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.

LEGACIES OF RACIAL CONTENTION

2017 ◽  
Vol 14 (1) ◽  
pp. 325-348
Author(s):  
David Cunningham ◽  
Ashley Rondini
Keyword(s):  
Human Rights ◽  
Public Schools ◽  
Civil Rights ◽  
Human Rights Education ◽  
Civic Action ◽  
Institutionalized Racism ◽  
Civil Rights Era ◽  
White Families ◽  
History Of ◽  
Civic Practice

AbstractThis paper focuses on the ways in which past racial contention shapes possibilities for contemporary civic action focused on youth education. Drawing on the recently legislated Civil Rights/Human Rights Education curriculum in Mississippi—a state with an exceptionally charged history of racial contention—we identify barriers to curricular implementation in Mississippi public schools and draw on case studies of initiatives in two communities that have successfully overcome these barriers. Results emphasize how the legacies of civil rights era struggles interact with contemporary demographic and educational dynamics to enable two distinct forms of robust civic action. School-centered civic practice is enabled by communities characterized by strong civil rights organizing infrastructures, high levels of contention with White authorities throughout the civil rights era, and low participation in public schools by White families. Conversely, youth civic practice in communities marked by high levels of civil rights-era contention but significant contemporary White participation in public schools occurs through out-of-school initiatives. In both cases, however, participation in and exposure to civil rights and human rights education has occurred in racially-bifurcated ways that reflect the state’s legacy of institutionalized racism.

Legislating Civil and Human Rights Education

2020 ◽  
pp. 80-108
Author(s):  
Claire Whitlinger
Keyword(s):  
Human Rights ◽  
Civil Rights ◽  
Large Scale ◽  
State Level ◽  
The State ◽  
Human Rights Education ◽  
Causal Connection ◽  
Holocaust Education ◽  
History Of ◽  
New Generation

This chapter investigates the causal connection between the 2004 commemoration and another racially significant transformation: Mississippi Senate Bill 2718, an education bill mandating civil rights and human rights education in Mississippi schools. Providing historical perspective on the legislation—the first of its kind in the country—the chapter traces its origins to the fortieth anniversary commemoration in Philadelphia, Mississippi in 2004. After providing a brief history of school desegregation in Mississippi and previous efforts to mandate Holocaust education in the state, the chapter demonstrates how the 2004 commemoration and subsequent civil rights trial mobilized a new generation of local memory activists. When joined with institutional resources at the state-level, these developments generated the commemorative capacity for local organizers to institutionalize civil rights memory through curricular change. Thus, in contrast to other multicultural or human rights education mandates, which have typically been outgrowths of large-scale progressive social movements or the diffusion of global norms, Mississippi’s civil and human rights education bill emerged out of local commemorative efforts.

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.

Religious Dress in Schools: The Serban Controversy in Malaysia

2006 ◽  
Vol 55 (3) ◽  
pp. 671-688 ◽  
Author(s):  
Li-Ann Thio ◽  
Jaclyn Ling-Chen Neo
Keyword(s):  
Human Rights ◽  
Public Schools ◽  
Religious Education ◽  
Religious Identity ◽  
State Institution ◽  
European Convention ◽  
National Society ◽  
English Court ◽  
Article 9 ◽  
Religious Dress

There has been a spate of litigation before constitutional and human rights courts challenging restrictions on wearing religious dress in state schools as an infringement of religious freedom rights.1 These cases implicate deeper constitutional issues pertaining to State-Religion relations, religious pluralism and expressions of religious identity in the public domain of multicultural societies. Within Europe, this problem relates to the issue of integrating immigrants into national society and preserving secular political orders. The European Court of Human Rights in Leyla Sahin v Turkey2 [‘Sahin’] noted that within democratic societies, opinions ‘reasonably differ widely’ on State-Religion relations, reflected in the diversity of national approaches. For example, the 2004 French law banning ostentatious religious symbols from public schools,3 embodying a strict, doctrinaire secularism, contrasts sharply with the more accommodating liberal approach where British schools pragmatically offer students alternative uniforms to satisfy religious dress codes for public modesty. The English Court of Appeal in Shabina Begum v Governors of Denbigh High School4 [‘Begum’] held, in applying the Human Rights Act,5 that the school as a state institution was obliged to consider the claimant's religious rights under Article 9(1) of the European Convention of Human Rights [ECHR], and to justify its school policy under the Article 9(2) limitation clause. The United Kingdom is ‘not a secular state’6 as statute provides for religious education and worship in schools.

Between Remembrance and Repair

2020 ◽  
Author(s):  
Claire Whitlinger
Keyword(s):  
Human Rights ◽  
Social Change ◽  
Civil Rights ◽  
Social Impacts ◽  
Human Rights Education ◽  
Civil Rights Era ◽  
High Profile ◽  
Comprehensive Account ◽  
The Social ◽  
Insight Into

Few places are more notorious for civil rights–era violence than Philadelphia, Mississippi, the site of the 1964 “Mississippi Burning” murders. Yet in a striking turn of events, Philadelphia has become a beacon in Mississippi’s racial reckoning in the decades since. Claire Whitlinger investigates how this community came to acknowledge its past, offering significant insight into the social impacts of commemoration. Examining two commemorations around key anniversaries of the murders held in 1989 and 2004, Whitlinger shows the differences in how those events unfolded. She also charts how the 2004 commemoration offered a springboard for the trial of former Klan leader Edgar Ray Killen for his role in the 1964 murders, the 2006 passage of Mississippi’s Civil Rights/Human Rights education bill, and the initiation of the Mississippi Truth Project. In doing so, Whitlinger provides the first comprehensive account of these high profile events and expands our understanding of how commemorations both emerge out of and catalyze associated memory movements. Threading a compelling story with theoretical insights, Whitlinger delivers a study that will help scholars, students, and activists alike better understand the dynamics of commemorating difficult pasts, commemorative practices in general, and the links between memory, race, and social change.

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