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Author: Cornelia Roux Publisher: Springer ISBN: 3319995677 Category : Law Languages : en Pages : 311
Book Description
This book adds impetus to the nexus between human rights, human rights education and material reality. The dissonance between these aspects is of growing concern for most human rights educators in various social contexts. The first part of the book opens up new discourses and presents new ontologies and epistemologies from scholars in human rights, human rights education and human rights literacies to critique and/or justify the understandings of human rights’ complex applications. Today’s rapidly changing social contexts and new languages attempting to understand ongoing dehumanization and violations, put enormous pressure on higher education, educators, individuals working in social sciences, policy makers and scholars engaged in curricula making.The second part demonstrates how global interactions between citizens from different countries with diverse understandings of human rights (from developed and developing democracies) question the link between human rights and it’s in(ex)clusive Western philosophies. Continuing inhumane actions around the globe reflect the failure of human rights law and human rights education in schools, higher education and society at large. The book shows that human rights education is no longer a blueprint for understanding human rights and its universal or contextual values presented for multicomplexial societies. The final chapters argue for new ontologies and epistemologies of human rights, human rights education and human rights literacies to open-up difficult conversations and to give space to dissonant and disruptive discourses. The many opportunities for human rights education and literacies lies in these conversations.
Author: Cornelia Roux Publisher: Springer ISBN: 3319995677 Category : Law Languages : en Pages : 311
Book Description
This book adds impetus to the nexus between human rights, human rights education and material reality. The dissonance between these aspects is of growing concern for most human rights educators in various social contexts. The first part of the book opens up new discourses and presents new ontologies and epistemologies from scholars in human rights, human rights education and human rights literacies to critique and/or justify the understandings of human rights’ complex applications. Today’s rapidly changing social contexts and new languages attempting to understand ongoing dehumanization and violations, put enormous pressure on higher education, educators, individuals working in social sciences, policy makers and scholars engaged in curricula making.The second part demonstrates how global interactions between citizens from different countries with diverse understandings of human rights (from developed and developing democracies) question the link between human rights and it’s in(ex)clusive Western philosophies. Continuing inhumane actions around the globe reflect the failure of human rights law and human rights education in schools, higher education and society at large. The book shows that human rights education is no longer a blueprint for understanding human rights and its universal or contextual values presented for multicomplexial societies. The final chapters argue for new ontologies and epistemologies of human rights, human rights education and human rights literacies to open-up difficult conversations and to give space to dissonant and disruptive discourses. The many opportunities for human rights education and literacies lies in these conversations.
Author: Taher, Mohamed Publisher: IGI Global ISBN: 1799883655 Category : Language Arts & Disciplines Languages : en Pages : 565
Book Description
In achieving civic engagement and social justice in smart cities, literacy programs are offered in the society by three essential information service providers: libraries, archives, and museums. Although the library and museum services are documented in literature, there is little evidence of community-led library or museum services that make a full circle in understanding community-library, community-archive, and community-museum relationships. The Handbook of Research on the Role of Libraries, Archives, and Museums in Achieving Civic Engagement and Social Justice in Smart Cities examines the application of tools and techniques in library and museum literacy in achieving civic engagement and social justice. It also introduces a new outlook in the services of libraries and museums. Covering topics such as countering fake news, human rights literacies, and outreach activities, this book is essential for community-based organizations, librarians, museum administrations, education leaders, information professionals, smart city design planners, digital tool developers, policymakers engaged in diversity, researchers, and academicians.
Author: Susan Roberta Katz Publisher: Springer ISBN: 1137471131 Category : Education Languages : en Pages : 251
Book Description
This book offers research-based models of exemplary practice for educators at all grade levels, from primary school to university, who want to integrate human rights education into their classrooms. It includes ten examples of projects that have been effectively implemented in classrooms: two from elementary school, two from middle school, three from high school, two from community college, and one from a university. Each model discusses the scope of the project, its rationale, students' response to the content and pedagogy, challenges or controversies that arose, and their resolution. Unique in integrating theory and practice and in addressing human rights issues with special relevance for communities of color in the US, this book provides indispensable guidance for those studying and teaching human rights.
Author: Zehlia Babaci-Wilhite Publisher: Springer ISBN: 9811328803 Category : Education Languages : en Pages : 251
Book Description
This book argues that integrating artistic contributions – with an emphasis on culture and language – can make Science, Technology, Engineering and Mathematics (STEM) subjects more accessible, and therefore promote creativity and innovation in teaching and learning at all levels of education. It provides tools and strategies for managing interdisciplinary learning and teaching based on successful collaborations between researchers, practitioners and artists in the fields of the Arts and STEM subjects. Based on contributions by educators, scientists, scholars, linguists and artists from around the globe, the book highlights how we can demonstrate teamwork and collaboration for innovation and creativity in STEAM subjects in the classroom and beyond. The book reflects the core of human rights education, using local languages and local knowledge through art as a tool for teaching human rights at school, and bringing to light questions on diversity, ecology, climate change, environmental issues, health and the future of human beings, as well as power relations between non-dominant (minorities) and dominant (the majority) groups in society.
Author: Rhea Estelle Lathan Publisher: ISBN: 9780814117880 Category : African Americans Languages : en Pages : 0
Book Description
Through a blend of African American cultural theory and literacy and rhetorical studies highlighting the intellectual and pedagogical traditions of African American people, Rhea Estelle Lathan argues that African Americans have literacy traditions that represent specific, culturally influenced ways of being in the world.
Author: N. Bernstein Tarrow Publisher: Elsevier ISBN: 1483295222 Category : Education Languages : en Pages : 261
Book Description
This book discusses the relationship between human rights and education. Education as a human right and education for human rights are currently the topics of considerable debate worldwide. In addition to their traditional role of transmitting knowledge and values, education systems are being pressed to respond to a new range of aspirations and to a wide variety of economic, political, social and cultural developments whose roots lie outside the education system. Human rights education is much wider than just teaching about human rights; it should lead to an understanding of, and sympathy for, the concepts of democracy, justice, equality, freedom, solidarity, peace, dignity, rights and responsibilities. Young people are guaranteed their right to education, and education systems should equip them with the knowledge, skills and attitudes they will need if they are to take an active part in the operation of democratic institutions.
Author: Michalinos Zembylas Publisher: Springer Nature ISBN: 3030271986 Category : Education Languages : en Pages : 154
Book Description
This book engages with human rights and human rights education (HRE) in ways that offer opportunities for criticality and renewal. It takes up various ideas, from critical and decolonial theories to philosophers and intellectuals, to theorize the renewal of HRE as Critical Human Rights Education. The point of departure is that the acceptable “truths” of human rights are seldom critically examined, and productive interpretations for understanding and acting in a world that is soaked in the violations these rights try to address, cannot emerge. The book cultivates a critical view of human rights in education and beyond, and revisits receivable categories of human rights to advance social-justice-oriented educational praxes. It focuses on the ways that issues of human rights, philosophy, and education come together, and how a critical project of their entanglements creates openings for rethinking human rights education (HRE) both theoretically and in praxis. Given the persistence of issues of human rights worldwide, this book will be useful to researchers and educators across disciplines and in numerous parts of the world.
Author: Monisha Bajaj Publisher: University of Pennsylvania Press ISBN: 0812293894 Category : Political Science Languages : en Pages : 368
Book Description
Over the past seven decades, human rights education has blossomed into a global movement. A field of scholarship that utilizes teaching and learning processes, human rights education addresses basic rights and broadens the respect for the dignity and freedom of all peoples. Since the founding of the United Nations and the adoption of the Universal Declaration of Human Rights in 1948, human rights education has worked toward ensuring that schools and non-formal educational spaces become sites of promise and equity. Bringing together the voices of leaders and researchers deeply engaged in understanding the politics and possibilities of human rights education as a field of inquiry, Monisha Bajaj's Human Rights Education shapes our understanding of the practices and processes of the discipline and demonstrates the ways in which it has evolved into a meaningful constellation of scholarship, policy, curricular reform, and pedagogy. Contributions by pioneers in the field, as well as emerging scholars, constitute this foundational textbook, which charts the field's rise, outlines its conceptual frameworks and models, and offers case studies from Africa, Asia, Latin America, Europe, the Middle East, and the United States. The volume analyzes how human rights education has been locally tailored to diverse contexts and looks at the tensions and triumphs of such efforts. Historicizing human rights education while offering concrete grounding for those who seek entry into this dynamic field of scholarship and practice, Human Rights Education is essential reading for students, educators, researchers, advocates, activists, practitioners, and policy makers. Contributors: Monisha Bajaj, Ben Cislaghi, Nancy Flowers, Melissa Leigh Gibson, Diane Gillespie, Carl A. Grant, Tracey Holland, Megan Jensen, Peter G. Kirchschlaeger, Gerald Mackie, J. Paul Martin, Sam Mejias, Chrissie Monaghan, Audrey Osler, Oren Pizmony-Levy, Susan Garnett Russell, Carol Anne Spreen, David Suárez, Felisa Tibbitts, Rachel Wahl, Chalank Yahya, Michalinos Zembylas.
Author: Crystal Parikh Publisher: U of Minnesota Press ISBN: 1452954674 Category : Literary Criticism Languages : en Pages : 469
Book Description
The legal texts and aspirational ideals of human rights are usually understood and applied in a global context with little bearing on the legal discourse, domestic political struggles, or social justice concerns within the United States. In Writing Human Rights, Crystal Parikh uses the international human rights regime to read works by contemporary American writers of color—Toni Morrison, Chang-rae Lee, Ana Castillo, Aimee Phan, and others—to explore the conditions under which new norms, more capacious formulations of rights, and alternative kinds of political communities emerge. Parikh contends that unlike humanitarianism, which views its objects as victims, human rights provide avenues for the creation of political subjects. Pairing the ethical deliberations in such works as Beloved and A Gesture Life with human rights texts like the United Nations Convention Against Torture, she considers why principles articulated as rights in international conventions and treaties—such as the right to self-determination or the right to family—are too often disregarded at home. Human rights concepts instead provide writers of color with a deeply meaningful method for political and moral imagining in their literature. Affiliating transnational works of American literature with decolonization, socialist, and other political struggles in the global south, this book illuminates a human rights critique of idealized American rights and freedoms that have been globalized in the twenty-first century. In the absence of domestic human rights enforcement, these literatures provide a considerable repository for those ways of life and subjects of rights made otherwise impossible in the present antidemocratic moment.
Author: Agneta Lind Publisher: United Nations Educational, Scientific & Cultural Organization ISBN: Category : Business & Economics Languages : en Pages : 156
Book Description
Literacy is a human and democratic right and a basic learning need; it is critical in achieving the EFA and the Millennium Development Goals. The crucial question is how can we create literate societies in a world where, in some places, education is only accessible to the rich? This publication reviews the meanings of literacy and related concepts within the context of lifelong learning. It analyses policies and strategies required to improve national literacy rates and develop adult literacy programmes (including youths aged 15 and above).The author demonstrates that a combination of factors has contributed to slowing the progress in meeting national and international literacy commitments. Lessons learned over the past decades show that to achieve universal literacy, there is a need for further investment, greater political will, sustainable institutional approaches, and a more creative and holistic methodology.
Author: Cornelia Roux
Author: Cornelia Roux
Author: Taher, Mohamed
Author: Susan Roberta Katz
Author: Zehlia Babaci-Wilhite
Author: Rhea Estelle Lathan
Author: N. Bernstein Tarrow
Author: Michalinos Zembylas
Author: Monisha Bajaj
Author: Crystal Parikh
Author: Agneta Lind