This paper tells stories from a higher education study abroad collaboration entitled Investigating Diversity, Human Rights and Civil Society in Japan and Australia. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals. We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination’ (Sharma), learners ‘become border crossers in order to understand otherness on its own terms’ (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness.
{"title":"Creating spaces for radical pedagogy in higher education","authors":"Lynda-ann Blanchard, Mike Nix","doi":"10.7577/hrer.3363","DOIUrl":"https://doi.org/10.7577/hrer.3363","url":null,"abstract":"This paper tells stories from a higher education study abroad collaboration entitled Investigating Diversity, Human Rights and Civil Society in Japan and Australia. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals. We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination’ (Sharma), learners ‘become border crossers in order to understand otherness on its own terms’ (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128621632","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":"Lost in translation? On vernacularisation and localisation of human rights","authors":"F. Elbers","doi":"10.7577/hrer.3548","DOIUrl":"https://doi.org/10.7577/hrer.3548","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122628030","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}
In Vietnam, academic freedom is not guaranteed. This is especially so in relation to politically sensitive subjects such as human rights. This paper discusses how human rights education (HRE) can develop in such contexts. The Government of Vietnam is a signatory to various UN treaties and, consistent with its obligations, has encouraged the development of specialist human rights degree programmes and the introduction of human rights content into other degree programmes. The paper considers government’s role in course approval processes, discussing how political sensitivities are addressed and state monitoring operates to restrict academic freedom. It finds that, subsequent to the Government of Vietnam ratifying international human rights treaties, there is a softening of the ideology that ‘human rights’ are an alien concept in a socialist state. The need for HRE and greater academic freedom are recognised, yet HRE is largely restricted to higher education institutions where its implementation is monitored.
{"title":"Opportunities and constraints on human rights education when academic freedom is not guaranteed: the case of Vietnam","authors":"H. Ngo","doi":"10.7577/hrer.3466","DOIUrl":"https://doi.org/10.7577/hrer.3466","url":null,"abstract":"In Vietnam, academic freedom is not guaranteed. This is especially so in relation to politically sensitive subjects such as human rights. This paper discusses how human rights education (HRE) can develop in such contexts. The Government of Vietnam is a signatory to various UN treaties and, consistent with its obligations, has encouraged the development of specialist human rights degree programmes and the introduction of human rights content into other degree programmes. The paper considers government’s role in course approval processes, discussing how political sensitivities are addressed and state monitoring operates to restrict academic freedom. It finds that, subsequent to the Government of Vietnam ratifying international human rights treaties, there is a softening of the ideology that ‘human rights’ are an alien concept in a socialist state. The need for HRE and greater academic freedom are recognised, yet HRE is largely restricted to higher education institutions where its implementation is monitored.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134309916","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 Convention on the Rights of the Child foregrounds the right to participate. Contributing to decision-making on matters concerning children’s lives is fundamental to rights education. This paper discusses ethical and methodological considerations of children’s rights-based epistemology, arguing that children are competent to reflect upon and exercise their participation rights. The present study explores 4/5-year-old children’s perspectives on play in an Australian early childhood education service. It aims to identify ethical spaces in research involving children. The findings address children’s participation choices; including conditional assent, dissent, and their influence on the research. These outcomes are important because a) little is known about the ways children choose to participate, and b) they raise questions about the realisation of children’s participation rights. This paper concludes by examining the implications for research that acknowledges children’s demonstration of their participation rights in physical, creative, and social-emotional spaces.
{"title":"‘I want to share this video with you today.’ Children’s participation rights in childhood research.","authors":"Carmen Huser","doi":"10.7577/hrer.3322","DOIUrl":"https://doi.org/10.7577/hrer.3322","url":null,"abstract":"The Convention on the Rights of the Child foregrounds the right to participate. Contributing to decision-making on matters concerning children’s lives is fundamental to rights education. This paper discusses ethical and methodological considerations of children’s rights-based epistemology, arguing that children are competent to reflect upon and exercise their participation rights. The present study explores 4/5-year-old children’s perspectives on play in an Australian early childhood education service. It aims to identify ethical spaces in research involving children. The findings address children’s participation choices; including conditional assent, dissent, and their influence on the research. These outcomes are important because a) little is known about the ways children choose to participate, and b) they raise questions about the realisation of children’s participation rights. This paper concludes by examining the implications for research that acknowledges children’s demonstration of their participation rights in physical, creative, and social-emotional spaces.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127166168","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":"Networking to promote and transform human rights education","authors":"A. Osler, B. Flatås, S. Ozdowski","doi":"10.7577/hrer.3570","DOIUrl":"https://doi.org/10.7577/hrer.3570","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129483332","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}
Human rights activists aim to create social and political change. This article analyses the factors which influence and motivate human rights activists in Australia to want to be a part of this movement. Human rights education is an important part of activism. The pedagogy about, through and for human rights education was used in this study to assess the processes that the activists engaged in prior to and through the experiences of their activism. The findings demonstrated that these human rights activists were motivated to be justice-oriented citizens by altruism, often through the influence of their families rather than their schooling. Some participants also experienced political socialisation through their families when they were children, which enabled them to have knowledge and agency as human rights activists. The study also found that belonging to a non-governmental organisation was an important part of maintaining the motivation of human rights activists.
{"title":"Human rights activism: factors which influence and motivate young adults in Australia","authors":"G. Hall","doi":"10.7577/hrer.3295","DOIUrl":"https://doi.org/10.7577/hrer.3295","url":null,"abstract":"Human rights activists aim to create social and political change. This article analyses the factors which influence and motivate human rights activists in Australia to want to be a part of this movement. Human rights education is an important part of activism. The pedagogy about, through and for human rights education was used in this study to assess the processes that the activists engaged in prior to and through the experiences of their activism. The findings demonstrated that these human rights activists were motivated to be justice-oriented citizens by altruism, often through the influence of their families rather than their schooling. Some participants also experienced political socialisation through their families when they were children, which enabled them to have knowledge and agency as human rights activists. The study also found that belonging to a non-governmental organisation was an important part of maintaining the motivation of human rights activists.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132849612","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":"Making women human: uncovering the contribution of women to the Universal Declaration of Human Rights","authors":"Lynsey Mitchell","doi":"10.7577/hrer.3407","DOIUrl":"https://doi.org/10.7577/hrer.3407","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126347593","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}
F. McGaughey, L. Hartley, Susan Banki, Paul Duffill, M. Stubbs, Philip C Orchard, S. Rice, Laurie Berg, Paghona Peggy Kerdo
Effectively addressing violations of human rights requires dealing with complex, multi-spatial problems involving actors at local, national and international levels. It also calls for a diverse range of inter-disciplinary skills. How can tertiary educators prepare students for such work? This study evaluates the coordinated implementation of human rights simulations at seven Australian universities. Based on quantitative and qualitative survey data from 252 students, we find they report that human rights simulation exercises develop their skills. In particular, students report that they feel better able to analyse and productively respond to human rights violations, and that they have a greater awareness of the inter-disciplinary skills required to do so. Overall, this study finds that simulations are a valid, scalable, classroom-based work integrated learning experience that can be adapted for students at undergraduate and postgraduate level, across a range of disciplines and in both face-to-face and online classes.
{"title":"‘Finally an academic approach that prepares you for the real world’: simulations for human rights skills development in higher education","authors":"F. McGaughey, L. Hartley, Susan Banki, Paul Duffill, M. Stubbs, Philip C Orchard, S. Rice, Laurie Berg, Paghona Peggy Kerdo","doi":"10.7577/hrer.3093","DOIUrl":"https://doi.org/10.7577/hrer.3093","url":null,"abstract":"Effectively addressing violations of human rights requires dealing with complex, multi-spatial problems involving actors at local, national and international levels. It also calls for a diverse range of inter-disciplinary skills. How can tertiary educators prepare students for such work? This study evaluates the coordinated implementation of human rights simulations at seven Australian universities. Based on quantitative and qualitative survey data from 252 students, we find they report that human rights simulation exercises develop their skills. In particular, students report that they feel better able to analyse and productively respond to human rights violations, and that they have a greater awareness of the inter-disciplinary skills required to do so. Overall, this study finds that simulations are a valid, scalable, classroom-based work integrated learning experience that can be adapted for students at undergraduate and postgraduate level, across a range of disciplines and in both face-to-face and online classes.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131412475","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":"Addressing the ‘why’, ‘what’ and ‘how’ of human rights education","authors":"A. Osler","doi":"10.7577/hrer.3506","DOIUrl":"https://doi.org/10.7577/hrer.3506","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125256863","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}
Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education. Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.
{"title":"‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms","authors":"Lotta Brantefors","doi":"10.7577/hrer.2832","DOIUrl":"https://doi.org/10.7577/hrer.2832","url":null,"abstract":"Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education. Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"413 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124418092","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：