Human Rights Education strives to empower learners to participate meaningfully in a democratic and sustainable society in which human rights are guaranteed for all. Foreign language education enables students to transcend borders, gives them an opportunity to share their views, ideas, and beliefs, and contributes to the development of critical thinking skills. It can thus endow students with a ‘voice’ to claim and defend their rights and learn to ‘speak truth to power’. This article explores if and how the intended foreign language curricula for lower secondary schools in Switzerland and Ukraine integrate human rights education. Drawing on the 2011 UN Declaration on Human Rights Education and Training as an analytical framework, the analysis reveals that ‘education for human rights’ is the best represented dimension in both contexts. Our results may serve as a springboard for exploring further opportunities to integrate human rights education and foreign language education.
{"title":"Learning how to speak truth to power – comparing Ukrainian and Swiss foreign language curricula","authors":"Stefanie Rinaldi, Olena Marina","doi":"10.7577/hrer.5272","DOIUrl":"https://doi.org/10.7577/hrer.5272","url":null,"abstract":"Human Rights Education strives to empower learners to participate meaningfully in a democratic and sustainable society in which human rights are guaranteed for all. Foreign language education enables students to transcend borders, gives them an opportunity to share their views, ideas, and beliefs, and contributes to the development of critical thinking skills. It can thus endow students with a ‘voice’ to claim and defend their rights and learn to ‘speak truth to power’. This article explores if and how the intended foreign language curricula for lower secondary schools in Switzerland and Ukraine integrate human rights education. Drawing on the 2011 UN Declaration on Human Rights Education and Training as an analytical framework, the analysis reveals that ‘education for human rights’ is the best represented dimension in both contexts. Our results may serve as a springboard for exploring further opportunities to integrate human rights education and foreign language education.","PeriodicalId":503764,"journal":{"name":"Human Rights Education Review","volume":"41 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842169","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}
Sue Gollifer, Hermína Gunnþórsdóttir, Renata Emilsson Pesková
As a signatory to the UN Convention on the Rights of the Child, which has been incorporated into domestic policy, Iceland has a legal obligation to respond to children’s linguistic human rights in schools. Increasing language diversity is addressed in both policy and practice, informed by the inclusive education principles that underpin the ideology of the Icelandic school system. A thematic analysis of the perspectives of four school principals and four directors of school support services, working in four different municipalities, reveals tensions between stakeholders’ understandings of children’s rights, school responses to diverse languages, and state accountability towards children’s linguistic human rights. Application of Tomaševski’s 4As framework (availability, accessibility, acceptability, adaptability) suggests the need for increased human rights education and funding for local rights-based initiatives and monitoring. The study contributes to policy and practice aimed at addressing language diversity as a human rights concern.
{"title":"‘We can do much more and better’: understanding gatekeepers’ perspectives on students’ linguistic human rights","authors":"Sue Gollifer, Hermína Gunnþórsdóttir, Renata Emilsson Pesková","doi":"10.7577/hrer.5306","DOIUrl":"https://doi.org/10.7577/hrer.5306","url":null,"abstract":"As a signatory to the UN Convention on the Rights of the Child, which has been incorporated into domestic policy, Iceland has a legal obligation to respond to children’s linguistic human rights in schools. Increasing language diversity is addressed in both policy and practice, informed by the inclusive education principles that underpin the ideology of the Icelandic school system. A thematic analysis of the perspectives of four school principals and four directors of school support services, working in four different municipalities, reveals tensions between stakeholders’ understandings of children’s rights, school responses to diverse languages, and state accountability towards children’s linguistic human rights. Application of Tomaševski’s 4As framework (availability, accessibility, acceptability, adaptability) suggests the need for increased human rights education and funding for local rights-based initiatives and monitoring. The study contributes to policy and practice aimed at addressing language diversity as a human rights concern.","PeriodicalId":503764,"journal":{"name":"Human Rights Education Review","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843283","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 explores how the concept of plurilingualism is positioned to act as an impetus for linguistic and cultural inclusion in human-rights-based language education. Drawing on frameworks foregrounding descriptors for plurilingualism and democratic citizenship, the paper employs discourse analysis and sorting techniques to identify and align strategies of linguistic and cultural inclusion found in multimodal plurilingual task artefacts collected from a multi-year, multi-site research partnership between a Canadian university and the Italian Ministry of Education. The findings reveal that the implementation of plurilingual tasks aligns with key elements of democratic, rights-based language education, including critical understanding of communication, openness to cultural otherness, cooperation skills, and the valuing of cultural diversity. The findings of this paper contribute to further understanding of the concept of plurilingualism and to empirically informed perspectives on pedagogies that support language rights as human rights in education.
{"title":"Supporting language rights: plurilingual pedagogies as an impetus for linguistic and cultural inclusion","authors":"Rebecca Schmor, E. Piccardo","doi":"10.7577/hrer.5282","DOIUrl":"https://doi.org/10.7577/hrer.5282","url":null,"abstract":"This paper explores how the concept of plurilingualism is positioned to act as an impetus for linguistic and cultural inclusion in human-rights-based language education. Drawing on frameworks foregrounding descriptors for plurilingualism and democratic citizenship, the paper employs discourse analysis and sorting techniques to identify and align strategies of linguistic and cultural inclusion found in multimodal plurilingual task artefacts collected from a multi-year, multi-site research partnership between a Canadian university and the Italian Ministry of Education. The findings reveal that the implementation of plurilingual tasks aligns with key elements of democratic, rights-based language education, including critical understanding of communication, openness to cultural otherness, cooperation skills, and the valuing of cultural diversity. The findings of this paper contribute to further understanding of the concept of plurilingualism and to empirically informed perspectives on pedagogies that support language rights as human rights in education.","PeriodicalId":503764,"journal":{"name":"Human Rights Education Review","volume":"71 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139844040","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":"Rethinking citizenship for modern society","authors":"Amit Puni","doi":"10.7577/hrer.5601","DOIUrl":"https://doi.org/10.7577/hrer.5601","url":null,"abstract":"","PeriodicalId":503764,"journal":{"name":"Human Rights Education Review","volume":"17 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782987","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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