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This article discusses the development of democratic ethos. This concept is the opposite of colonial ethos, and is at the root of hierarchical social processes that hinder the advancement of democratic culture. Considering the concept of the public sphere, and its relation to the world of life, the relation between democracy and the respect for human rights is developed in a realistic perspective. Faced with these challenges, the task of human rights education is to unmask, on the one hand, and on the other, to promote and cultivate democratic and republican values. human rights education is interpreted as a strong and decisive way of cultivating democracy and a human rights culture. [ABSTRACT FROM AUTHOR]

Female Genital Mutilation/Cutting (FGM/C) has risen up the global advocacy agenda and is recognized as an important child-safeguarding issue. The topic crystallizes key debates in my module, Culture and Development in Africa, and enables Geography undergraduates to explore complex intersections of childhood, gender, sexuality, and ethnicity in diverse African communities. In this paper, in light of in my efforts to teach for social transformation, I reflect on the inquiry-based learning approach I adopt and on its potential benefits. Conscious of postcolonial feminist critiques of processes of racialized "Othering", I discuss dilemmas about how to frame FGM/C and support students' critical engagement with the conflicting, sometimes confusing, discourses of cultural relativism and universal human rights. I seek to foster independent learning and research skills using a "real world" NGO assignment. Qualitative feedback suggests students develop more in-depth subject-knowledge, reflections on the ethics of "development", changes in self-theories and gain important skilful practices that may enhance their employability. Linking my teaching to my work with a charity tackling FGM/C has enabled co-learners to regard this as both a cultural practice that affects "distant others", and as a form of gender-based heteronormative violence and child abuse that has resonance in the local community. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

All individuals expect to be informed about and respectful of human rights for the sake of international peace. This study aims to evaluate students' views and suggestions on Religious Culture and Ethics courses regarding human rights education in Turkey. A qualitative method was followed by adopting a case study inquiry. The participants were 7th and 8th grade students studying at a secondary school in Turkey. There were 30 voluntarily participants who took part in the study, and completed a questionnaire on the Religious Culture and Ethics Course. The results indicated that religious culture and ethics courses were considered as one of the most suitable platforms in which to teach human rights. The results also reported that there were fundamental differences in the perception of religious education and the emphasis on human and individual rights in religious culture and ethics courses, and instead of universal values, the results show that Islamic values were prioritized rather over universal values. The participants, who talked about the need to cooperate with other courses in a multidisciplinary way to ensure human rights education wanted to find solutions for the security of humanity in this age of wars and migrations. Based on these results, the subjects and themes covered in religious culture and ethics courses can be reviewed and teachers should be more sensitive while teaching human rights. In this regard, educational researchers and practitioners need tools that can be applied in a range of local, national, and international contexts and scales in this age. [ABSTRACT FROM AUTHOR]

The United Nations (UN) asserts that children and young people should have access to human rights education (HRE) and that schools are one of the key means through which HRE should be made available. However, there is currently limited knowledge about the presence and form of HRE in school contexts, and there is no established means through which HRE provision within schools is evaluated. This paper proposes a theoretical framework to support the classification of teachers' responsibilities in relation to HRE and argues that systemic change is needed within education systems if HRE provision is to be realised in more extensive and consistent ways. The curriculum documents of three nations – Australia, England and Sweden – were analysed to determine teacher responsibilities for educating pupils about human rights. The viability of the developed framework was then tested through applying it to the outcomes of these analyses. The theoretical contribution made by the paper deepens knowledge and understandings about the nature of responsibilities placed on teachers to educate pupils about human rights, and provides a foundation from which to stimulate debate about what constitutes effective school-based HRE practices. [ABSTRACT FROM AUTHOR]

The Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC) was published in April 2018, and is currently being implemented in a number of Council of Europe member states. The RFCDC consists of three main components: a conceptual model of the competences that learners need to acquire in order to respond appropriately and effectively to democratic and intercultural situations; validated and scaled descriptors and learning outcomes for all of the competences in the model; and guidance for ministries of education and education practitioners on curriculum, pedagogy, assessment, teacher education, the whole-school approach, and building learners' resilience to radicalization. This article describes the policy background that motivated and accompanied the development of the RFCDC, and the process through which it was developed. It also provides an overview of the contents of the RFCDC, and an explanation of the impact that the framework is beginning to have on Council of Europe actions in the sphere of formal education. [ABSTRACT FROM AUTHOR]

While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product. Based partially on Basil Bernstein's concepts, a mixed-method approach utilising computer-based analytical techniques was used to examine the structure and content of human rights knowledge within upper-secondary Contemporary Social Studies textbooks representing Japan's official curriculum. This article will argue that the curriculum establishes an inconsistent standard toward rights that undermines respect for individuals. [ABSTRACT FROM AUTHOR]

Starting with an analysis of two edited volumes on human rights education published twenty years apart, the article argues that academic scrutiny of the field has focused more on its potential than on its effectiveness on the ground. Using as optics, ideology, agency, universality, epistemology, and contextualization as well as two case studies, one on Bangladesh and the other on South Africa, the authors point to (a) the ongoing weakness of front line teachers' preparation to teach the uniquely normative character of human rights education and (b) the limited impact of research on human rights education at the delivery points. [End Page 195] [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Globally, humans face innumerable socioeconomic, cultural, and environmental problems while being threatened by ever more interconnected and complex geopolitical concerns. In this planetary context, unidisciplinary research and related teaching approaches often work to constrain our ability to move beyond institutional and bureaucratic mind-sets to become agents of social change within local systems impacting children. During its 40-year evolution from a sub-discipline of psychology, the international field of child and youth studies has sought common ground for interpreting these pedagogical and professional issues. Many authors now argue for transdisciplinary approaches to address and overcome these tensions in the effort to re-integrate epistemologies of the global South within more dominant global North knowledge production systems. Such approaches have been posited to add new analytical and methodological tools to achieve praxis—the Greek word for translating theory into practice. Transdisciplinary research transcends the usual gap between academia and the broader public by acknowledging the value of knowledge obtained from diverse, nonacademic stakeholders in the community, government, and business. In addition, these approaches in child and youth studies offer us new possibilities for translating and understanding the local and global implications of implementing the 1989 United Nations Convention on the Rights of Child, and the vast differences in the experiences of childhood amongst and between various socioeconomic, cultural, and political contexts in recognizing their own rights in situ. Moving beyond adult-focused and Eurocentric understanding of the childhood literature (and of children's human rights), this paper reflects our experiences working with young people affiliated with the Lalitpur Metropolitan City Child Clubs in Nepal, and observing their participatory planning processes for annual budgets. In response to increasing complexity throughout all regions of the world, we consider historical, political, and cultural experiences in Nepal through this transdisciplinary approach to child-centered research and activism. Our paper details key learning and transitions from being "academic researchers" and "observers" of a participatory, child- and youth-focused budgeting process to "collaborators" and "co-constructors of knowledge" with key stakeholders—the young people of Lalitpur, Nepal. [ABSTRACT FROM AUTHOR]

Activist scholarship in human rights has made valuable contributions to the fulfilment of human rights globally but there is very little critical self-reflection on what activist scholarship in human rights means or how it should be pursued. This article seeks to open up discussion on these points by drawing on the wider discourse of activist scholarship. Activist scholarship is distinguished by new and critical approaches to knowledge production, whereby researchers and activists collaborate in politically engaged research and use research for the purpose of furthering justice and equality of various forms. While general human rights scholarship often shares these aims, activist scholarship in human rights goes further by adopting specific methodologies and employing critical theories. The article distinguishes between the pursuits of scholarship and activist scholarship in human rights and outlines the perils and dilemmas that activist scholars in human rights can face. The article ends by proposing what a human rights-based approach to activist scholarship in human rights might consist of, drawing from the core human rights principles of non-discrimination, the right to participation and the obligation of accountability. [ABSTRACT FROM AUTHOR]

Social work is a human rights profession and assumes that human rights are embedded in social work practice and education. However, in Africa where human rights violations are rife, with severe implications for social work practice and education, thus far, a human rights focus in social work education has not yet received the attention it deserves. A critical analysis of human rights education in social work in Africa in the context of decolonisation and development shows the interrelatedness of human rights and human development, which, in turn, informs the learning content of the social work curriculum and pedagogy of human rights in social work. Social work educators in Africa are encouraged to take up the challenge of adopting and integrating a pedagogy that will fast-track the infusion of human rights values in the social work curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the findings from a collaborative inquiry research study that explored instructors’ perspectives and students’ perceptions of an innovative ten-day graduate level human rights education course for educators. The course was the result of a partnership between the Faculty of Education at the University of Manitoba and the Canadian Museum for Human Rights. The purpose of the course was to encourage students to critically examine human rights; specifically, whose human rights stories get told, how they get told, and by whom. The findings suggest that while there were worthwhile insights gained when considering on teaching about, through, and for human rights, there were also significant challenges that can inform other courses that encourage students to adopt a critical stance with topics, like human rights, that seem unassailable. Cet article présente les résultats d’une recherche menée en collaboration dont l’objectif était d’explorer les perspectives des instructeurs et les perceptions des étudiants concernant un cours de cycle supérieur de dix jours pour éducateurs sur les droits de la personne. Le cours était le résultat d’un partenariat entre la Faculté d’éducation de l’Université du Manitoba et le Musée canadien pour les droits de la personne. L’objectif du cours était d’encourager les étudiants à examiner les droits de la personne de façon critique, en particulier les récits concernant les droits de la personne qui sont racontés, la manière dont ils sont racontés et par qui. Les résultats suggèrent que, bien que le cours ait permis d’acquérir des connaissances utiles qui peuvent être enseignées sur les droits de la personne et pour ces droits, il a également permis de mettre à jour des défis importants qui pourraient s’appliquer à d’autres cours dans lesquels on encourage les étudiants à adopter un point de vue critique sur des sujets tels que les droits de la personne qui semblent inattaquables.

This document presents the progress of the doctoral thesis titled “Memory, political subjectivity, citizenship and Human Rights. Analysis of 8 Human Rights Education experiences in public schools of Bogotá and Santiago de Chile 2005-2015”. A contextualization of the necessity of Human Rights Education as a subfield of Education and Human Rights is shown. Also, the memory as a fundamental component of Human Rights Education in a context of political violence, specifically within the armed conflict and the post dictatorship frame, is explained.

This article proposes the value of using human rights as a foundation for exploring development issues in the classroom. The article draws on research exploring children’s engagement with issues of global justice. The research was conducted with seven to nine year olds in three school settings in the Dublin area. The research explored children’s responses to photographs set in different global contexts and to the concepts of money, fairness, decision making and the environment. The findings highlight a tendency amongst the participant children to characterise poverty as extreme deprivation, to marry their understandings of poverty and of developing countries so that one is synonymous with the other and to perceive the relationship between Ireland and developing countries principally in charitable terms. The findings further indicate that, for some children, there was an expectation that people living in developing countries should show gratitude where they have basic facilities, perceiving these facilities as exceptional in developing contexts. Human Rights Education (HRE) provides a basis from which to address these problematic assumptions and perspectives. Promoting universal entitlement to civil, political, cultural, social as well as economic rights, it provides a premise against which these preconceptions can be challenged. This article proposes that HRE might be used to re-orientate children’s conceptualisations of ‘developing countries’, advancing perspectives rooted in solidarity and universalism.

Paper on Conference „Educaţia privind drepturile omului/copilului: obiective, finalităţi şi realităţi”, ediția a II-a, Chișinău, 9 decembrie 2016

Citizenship education was influenced by fundamental changes that happened following the end of the Cold War in 1989. Traditional citizenship education aiming to build a monolithic national identity, disseminate an image of homogeneous society and transmit the knowledge of political system has evolved towards modern citizenship education characterised by an emphasis on human rights, democracy, the rule of law, respect for diversity and a concern to develop students’ political participation skills. The transition to modern citizenship education in Turkey started with the pushing of international educational projects and is still underway. Drawing on critical discourse analysis, this study explores what kind of citizenship education the 2018 Social Studies Courses Programme of Study envisages. The study found that the new programme intensely reflects the characteristics of traditional citizenship education. Taking into account this study’s findings might lead to more effective implementation of the programme and increase the success of future curriculum reforms.

This paper takes as its starting point the theoretical debate within the field of Comparative and International Education surrounding the way in which the global/local nexus is understood and researched. Attempting to move the debate forward, the paper introduces the institutional logics approach as one way in which the global/local nexus can be explored. Institutional logics focus on how belief systems shape and are shaped by individuals and organisations. A framework, based on the institutional logics approach, is presented in this paper taking the phenomena of human rights education as an illustration. The author proposes that by adopting an institutional logics approach and framework we can gain a better theoretical and empirical understanding of the global/local nexus and at the same time provide a much needed bridge between the opposing views within this ongoing debate within the field of Comparative and International education.

This article examines the teaching traditions of children's human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts' concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) – a democratic curriculum emphasis. [ABSTRACT FROM AUTHOR]

Strategies for promoting social justice include both individualistic approaches, rooted in the universalistic philosophy of human rights, and collectivist approaches, such as group- or issue-specific rights advocated by various social movements. The expansion of human rights education is well documented, but less attention has been given to education for or about other social movements. Drawing on a content analysis of 556 secondary school textbooks from 80 countries between 1950 and 2011, we compare and contrast the rise of emphases on social movements and human rights. Our analyses reveal a marginalized emphasis on social movements in secondary school civics and social studies curricula, while history books are more likely to include discussions of social movements. An implication of these findings is that in formal structures of education, such as textbooks, emphases on social movements may be relegated to matters of historical record, rather than treated as part of contemporary, active citizenship. [ABSTRACT FROM AUTHOR]

Copyright of Direito e Práxis is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article consists of statements by three young people with a passion for human rights. Two of the young people, Jude Smith (aged thirteen) and Khalil Richard (aged twenty) are members of the Sheffield Youth Cabinet. The third young person, Natasha Siguake (aged twenty), is a Young Advisor for Sheffield Futures. The three contributors talk about the human rights that are most important to them and why human rights are important for the future. [ABSTRACT FROM AUTHOR]