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.
{"title":"Human rights education as a framework for transmitting religion as cultural heritage","authors":"Eva Lindhardt","doi":"10.7577/hrer.4452","DOIUrl":"https://doi.org/10.7577/hrer.4452","url":null,"abstract":"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.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"24 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":"115515042","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 article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. More precisely, it focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspectives is presented as part of the diversity competence which pupils are supposed to acquire. Based on a critical analysis of governmental documents dealing with education it is argued that the term ‘diversity’ as it is used in the fourth core element addresses Sámi perspectives in a way that may induce readers to think of the Sámi as one of an increasing number of minorities in an originally Norwegian society. This implication, even if unintended, is highly problematic. It can be interpreted as a violation of both ILO 169, Article 31 and CRC, Article 29 (1), especially since the Sámi are a people indigenous to Norway.
{"title":"Indigeneity versus diversity","authors":"R. B. Eggen","doi":"10.7577/hrer.4466","DOIUrl":"https://doi.org/10.7577/hrer.4466","url":null,"abstract":"The article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. More precisely, it focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspectives is presented as part of the diversity competence which pupils are supposed to acquire. Based on a critical analysis of governmental documents dealing with education it is argued that the term ‘diversity’ as it is used in the fourth core element addresses Sámi perspectives in a way that may induce readers to think of the Sámi as one of an increasing number of minorities in an originally Norwegian society. This implication, even if unintended, is highly problematic. It can be interpreted as a violation of both ILO 169, Article 31 and CRC, Article 29 (1), especially since the Sámi are a people indigenous to Norway.","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":"129241749","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 paper argues that political compassion is a necessary disposition for engaging with human rights principles and combatting social injustices such as racial discrimination. Drawing from Martha Nussbaum’s theory of political emotions, the paper concentrates on the need to understand compassion as connected to cognition and practical reasoning. Moreover, the paper offers suggestions of how to educate towards political compassion in human rights education (HRE) through Nussbaum’s notion of narrative imagination. To capture the multiperspectival and partial dimensions of HRE, the paper further employs the work of critical HRE scholars and emphasises the importance of counter-narratives and reflective interpretation of narratives. Refined by critical considerations, Nussbaum’s work on compassion and narrative imagination provides a new and important perspective for understanding the relation between human rights, emotions and social justice in the context of contemporary HRE theory and practice.
{"title":"Developing political compassion through narrative imagination in human rights education","authors":"Iida Pyy","doi":"10.7577/hrer.4482","DOIUrl":"https://doi.org/10.7577/hrer.4482","url":null,"abstract":"This paper argues that political compassion is a necessary disposition for engaging with human rights principles and combatting social injustices such as racial discrimination. Drawing from Martha Nussbaum’s theory of political emotions, the paper concentrates on the need to understand compassion as connected to cognition and practical reasoning. Moreover, the paper offers suggestions of how to educate towards political compassion in human rights education (HRE) through Nussbaum’s notion of narrative imagination. To capture the multiperspectival and partial dimensions of HRE, the paper further employs the work of critical HRE scholars and emphasises the importance of counter-narratives and reflective interpretation of narratives. Refined by critical considerations, Nussbaum’s work on compassion and narrative imagination provides a new and important perspective for understanding the relation between human rights, emotions and social justice in the context of contemporary HRE theory and practice.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126374764","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}
{"title":"Diverse international perspectives on the value of human rights and human rights education","authors":"U. Maylor","doi":"10.7577/hrer.4585","DOIUrl":"https://doi.org/10.7577/hrer.4585","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"947 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133843136","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}
There is growing recognition and understanding about the active contributions older children can make within their civic space, but how children participate during their earliest years receives less attention. Young children’s community building in action provides a valuable and critically reflective perspective in this area, with a rich ethnographic study of the active role children, aged between 3 -5, play in shaping their worlds. The work is set within the contexts of an Aboriginal community in Australia and a Māori community in New Zealand.
{"title":"influence of the socio-cultural context on young children’s civic learning and action","authors":"Annabel Trapp","doi":"10.7577/hrer.4372","DOIUrl":"https://doi.org/10.7577/hrer.4372","url":null,"abstract":"There is growing recognition and understanding about the active contributions older children can make within their civic space, but how children participate during their earliest years receives less attention. Young children’s community building in action provides a valuable and critically reflective perspective in this area, with a rich ethnographic study of the active role children, aged between 3 -5, play in shaping their worlds. The work is set within the contexts of an Aboriginal community in Australia and a Māori community in New Zealand.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122834673","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 edited book offers ten contributions concerned with the interesting and imperative issue of concretising human rights and equality in education. The contributions involve analyses of specific challenges in jurisdictions such as Ireland, Kenya, South Africa, the United States (New York) and India, and include pedagogical explanations of the contexts of each case. The ten contributions are divided into four parts. Part I is concerned with the role of public and private actors in education. Part II is about balancing the right to freedom of religion and culture and the right to education. Part III covers gender equality in education. Part IV focuses on litigation for educational quality and equality.
{"title":"Important scholarship on the right to education and universality","authors":"Daniel Hedlund","doi":"10.7577/hrer.4536","DOIUrl":"https://doi.org/10.7577/hrer.4536","url":null,"abstract":"This edited book offers ten contributions concerned with the interesting and imperative issue of concretising human rights and equality in education. The contributions involve analyses of specific challenges in jurisdictions such as Ireland, Kenya, South Africa, the United States (New York) and India, and include pedagogical explanations of the contexts of each case. The ten contributions are divided into four parts. Part I is concerned with the role of public and private actors in education. Part II is about balancing the right to freedom of religion and culture and the right to education. Part III covers gender equality in education. Part IV focuses on litigation for educational quality and equality.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133721213","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}
Many have been inspired by the work of human rights education advocate and activist Shulamith Koenig. All who encountered her recall her passion, whether or not they agreed with her approach. Below Human Rights Education Review includes an obituary written by respected human rights educator Nancy Flowers.
{"title":"Shulamith Koenig 1930-2021","authors":"Nancy Flowers","doi":"10.7577/hrer.4594","DOIUrl":"https://doi.org/10.7577/hrer.4594","url":null,"abstract":"Many have been inspired by the work of human rights education advocate and activist Shulamith Koenig. All who encountered her recall her passion, whether or not they agreed with her approach. Below Human Rights Education Review includes an obituary written by respected human rights educator Nancy Flowers. ","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124691038","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}
N. Choleva, Antonis Lenakakis, Myrto Pigkou-Repousi
This paper supports the contention that the methodologies of human rights education and educational drama share a common ground and that that the three fundamental dimensions of human rights education (HRE) (learning about, through and for human rights) can be addressed through drama. Our quantitative research is focused on an educational drama workshop for in-service teachers that dealt with human rights and refugees. The data was collected through questionnaires and analysed with reference to six hypotheses. These hypotheses were about how highly motivated teachers assessed their knowledge of human rights and their readiness for teaching human rights by using educational drama methodologies. The data showed statistically significant increase on all of the above hypotheses after the teachers had been trained. Their levels of readiness were also found to be significantly higher after the end of the school year. This indicates that the drama training had an impact on teachers’ human rights education.
{"title":"Communicating vessels: drama and human rights education in in-service teacher training","authors":"N. Choleva, Antonis Lenakakis, Myrto Pigkou-Repousi","doi":"10.7577/hrer.4186","DOIUrl":"https://doi.org/10.7577/hrer.4186","url":null,"abstract":"This paper supports the contention that the methodologies of human rights education and educational drama share a common ground and that that the three fundamental dimensions of human rights education (HRE) (learning about, through and for human rights) can be addressed through drama. Our quantitative research is focused on an educational drama workshop for in-service teachers that dealt with human rights and refugees. The data was collected through questionnaires and analysed with reference to six hypotheses. These hypotheses were about how highly motivated teachers assessed their knowledge of human rights and their readiness for teaching human rights by using educational drama methodologies. The data showed statistically significant increase on all of the above hypotheses after the teachers had been trained. Their levels of readiness were also found to be significantly higher after the end of the school year. This indicates that the drama training had an impact on teachers’ human rights education.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122881847","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 development takes place alongside other initiatives. In cooperation with the World Educational Research Association (WERA) International Research Network on Human Rights Education, this summer HRER launched a dedicated YouTube channel that shares recordings of the WERA/HRER webinars that have taken place throughout the past year. Our YouTube channel also features an invited international symposium on HRE at the 2021 WERA Virtual Focal Meeting hosted in Santiago de Compostela, Spain with contributions from Japan and Europe that include presentations from members of the HRER Editorial Team and International Editorial Advisory Board. We are grateful to the many volunteers who have given us both practical support and expert advice, and to Line Jenssen, HRER Managing Editor, for the work they have put into this initiative. We invite readers to take a look and subscribe at: https://www.youtube.com/channel/UCSVmqibUYD77i2wjWIVvvxw
{"title":"Theorising and contextualising human rights education","authors":"A. Osler, Christian Stokke","doi":"10.7577/hrer.4606","DOIUrl":"https://doi.org/10.7577/hrer.4606","url":null,"abstract":"This development takes place alongside other initiatives. In cooperation with the World Educational Research Association (WERA) International Research Network on Human Rights Education, this summer HRER launched a dedicated YouTube channel that shares recordings of the WERA/HRER webinars that have taken place throughout the past year. Our YouTube channel also features an invited international symposium on HRE at the 2021 WERA Virtual Focal Meeting hosted in Santiago de Compostela, Spain with contributions from Japan and Europe that include presentations from members of the HRER Editorial Team and International Editorial Advisory Board. We are grateful to the many volunteers who have given us both practical support and expert advice, and to Line Jenssen, HRER Managing Editor, for the work they have put into this initiative. We invite readers to take a look and subscribe at: https://www.youtube.com/channel/UCSVmqibUYD77i2wjWIVvvxw","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133100792","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}
Epistemic injustice in human rights education (HRE) can be found in a colonial historical trajectory of human rights that rests on accounts of western agency only. Such narratives overshadow the legacy of Indian and Pakistani freedom fighters and Latin American feminists who negotiated human rights against colonial, patriarchal and racist discourses after the Second World War. Without their contribution a United Nations (UN) rights concept risked being limited to a western trajectory of the ‘Rights of Man’ that represents a monistic universalism. The paper revisits the history of the United Nations, unearthing historical counternarratives of what a pluralistic universalism of human rights means by adding knowledge about postcolonial feminist subjects who spoke of a positive conception that could reduce injustice.
{"title":"Revisiting the past: human rights education and epistemic justice","authors":"Rebecca Adami","doi":"10.7577/hrer.4486","DOIUrl":"https://doi.org/10.7577/hrer.4486","url":null,"abstract":"Epistemic injustice in human rights education (HRE) can be found in a colonial historical trajectory of human rights that rests on accounts of western agency only. Such narratives overshadow the legacy of Indian and Pakistani freedom fighters and Latin American feminists who negotiated human rights against colonial, patriarchal and racist discourses after the Second World War. Without their contribution a United Nations (UN) rights concept risked being limited to a western trajectory of the ‘Rights of Man’ that represents a monistic universalism. The paper revisits the history of the United Nations, unearthing historical counternarratives of what a pluralistic universalism of human rights means by adding knowledge about postcolonial feminist subjects who spoke of a positive conception that could reduce injustice.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124808906","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}
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