to ensure student success and positive outcomes for all stakeholders involved. Going forward, more detail about the role of critical human rights in the higher education sector may be beneficial. 

scholarly journals Human rights education as a framework for transmitting religion as cultural heritage

2022 ◽  
Vol 5 (1) ◽  
pp. 5-27
Author(s):  
Eva Lindhardt
Keyword(s):  
Human Rights ◽  
National Identity ◽  
Secondary Schools ◽  
Cultural Heritage ◽  
Religious Education ◽  
Human Rights Education ◽  
Freedom Of Religion ◽  
Critical Approach ◽  
Lower Secondary Schools

The child’s right to freedom of religion and belief and fundamental principles such as equality and non-discrimination constitute an international frame for religious education (RE). However, these rights might be challenged when RE is allocated a major role in transmitting the majority religion as national cultural heritage and national identity. This article will explore and discuss this issue. It is based on an analysis of the transmission of Christianity as cultural heritage in the national RE curriculum for primary and lower secondary schools in Denmark. The article argues that principles from human rights education could provide a basis for a more pluralistic, objective, and critical approach to RE, thus enabling the classroom to function as a community of disagreement.

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.

Principles of National Constitutionalism limiting Individual Claims in Human Rights Law

ICL Journal ◽  
2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Paul De Hert ◽  
Stefan Somers
Keyword(s):  
Human Rights ◽  
Church And State ◽  
Freedom Of Religion ◽  
Proper Function ◽  
Religious Conflicts ◽  
European Court ◽  
Margin Of Appreciation ◽  
Human Rights Treaties ◽  
The Relationship

AbstractThe scope of the fundamental right to freedom of religion has been broadly dis­cussed in recent jurisprudence and doctrine. Doctrine has however paid little attention to the role of constitutionalism and its principles such as this of the separation of church and state and the division of power. These principles are often not mentioned as such in inter­national human rights treaties. Does this mean that they are irrelevant in human rights adjudication?This article addresses the proper function of constitutionalism in human rights jurisprudence and in settling religious conflicts more in general. The Lautsi judgment of the European Court of Human Rights is used as a trigger to look at the relationship between religion, constitutionalism and human rights, and at the legitimacy of supranational courts. The article argues that international human rights jurisprudence must take national consti­tutionalism and its principles into account when dealing with the freedom of religion, even when those principles are not explicitly enshrined in human rights treaties. For this the use of the margin of appreciation seems to be appropriate.

scholarly journals The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education

2018 ◽  
Vol 1 (2) ◽  
pp. 04-24 ◽  
Author(s):  
Laura Lundy ◽  
Gabriela Martínez Sainz
Keyword(s):  
Human Rights ◽  
Experiential Learning ◽  
Lived Experiences ◽  
Formal Education ◽  
Human Rights Education ◽  
Negative Experiences ◽  
Under Five ◽  
Children’S Views ◽  
Do So

Human Rights Education (HRE) emphasises the significance of children learning about, through and for human rights through their lived experiences. Such experiential learning, however, is often limited to instances of enjoyment of rights and disregards experiences of injustice, exclusion or discrimination.  By neglecting the ‘negative’ experiences, including breaches of their human rights, HRE fails in one of its fundamental aims: empowering individuals to exercise their rights and to respect and uphold the rights of others.  Drawing on a range of legal sources, this article identifies a number of violations of the human rights of children in schools, categorised under five themes: access to school; the curriculum; testing and assessment; discipline; and respect for children’s views. It argues that for HRE to achieve its core purpose, it must enable children to identify and challenge breaches of rights in school and elsewhere. To do so, knowledge of law, both domestic and international, has a fundamental role to play.

scholarly journals Freedom of Religion, the ECtHR and Grassroots Mobilization on Religious Education in Turkey

2019 ◽  
Vol 12 (S1) ◽  
pp. S103-S133 ◽  
Author(s):  
Ceren Özgül
Keyword(s):  
Religious Education ◽  
Case Law ◽  
Legal Mobilization ◽  
Freedom Of Religion ◽  
National Education ◽  
Turkish Government ◽  
European Court ◽  
Education In Turkey ◽  
Equality In Education

AbstractThis paper examines grassroots mobilizations in Turkey against the government's policies on religion and education (RE), and the potential effects of the European Court of Human Rights (ECtHR or the Court) on their mobilization. Specifically, it follows the ways in which grassroots actors frame their discourses of secularism and freedom of religion in education during a period when the Turkish government is aiming to increase the role of Sunni-Islam in national education, while at the same time refusing to implement ECtHR decisions regarding RE. Drawing on empirical research, it analyzes the role the ECtHR and its case law play in the diverse rights claims and discourses of three different types of mobilizations that is going on in the field of RE: (i) legal mobilization, and right to exemption and freedom from religion, (ii) political mobilization, and new discourses of pluralism and secularism, (iii) monitoring and policy-based mobilization and national and international advocacy for pluralism and equality in education.

The Mandate of the Special Rapporteur on Freedom of Religion or Belief—Institutional, Procedural and Substantive Legal Issues

2007 ◽  
Vol 2 (1-2) ◽  
pp. 3-17
Author(s):  
Michael Wiener
Keyword(s):  
New York ◽  
Human Rights ◽  
English Summary ◽  
Legal Issues ◽  
Freedom Of Religion ◽  
Special Rapporteur ◽  
Frankfurt Am Main ◽  
Doctoral Thesis ◽  
Law Faculty

AbstractThe Role of the UN Special Rapporteur on Freedom of Religion or Belief has already been outlined by Carolyn Evans in the first issue of Religion and Human Rights on pages I:75–96. In the meantime, a doctoral thesis on the mandate of the Special Rapporteur was submitted by Michael Wiener to the Law Faculty at Trier University in Germany. e following article is the annotated English summary of this 350 pages strong thesis which has recently been published with the title Das Mandat des UN-Sonderberichterstatters über Religions- oder Weltanschauungsfreiheit—Institutionelle, prozedurale und materielle Rechtsfragen (Peter Lang, Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2007). It explores various legal issues of the mandate in terms of institutional, procedural and substantive questions that have arisen in the Special Rapporteur's mandate practice from 1986 to 2006.

scholarly journals Human Rights Education and Training Programs in Mexico: A Cross-Case Analysis of Practitioners’ Professional Knowledge and Practices

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Gabriela Martínez Sainz
Keyword(s):  
Human Rights ◽  
Training Programs ◽  
Professional Knowledge ◽  
Case Analysis ◽  
Individual Case ◽  
Education And Training ◽  
Human Rights Education ◽  
Cross Case Analysis ◽  
And Training

In Mexico, human rights education and training programs are becoming one of the most recurrent outcomes in official settlements related to institutional violations and abuses of human rights. Despite their predominant role in addressing human rights violations, there is little systematic information on how these programs are conducted in practice. To fill the gap, this article presents a cross-case analysis of three qualitative studies that explore practitioners’ professional knowledge and practices in implementing human rights education programs in Mexico. Each individual case examines some of the challenges practitioners face in the implementation of these programs, the institutional influence on their work, and the role of their own experiences in human rights practices.

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