Design-based development of educative curriculum material for deliberative human rights education

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Curriculum Studies Pub Date : 2023-06-14 DOI:10.1080/00220272.2023.2223247

Valentina Guzmán, Antonia Larrain, C. Álvarez, Ivette Fernández, David Herrera Araya, Camila Urrutia

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引用次数: 0

Abstract

ABSTRACT Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education about, through, and for human rights. We argue that a situated deliberative pedagogy can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a design-based research (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material’s structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: about, through, and for HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed.

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基于设计的审议性人权教育课程材料开发

人权教育(HRE)是一个紧迫的历史和全球公认的社会挑战。然而，教育领域的实证研究和理论研究都没有充分解决这一问题。根据《联合国人权教育和培训宣言》(UNDHRET)，人们普遍认为人力资源教育应包括关于人权、通过人权和为了人权的教育。我们认为，一种情境式的商议教学法可以为人力资源教育提供这三个维度。然而，这对教师和学生来说并非没有挑战。应对这些挑战并支持这种教学创新的一种方法是设计支持教师的课程材料。为此，我们进行了一项基于设计的研究(DBR)，旨在参与式设计人权审议教育的教育课程材料。四名教师参与了两个阶段的研究。两位参与改进教材的结构及其争议，另外两位参与与他们的11年级和12年级学生讨论有关教材在学校实施的困境和活动。结果显示，参与式教育课程材料设计为整体人力资源:关于，通过，并为人力资源。讨论了与高等教育审议性课程相关的设计过程的含义和问题。

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来源期刊

Journal of Curriculum Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

4.80%

发文量

审稿时长

24 weeks

期刊介绍： Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations. The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability. Journal of Curriculum Studies does not subscribe to any particular methodology or theory. As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.