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.
{"title":"Mediatised human rights education: the (challenging) role of the Norwegian Broadcasting Corporation","authors":"O. Hansen, Audun Toft","doi":"10.7577/hrer.4451","DOIUrl":"https://doi.org/10.7577/hrer.4451","url":null,"abstract":"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.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115254742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Preamble of the Universal Declaration of Human Rights (UDHR) states that ‘disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind’. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man.
{"title":"Human rights education and the conscience of mankind: developing didactics of perplexity","authors":"Lakshmi Sigurdsson, Kirsten M. Andersen","doi":"10.7577/hrer.4549","DOIUrl":"https://doi.org/10.7577/hrer.4549","url":null,"abstract":"The Preamble of the Universal Declaration of Human Rights (UDHR) states that ‘disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind’. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126662608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This book is a labour of love dedicated to the late Professor Christopher Colclough, who inspired research on educational inequalities and evaluation of access to education in different southern contexts. It is an insightful book for students, academics and researchers who are interested in educational inequality, reform and development. The different chapters use different disciplinary lenses such as economics, sociology, gender studies, political science, education studies, disability studies, and human rights to understand educational inequalities in the global south. As a person interested in gendered inequalities, families and access to education, I was particularly drawn towards the chapters which focus on gender and identify the family as the key gendered site influencing unequal access to education.
{"title":"Addressing educational inequalities in southern contexts","authors":"A. Thomas","doi":"10.7577/hrer.4560","DOIUrl":"https://doi.org/10.7577/hrer.4560","url":null,"abstract":"This book is a labour of love dedicated to the late Professor Christopher Colclough, who inspired research on educational inequalities and evaluation of access to education in different southern contexts. It is an insightful book for students, academics and researchers who are interested in educational inequality, reform and development. The different chapters use different disciplinary lenses such as economics, sociology, gender studies, political science, education studies, disability studies, and human rights to understand educational inequalities in the global south. As a person interested in gendered inequalities, families and access to education, I was particularly drawn towards the chapters which focus on gender and identify the family as the key gendered site influencing unequal access to education.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132809641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Salmenkivi, Tuija Kasa, Niina Putkonen, Arto Kallioniemi
In this article we examine the profiling of human rights and children’s rights in religious education (RE) and its secular alternative in Finland. We use the term ‘worldview education’ to describe the combination of these subjects. We analyse what kinds of human rights and ethical issues are raised in Finnish worldview education. One specific focus is the explicit mention of human rights and children’s rights in the worldview education section of the Finnish national core curriculum (2014). We conclude that the curriculum gives plenty of space to human rights and children’s rights, and that this enables one to conceive of human rights as being an overarching ethical perspective in worldview education. Nevertheless, we indicate that the organisation of worldview education in Finland has some problems when it comes to the realisation of children’s freedom of thought, conscience, and religion.
{"title":"Human rights and children’s rights in worldview education in Finland","authors":"E. Salmenkivi, Tuija Kasa, Niina Putkonen, Arto Kallioniemi","doi":"10.7577/hrer.4456","DOIUrl":"https://doi.org/10.7577/hrer.4456","url":null,"abstract":"In this article we examine the profiling of human rights and children’s rights in religious education (RE) and its secular alternative in Finland. We use the term ‘worldview education’ to describe the combination of these subjects. We analyse what kinds of human rights and ethical issues are raised in Finnish worldview education. One specific focus is the explicit mention of human rights and children’s rights in the worldview education section of the Finnish national core curriculum (2014). We conclude that the curriculum gives plenty of space to human rights and children’s rights, and that this enables one to conceive of human rights as being an overarching ethical perspective in worldview education. Nevertheless, we indicate that the organisation of worldview education in Finland has some problems when it comes to the realisation of children’s freedom of thought, conscience, and religion.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126851936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marios Koukounaras Liagkis, M. Skordoulis, Vasiliki Geronikou
This paper aims to present research on measuring competences for democratic culture. It describes the development of a multiple-item scale that measures competences in teaching democratic citizenship and human rights through religious education. A principal component analysis based on the 135 items of the Council of Europe’s Reference framework of competences for democratic culture was carried out in two phases, in order to construct and refine the scale. The result was a 52-item scale divided into six components. This was tested for its reliability, factor structure and validity; firstly on a sample of 123, and secondly on a sample of 403 secondary RE teachers (2018-19). The research scrutinises the concept of democratic competences as being the ability to mobilise and deploy relevant values, attitudes, skills, knowledge and/or understanding. It concludes that these competences are more complex structures than has been assumed.
{"title":"Measuring competences for democratic culture: teaching human rights through religious education","authors":"Marios Koukounaras Liagkis, M. Skordoulis, Vasiliki Geronikou","doi":"10.7577/hrer.4487","DOIUrl":"https://doi.org/10.7577/hrer.4487","url":null,"abstract":"This paper aims to present research on measuring competences for democratic culture. It describes the development of a multiple-item scale that measures competences in teaching democratic citizenship and human rights through religious education. A principal component analysis based on the 135 items of the Council of Europe’s Reference framework of competences for democratic culture was carried out in two phases, in order to construct and refine the scale. The result was a 52-item scale divided into six components. This was tested for its reliability, factor structure and validity; firstly on a sample of 123, and secondly on a sample of 403 secondary RE teachers (2018-19). The research scrutinises the concept of democratic competences as being the ability to mobilise and deploy relevant values, attitudes, skills, knowledge and/or understanding. It concludes that these competences are more complex structures than has been assumed.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130335826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children’s rights in diverse classrooms: Pedagogy, principles and practice starts from a seemingly simple question: what implications follow for teaching in schools if our starting point is that children are rights holders and teachers are duty bearers? The book addresses this question through exploring different approaches to teaching and learning about children’s rights in different countries. In doing so, Jerome and Starkey present a vision for what focused children’s rights education (CRE) might look like and provide scholarly insights into the tensions and challenges that emerge when working to develop practices aimed at advancing CRE in schools.
{"title":"A vision for advancing children’s rights education in classrooms and communities","authors":"C. Robinson","doi":"10.7577/hrer.4498","DOIUrl":"https://doi.org/10.7577/hrer.4498","url":null,"abstract":"Children’s rights in diverse classrooms: Pedagogy, principles and practice starts from a seemingly simple question: what implications follow for teaching in schools if our starting point is that children are rights holders and teachers are duty bearers? The book addresses this question through exploring different approaches to teaching and learning about children’s rights in different countries. In doing so, Jerome and Starkey present a vision for what focused children’s rights education (CRE) might look like and provide scholarly insights into the tensions and challenges that emerge when working to develop practices aimed at advancing CRE in schools.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124807573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"A matrix for assessing mutual impacts of human rights education and religious education","authors":"Jasmine Suhner","doi":"10.7577/hrer.4480","DOIUrl":"https://doi.org/10.7577/hrer.4480","url":null,"abstract":"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.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125844825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The book examines childhood cultures and children’s rights in action towards sustainability. It begins by critically addressing the debate on ‘ideals espoused’ in the United Nations Convention on the Rights of the Child (CRC) in the context of the shocking reality of the everyday suffering of millions of children caused by ‘political calculation’. This uncomfortable paradox continues to be examined through the introductory and second chapters, which argue for a reconceptualisation of the child that reflects cultural diversity and ‘an entirely new range of childhood experiences’ in the modern world (p. 2). This overarching theme is shared by all contributors; to understand children is to also understand the complex contexts in which they live. Equally important is the necessity to position the child as both a ‘being’ and a ‘becoming’, in order to increase his/her agency and authentic enjoyment of rights. The collection mounts a considerable challenge to the idea that rights are universal solutions. It is rather through transformative transdisciplinary research that recognises the ambivalences in childhood cultures, underpinned by respect for children’s expertise regarding their own lives that would more effectively correlate with choices that are in their individual best interests.
{"title":"Nordic reflections on child rights and childhood: realising sustainability?","authors":"Muireann Ranta","doi":"10.7577/hrer.4538","DOIUrl":"https://doi.org/10.7577/hrer.4538","url":null,"abstract":"The book examines childhood cultures and children’s rights in action towards sustainability. It begins by critically addressing the debate on ‘ideals espoused’ in the United Nations Convention on the Rights of the Child (CRC) in the context of the shocking reality of the everyday suffering of millions of children caused by ‘political calculation’. This uncomfortable paradox continues to be examined through the introductory and second chapters, which argue for a reconceptualisation of the child that reflects cultural diversity and ‘an entirely new range of childhood experiences’ in the modern world (p. 2). This overarching theme is shared by all contributors; to understand children is to also understand the complex contexts in which they live. Equally important is the necessity to position the child as both a ‘being’ and a ‘becoming’, in order to increase his/her agency and authentic enjoyment of rights. The collection mounts a considerable challenge to the idea that rights are universal solutions. It is rather through transformative transdisciplinary research that recognises the ambivalences in childhood cultures, underpinned by respect for children’s expertise regarding their own lives that would more effectively correlate with choices that are in their individual best interests.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115271845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We are happy to present this special issue of Human Rights Education Review, which explores the intersections between human rights education (HRE) and religious education (RE). For the first time, the journal devotes an entire issue to bringing together two distinct fields of research, each with its own scholarly literature, in the hope of expanding HRE research. Most contributors to this issue are religious education scholars. RE researchers have for a long time engaged with human rights issues, and here they break new interdisciplinary ground by engaging explicitly with HRE in new ways. For HRE scholars, RE in public schools should be a highly interesting and relevant field of enquiry, one that raises a wide range of human rightsrelated questions in an educational setting.
{"title":"Exploring the intersections between human rights education and religious education","authors":"G. Skeie, Christian Stokke","doi":"10.7577/hrer.4727","DOIUrl":"https://doi.org/10.7577/hrer.4727","url":null,"abstract":"We are happy to present this special issue of Human Rights Education Review, which explores the intersections between human rights education (HRE) and religious education (RE). For the first time, the journal devotes an entire issue to bringing together two distinct fields of research, each with its own scholarly literature, in the hope of expanding HRE research. Most contributors to this issue are religious education scholars. RE researchers have for a long time engaged with human rights issues, and here they break new interdisciplinary ground by engaging explicitly with HRE in new ways. For HRE scholars, RE in public schools should be a highly interesting and relevant field of enquiry, one that raises a wide range of human rightsrelated questions in an educational setting.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130292983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：