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The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education 法律和法律知识对变革性人权教育的作用:处理正规教育中侵犯儿童权利的问题
Human Rights Education Review Pub Date : 2018-09-17 DOI: 10.7577/HRER.2560
L. Lundy, G. Sainz
{"title":"The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education","authors":"L. Lundy, G. Sainz","doi":"10.7577/HRER.2560","DOIUrl":"https://doi.org/10.7577/HRER.2560","url":null,"abstract":"Human Rights Education (HRE) emphasises the significance of children learning about, through and for human rights through their lived experiences. Such experiential learning, however, is often limited to instances of enjoyment of rights and disregards experiences of injustice, exclusion or discrimination.  By neglecting the ‘negative’ experiences, including breaches of their human rights, HRE fails in one of its fundamental aims: empowering individuals to exercise their rights and to respect and uphold the rights of others.  Drawing on a range of legal sources, this article identifies a number of violations of the human rights of children in schools, categorised under five themes: access to school; the curriculum; testing and assessment; discipline; and respect for children’s views. It argues that for HRE to achieve its core purpose, it must enable children to identify and challenge breaches of rights in school and elsewhere. To do so, knowledge of law, both domestic and international, has a fundamental role to play.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126882693","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}
引用次数: 36
New research-based insights for human rights education 基于研究的人权教育新见解
Human Rights Education Review Pub Date : 2018-09-17 DOI: 10.7577/HRER.2872
Mei Tang
{"title":"New research-based insights for human rights education","authors":"Mei Tang","doi":"10.7577/HRER.2872","DOIUrl":"https://doi.org/10.7577/HRER.2872","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125994765","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}
引用次数: 0
A model linking history education and human rights education 历史教育与人权教育相结合的模式
Human Rights Education Review Pub Date : 2018-08-20 DOI: 10.7577/HRER.2795
P. Bracey
{"title":"A model linking history education and human rights education","authors":"P. Bracey","doi":"10.7577/HRER.2795","DOIUrl":"https://doi.org/10.7577/HRER.2795","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122478721","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}
引用次数: 0
Whose rights are they? Social justice, HRE discourse, and the politics of knowledge 他们的权利是谁的?社会正义、人力资源话语和知识政治
Human Rights Education Review Pub Date : 2018-06-25 DOI: 10.7577/HRER.2495
Matthew J. Hayden, P. Lange
{"title":"Whose rights are they? Social justice, HRE discourse, and the politics of knowledge","authors":"Matthew J. Hayden, P. Lange","doi":"10.7577/HRER.2495","DOIUrl":"https://doi.org/10.7577/HRER.2495","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126169792","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}
引用次数: 0
Human rights education: a vehicle for negotiating the challenges posed by global migration? 人权教育:谈判应对全球移民挑战的工具?
Human Rights Education Review Pub Date : 2018-06-25 DOI: 10.7577/HRER.2498
S. Egan
{"title":"Human rights education: a vehicle for negotiating the challenges posed by global migration?","authors":"S. Egan","doi":"10.7577/HRER.2498","DOIUrl":"https://doi.org/10.7577/HRER.2498","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122704721","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}
引用次数: 0
Addressing religion and human rights 处理宗教和人权问题
Human Rights Education Review Pub Date : 2018-06-25 DOI: 10.7577/HRER.2565
Lena Lybæk
{"title":"Addressing religion and human rights","authors":"Lena Lybæk","doi":"10.7577/HRER.2565","DOIUrl":"https://doi.org/10.7577/HRER.2565","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127411050","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}
引用次数: 0
Human rights education’s curriculum problem 人权教育的课程设置问题
Human Rights Education Review Pub Date : 2018-06-25 DOI: 10.7577/HRER.2450
W. Parker
{"title":"Human rights education’s curriculum problem","authors":"W. Parker","doi":"10.7577/HRER.2450","DOIUrl":"https://doi.org/10.7577/HRER.2450","url":null,"abstract":"Employing a theoretical perspective from the critical sociology of education, this article identifies a curriculum problem in human rights education (HRE) in schools and suggests strategies to solve it. The main problem is HRE’s lack of an episteme—a disciplinary structure created in specialist communities—and, related to this, the flight of scholars from the field of curriculum practice, redefining it away from subject matter. A more robust HRE in schools will require not only advocacy but a curriculum, one that teachers can adapt to local needs, constraints, and students. Knowledge matters. If knowledge work of this sort is missing from HRE then it is difficult to claim that HRE has a social justice mission.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126494560","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}
引用次数: 31
Human rights education: a project for our common future 人权教育:我们共同未来的项目
Human Rights Education Review Pub Date : 2018-06-25 DOI: 10.7577/HRER.2805
A. Osler
{"title":"Human rights education: a project for our common future","authors":"A. Osler","doi":"10.7577/HRER.2805","DOIUrl":"https://doi.org/10.7577/HRER.2805","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122665433","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}
引用次数: 3
Rights education and children’s collective self-advocacy through public interest litigation 通过公益诉讼进行权利教育和儿童集体自我倡导
Human Rights Education Review Pub Date : 2018-06-23 DOI: 10.7577/HRER.2691
Sonja C. Grover
{"title":"Rights education and children’s collective self-advocacy through public interest litigation","authors":"Sonja C. Grover","doi":"10.7577/HRER.2691","DOIUrl":"https://doi.org/10.7577/HRER.2691","url":null,"abstract":"If human rights education of schoolchildren addresses advocacy at all, it is mostly or exclusively in terms of civic participation, which perhaps includes civil protest. This approach implicitly discourages young people from considering engaging with the courts as an additional or alternative vehicle in seeking a remedy for violations of their fundamental human rights. Human rights education is incomplete when it fails to address the child’s right to legal standing in the effort to seek justice; for instance, as part of a child collective that is significantly adversely and directly impacted by particular government actions. Exemplars of children acquiring legal standing and pursuing their rights through the courts can serve as a useful educational tool in raising awareness of the potential for child public interest advocacy through the courts. One such exemplar, the youth-led class action environmental protection case Juliana et al. v the United States et al., is discussed.  ","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126359156","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}
引用次数: 3
Children’s rights, participatory research and the co-construction of national belonging 儿童权利、参与性研究与民族归属感的共建
Human Rights Education Review Pub Date : 2018-06-23 DOI: 10.7577/HRER.2610
M. Erdal, Mette Strømsø
{"title":"Children’s rights, participatory research and the co-construction of national belonging","authors":"M. Erdal, Mette Strømsø","doi":"10.7577/HRER.2610","DOIUrl":"https://doi.org/10.7577/HRER.2610","url":null,"abstract":"This article contributes to the debate on human rights education in diverse societies. It is concerned with the relationship between participation and the co-construction of national belonging. Our data consists of 289 pupil texts and 33 focus group discussions in 6 upper secondary schools in Norway. The role of the school in nation-building is well-known, often emphasizing policy documents or curricula. However, it is in the interaction between pupils and their teachers that the production and re-production of the nation occurs. Participatory exercises in our focus groups functioned as pedagogical interventions, helping pupils to reflect on how they understand, discuss and co-construct national belonging. We find that the potential for co-construction of national belonging, through pedagogical interventions, depends on who is acknowledged as a legitimate participant. Notwithstanding power hierarchies, it can be argued that group discussions are concrete ways to help young people in diverse classrooms co-construct national belonging.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"207 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123232074","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}
引用次数: 11
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