教师在挑战性环境中实现人权的作用

Dikeledi Emily, Mogorosi, Annamagriet de Wet
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引用次数: 0

摘要

促进和保护人权是一个关键问题,特别是在南非乡镇教室这样的情况下,那里面临着独特的挑战,使教师难以履行这方面的责任。因此,有必要为教师提供适当的知识和培训,使他们能够有效地发挥作用。本文的目的是报告一项研究,探讨教师在促进和保护乡镇课堂人权方面的作用。这项研究借鉴了人权素养、人权教育和法律素养领域的理论概念,对教师在课堂上实现人权方面发挥的作用进行了概念化。本研究采用叙事探究形式的定性研究设计,有目的地选择29名在南非一个乡镇具有挑战性的学校环境中工作的乡镇教师。与会者被要求书面叙述他们在课堂上实现人权的积极和消极经历、机会和障碍。数据显示了六个主要主题,包括支持、安全、纪律、资源和恢复力。调查结果显示,教师缺乏教育部和家长的支持,他们难以接受学生的行为。这种支持的缺乏和他们在课堂上面临的挑战促使教师采取禁止措施来控制不守规矩的学生。此外,研究发现,教师在学校感到不安全,他们依靠神的干预来有效地履行他们的角色。该文件最后提出了可帮助教师有效履行其在实现人权方面的作用的实际指导方针。指导方针的重点是对教师进行充分培训和支持的必要性,以及创造安全和支持性学习环境的重要性。这项研究强调了在乡镇教室促进人权的重要性,以及教师必须具备必要的技能和知识,以有效地履行其职责。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
TEACHERS’ ROLES IN REALISING HUMAN RIGHTS IN CHALLENGING CONTEXTS
The promotion and protection of human rights is a critical issue, particularly in contexts such as South Africa’s township classrooms where there are unique challenges that make it difficult for teachers to fulfil their responsibilities in this regard. Therefore, there is a need to equip teachers with the appropriate knowledge and training to enable them to carry out their roles effectively. The purpose of this paper is to report on a study that explored the role of teachers in promoting and protecting human rights in township classrooms. The study drew on theoretical concepts in the domains of human rights literacy, human rights education, and legal literacy to conceptualize the roles that teachers play in the realization of human rights in the classroom. The research was conducted using a qualitative research design in the form of narrative inquiry, with 29 purposively selected township teachers who work in challenging school contexts in a South African township. Participants were asked to provide written narratives of their positive and negative experiences, opportunities and barriers related to realizing human rights in their classrooms. Six main themes emerged from the data, including support, safety, discipline, resources, and resilience. The findings revealed that teachers lack support from the Ministry of Education and parents, and they struggle with unacceptable student behaviour. This lack of support and the challenges they face in their classrooms drive teachers towards prohibited measures to control unruly students. Additionally, the study found that teachers feel unsafe in schools and that they rely on divine intervention to perform their roles effectively. The paper concludes with practical guidelines that can assist teachers in effectively fulfilling their role in the realization of human rights. The guidelines focus on the need for adequate training and support for teachers, as well as the importance of creating a safe and supportive learning environment. The study highlights the importance of promoting human rights in township classrooms and the need for teachers to be equipped with the necessary skills and knowledge to fulfil their roles effectively.
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