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.

Part 2 Discrimination, 2.2 State Religion

2016 ◽  
Author(s):  
Bielefeldt Heiner, Prof ◽  
Ghanea Nazila, Dr ◽  
Wiener Michael, Dr
Keyword(s):  
Human Rights ◽  
National Identity ◽  
Cultural Heritage ◽  
Religious Communities ◽  
Freedom Of Religion ◽  
International Human Rights ◽  
Critical Questions ◽  
International Human ◽  
Belief States ◽  
The Relationship

This chapter analyses different ways of organizing the relationship between State and religious communities. Although official State religions are not forbidden in international human rights laws, they usually give rise to critical questions and concerns, in particular in light of the principle of non-discrimination. Many formally ‘secular’ States also privilege certain religions, often under the auspices of protecting their national identity or a particular cultural heritage, with discriminatory implications for people not following the dominant religions—illustrating that the term ‘secularism’ can carry very different meanings. Under freedom of religion or belief, States should provide an inclusive space for the free unfolding of religious or belief-related diversity for all, free from fear and free from discrimination. A ‘respectful distancing’ of State authority and religious communities—possibly in the name of an ‘inclusive secularism’—seems ultimately necessary in the interest of providing space for everyone’s freedom of religion or belief.

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.

School‐based human rights education: case studies in Hong Kong secondary schools

2011 ◽  
Vol 22 (2) ◽  
pp. 145-162 ◽  
Author(s):  
Yan Wing Leung ◽  
Timothy Wai Wa Yuen ◽  
Yiu Kwong Chong
Keyword(s):  
Human Rights ◽  
Hong Kong ◽  
Secondary Schools ◽  
Case Studies ◽  
Human Rights Education ◽  
School Based

scholarly journals Archaeology, Identity, and the Right to Culture: Anthropological perspectives on repatriation

2021 ◽  
Vol 16 (1) ◽  
pp. 157-172
Author(s):  
Liv Nilsson Stutz
Keyword(s):  
Human Rights ◽  
Cultural Heritage ◽  
Critical Approach ◽  
International Debate ◽  
The Right

The debatc concerning repatriation and reburial is attracting increasing attention in Sweden. While most archaeologists today understand the importancc of repatriation and the arguments underlying the claim, the process is not completely unproblematic and certainly not in all cases. This article explores some tendencies within the international debate about repatriation, and frames them within a more general discussion about human rights, the right to culture, and the role of cultural heritage within this debatc. Through a critical approach to the debate, it is argucd that archaeology needs to be a more active party in the negotiations.

scholarly journals Talking about rights without talking about rights: on the absence of knowledge in classroom discussions

2021 ◽  
Vol 4 (1) ◽  
pp. 8-26
Author(s):  
Lee Jerome ◽  
Anna Liddle ◽  
Helen Young
Keyword(s):  
Human Rights ◽  
Data Analysis ◽  
Secondary Schools ◽  
Human Rights Education ◽  
Controversial Issues ◽  
Classroom Discussions ◽  
Teaching Resources ◽  
Types Of Knowledge ◽  
Need Support ◽  
Political Understanding

This article reports on research in three secondary schools in England where students were engaged in deliberative discussion of controversial issues. The teaching resources used illustrated rights-based dilemmas and the data analysis focused on the nature of the talk and the types of knowledge the students drew upon to inform their discussions. The article shares four insights: (i) there is a need to be more explicit about what constitutes human rights knowledge; (ii) human rights education requires the development of political understanding, which moves beyond individual empathy; (iii) educators need to value the process of deliberative discussions and avoid a push for conclusive answers; (iv) students need support to draw on knowledge from a range of disciplines. If these issues are not addressed, some students are able to engage in rights-based discussions with little knowledge and understanding of rights.

scholarly journals A matrix for assessing mutual impacts of human rights education and religious education

2022 ◽  
Vol 5 (1) ◽  
pp. 90-111
Author(s):  
Jasmine Suhner
Keyword(s):  
Human Rights ◽  
Public Schools ◽  
Civil Rights ◽  
Religious Education ◽  
Human Rights Education ◽  
Self Assessment ◽  
Societal Challenges ◽  
The Matrix ◽  
Sustainable Societies ◽  
Perspective Analysis

To address the societal challenges of global solidarity and sustainable societies there is clearly a need for human rights education (HRE). The question arises as to which school subject is capable of contributing to HRE in which way – and how different disciplines may ideally collaborate. The situation is particularly challenging for religious education in public schools. Here there is an inherent potential for HRE, but there are specific didactic issues related to civil rights and liberties. This article presents a ‘matrix for human rights awareness’ that is based on a systematic and multi-perspective analysis. The matrix can be used to categorise current HRE approaches. It can also serve the self-assessment of the various reference disciplines for HRE, while promoting and supporting mutual communication and collaboration among them. Furthermore, it may serve as a reference framework to map the field of different models of public religious education, establishing their specific potentials for HRE.

Learning to remember the Shoah - human rights education and prevention of anti-Semitism

2020 ◽  
Vol XI (1 (30)) ◽  
pp. 9-36
Author(s):  
Wilhelm Schwendemann
Keyword(s):  
Human Rights ◽  
Religious Education ◽  
Human Rights Education ◽  
Learning To Learn ◽  
Anti Semitism

Anti-Semitism and group hostility undermine coexistence in a democratic civil soci-ety. That is why the prevention of anti-Semitism, Islamophobia and xenophobia is one of the educational tasks of schools, but also of religious education in particular. In religious educa-tion, therefore, the concept of learning to learn about and after Auschwitz must be combined with a stringent model of human rights education, which brings with it new didactic chal-lenges.

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