How research into citizenship education at university might enable transformative human rights education

Piers Von Berg
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Abstract

This article presents a new research design for pedagogical research at university. The design demonstrates how personal and cultural citizenship education can be a form of transformative human rights education by nurturing citizens who challenge patterns of exclusion. It draws on shared traditions of citizenship and human rights education that have focused on lived experiences of injustice and uses spaces that mitigate prevailing power structures. These ideas have shaped a new pedagogical action research design that uses theories and practices of transformational learning, authentic reflection, and participatory theatre to stimulate ‘becomings’ in civic identity and agency. ‘Becoming’ is a form of dialogical knowledge arising from profound moments of empathy and solidarity. In these moments participants recognise the human dignity of excluded others and share experiences of injustice, which expands their sense of community and agency. The research design is a potential alternative to more market-driven global citizenship education at university.  
大学公民教育的研究如何能促进人权教育的变革
本文提出了一种新的高校教学研究的研究设计。该设计表明,通过培养挑战排斥模式的公民,个人和文化公民教育可以成为一种变革性人权教育形式。它借鉴了公民身份和人权教育的共同传统,这些传统侧重于不公正的生活经历,并利用了缓解现行权力结构的空间。这些想法形成了一种新的教学行动研究设计,它使用转型学习、真实反思和参与式戏剧的理论和实践来刺激公民身份和能动性的“转变”。“成为”是一种对话知识的形式,产生于深刻的同情和团结的时刻。在这些时刻,参与者认识到被排斥者的人性尊严,并分享不公正的经历,这扩大了他们的社区意识和能动性。这种研究设计是大学中更多以市场为导向的全球公民教育的潜在替代方案。
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