scholarly journals Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education

2013 ◽  
Vol 15 (2) ◽  
pp. 40 ◽  
Author(s):  
Judith Marie Dunkerly
Keyword(s):  
Human Rights ◽  
Critical Literacy ◽  
Literacy Instruction ◽  
Cultural Theory ◽  
Critical Ethnography ◽  
Human Rights Education ◽  
The World ◽  
Teachers And Students ◽  
Children's Defense Fund ◽  
Cosmopolitan Education

The purpose of this critical ethnography (Madison, 2005; Noblit, Flores & Murrillo, 2004) was to investigate the experiences of teachers and students when literacy instruction was framed within human rights education. Informed by theories of cosmopolitan education (Beck, 2002; Beck & Szneider, 2010; Goldstein, 2007; Harper & Bean, 2009; Hull, 2010), critical socio-cultural theory (Moje & Lewis, 2007) and incorporating Freirean concepts of critical literacy and praxis, this study details the experiences of two servant leader interns (teachers) and sixteen scholars (students) participating in human rights education within the context of a Children’s Defense Fund Freedom School.

scholarly journals A EDH NA EDUCAÇÃO BÁSICA SEGUNDO O PMEDH E O PNEDH: DIREITO UNIVERSAL E PRÁTICA QUE RESGUARDA A DIVERSIDADE

2019 ◽  
Vol 24 (2) ◽  
pp. 315-337
Author(s):  
Cristiani Pereira de Morais Gonzalez ◽  
Maria Creusa De Araújo Borges
Keyword(s):  
Human Rights ◽  
Local Community ◽  
Basic Education ◽  
Educational Practice ◽  
Human Rights Education ◽  
Descriptive Research ◽  
Primary And Secondary Education ◽  
National Human ◽  
The World ◽  
The Right

A partir de uma pesquisa teórico-normativa e descritiva, busca-se descrever a Educação em Direitos Humanos (EDH) na educação básica, que está traçada na 1ª fase do Programa Mundial para Educação em Direitos Humanos (PMEDH) e no Plano Nacional de Educação em Direitos Humanos (PNEDH). Consoante o primeiro, a EDH na educação básica é direito de todas as crianças, e prática educativa que deve ser desenvolvida nos sistemas de ensino primário e secundário; e, segundo o último, ainda, na comunidade escolar em interação com a comunidade local. Constata-se que a concepção de EDH contida nesses documentos é permeada pelo elemento da universalidade, havendo resguardo da diversidade quanto à prática.  Based on a normative and descriptive research, the goal is to describe Human Rights Education (HRE) in basic education that is outlined in the first phase of the World Program for Human Rights Education (WPHRE) and in the National Human Rights Education Plan (NHREP). According to first, HRE in basic education is the right of all children and the educational practice that must be developed in primary and secondary education systems; and, according to latter, still in the interation between the school community and the local community. It is verified that the concept of HRE contained in these documents is permeated by universality, protecting the diversity in the practice.

NEW INITIATIVES OF UZBEKISTAN AT THE 76TH SESSION OF THE UN GENERAL ASSEMBLY

2021 ◽  
Vol 6 (9) ◽  
pp. 73-79
Author(s):  
Zakhro Jurayeva ◽  
Keyword(s):  
Human Rights ◽  
International Cooperation ◽  
Biological Diversity ◽  
Environmental Problems ◽  
Human Rights Education ◽  
Convention On Biological Diversity ◽  
General Assembly ◽  
The World ◽  
Global Problems ◽  
Un General Assembly

The article is devoted to the review and analysis of the initiatives of Uzbekistan, voiced at the 76th session of the UN General Assembly. The author notes that these initiatives will contribute to further strengthening the image of Uzbekistan in the world arena, as well as solving global problems. Initiatives put forward by Uzbekistan at the 76th session of the UN General Assembly are aimed at creating new platforms for discussing global problems, as well as opening new areas of cooperation in the region of Central and South Asia.Keywords:UN, international initiatives, international cooperation, environmental problems, World Environmental Charter, Convention on Biological Diversity, human rights education

scholarly journals The Global Movement for Human Rights Education

2015 ◽  
Vol 103 ◽  
pp. 5-16 ◽  
Author(s):  
Nancy Flowers
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Latin America ◽  
Middle East ◽  
International Perspective ◽  
The Philippines ◽  
Human Rights Education ◽  
The World ◽  
Global Movement ◽  
The Usa

An overview of the global movement for human rights education (HRE), its impetus, challenges, and contrasting developments in different regions of the world, focusing especially on Latin America, the Philippines, South Africa, the Middle East, and Europe. Seeks to put HRE in the USA into an international perspective, as well as to show the variety of goals that inspire HRE and how methodologies have evolved to meet specific regional and political cultures and needs.

scholarly journals ORGANISATIONAL AND LEGAL FRAMEWORK FOR THE UN’s ACTIVITY CONCERNING HUMAN RIGHTS EDUCATION

2020 ◽  
Keyword(s):  
Human Rights ◽  
General Education ◽  
Action Plan ◽  
Legal Framework ◽  
Quality Education ◽  
Human Rights Education ◽  
Right To Education ◽  
Rights Of The Child ◽  
The World ◽  
The Right

The article focuses on the foundation and development of the universal legal basis of human rights education, which is an essential part of general education as an integral part of human rights. The provisions of general international legal instruments guaranteeing the right to education are analysed, in particular: the Universal Declaration of Human Rights of 1948, the International Covenant on Economic, Social and Cultural Rights of 1966, the Convention on the Rights of the Child of 1989. Special attention is paid to the provisions of specialized acts on the regulation of education. In particular, the provisions of the Convention on the Elimination of Discrimination in Education of 1960, adopted by the UN Educational, Scientific and Cultural Organization (UNESCO), which defines the main components of the right to education, clarifies the term “discrimination” in the field of education, and state parties’ obligations to eliminate or prevent discrimination. The provisions of universal acts adopted within the World Conference on Human Rights, the World Education Forum are disclosed, in particular: the Vienna Declaration and the Action Plan, the World Declaration on Education for All and the basic framework for action to meet basic educational needs, the Dakar Framework for Action, education for everyone: fulfilling our collective commitments, the World Program in Education, the UN Declaration on Human Rights Education and Training, Education 2030 – Incheon Declaration – Towards inclusive and equitable quality education and lifelong learning for all and others. Emphasis is placed on the activity of the High Commissioner for Human Rights and his / her chairmanship (OHCHR) on the development of human rights education. The focus is on the practical component of UNESCO’s activity in this area. Programs that operate under the auspices of a specialized institution are characterized by: a program to prevent violent extremism through education, education about the Holocaust and genocide, the importance of language in education, the rule of law through education. It focuses on the functioning of the United Nations Relief and Works Agency (UNRWA), which aims to assist Palestinian refugees in providing access to quality education. Relevant conclusions are made.

scholarly journals „…wobec rozmiarów Zagłady świat doświadczył ogromnej winy…”. Debaty wokół nauczania o Holokauście

2017 ◽  
Vol 38 (2) ◽  
pp. 19-33
Author(s):  
Jolanta Ambrosewicz-Jacobs
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Strong Association ◽  
European Countries ◽  
Human Rights Education ◽  
Holocaust Education ◽  
Local Populations ◽  
The Holocaust ◽  
The World ◽  
Research And Education

„…THE WORLD FELT A HUGE GUILT OVER THE SCALE OF THE HOLOCAUST…”. DEBATES SURROUNDING THE TEACHING ABOUT THE HOLOCAUSTIn Europe a strong association with a sense of victimhood based on the memory of terror and murder in many cases creates conflicting approaches and generates obstacles to providing education about Jewish victims. Suppressed shame and tension together with conflicts related to insufficiently acknowledged victimhood of one’s own group intersect with political agreements on teaching about the Shoah such as the signing of the Stockholm Declaration and membership in the IHRA and other IGOs. The text presents selected challenges and the dynamics of education about the Holocaust and poses questions such as whether it is possible to identify clear concepts, strategies and good educational practices, whether there are links between education about the Holocaust, education against genocides and human rights education, and how education about the Holocaust relates to attitudes toward Jews? In many European countries disparities have grown between Holocaust research and education about the Holocaust. Empirical studies in the field of education reveal that there is a gap between research and education in some aspects of the way the Holocaust is presented, particularly with regard to the attitudes of local populations towards Jews during the Shoah. Nevertheless, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing.

Human Rights Education: Imaginative Possibilities for Creating Change

2015 ◽  
Vol 117 (10) ◽  
pp. 1-9
Author(s):  
Monisha Bajaj
Keyword(s):  
Human Rights ◽  
Social Inequalities ◽  
Indian Society ◽  
Human Rights Education ◽  
Structured Interviews ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Teachers And Students ◽  
Education In India

Background/Context Human rights education has proliferated in the past four decades and can be found in policy discussions, textbook reforms, and grassroots initiatives across the globe. This article specifically explores the role of creativity and imagination in human rights education (HRE) by focusing on a case study of one non-governmental (NGO) organization's program operating across India. Purpose/Objective This article argues that human rights education can and should be creative and innovative in its approaches to ensure access and sustainability of programs that seek to transform the learning experiences of marginalized students. Evidence from India contributes to the discussion of HRE by presenting teachers’ and students’ experiences with one particular human rights education program in India that incorporates an array of strategies to secure support and contextually-relevant curricula and pedagogy for poor children. Research questions that guided the larger study from which data are presented here included (a) How have differentiated motivations for, conceptualizations of, and initiatives towards HRE operated at the levels of policy, curriculum and pedagogy, and practice in India? (b) What impact has HRE had on Indian teachers and youth from diverse backgrounds who have participated in one NGO program? Research Design The larger study from which the data are drawn is a vertical case study utilizing primarily qualitative methods. Participants in the larger study included 118 human rights education teachers, 625 students, 80 staff and policy makers of human rights education, and 8 parents. Observations of teacher trainings included hundreds more participants. The majority of student respondents came from ‘tribal’ (indigenous) or Dalit (previously called “untouchable”) communities, both comprising the most marginalized sections of Indian society. Design and Methods This study was primarily qualitative and was carried out from August 2008 to August 2010 (13 months of fieldwork during that period). Semi-structured interviews were carried out with 118 teachers, 25 students, 8 parents, and 80 staff and officials of human rights education in India. 59 focus groups were carried out with an additional 600 students. Observations were also carried out of teacher trainings in human rights and human rights camps for students. Follow up data were collected on subsequent, but shorter, field visits from 2011-2013. Conclusions/Recommendations The study found the following: (a) Human rights education that is creative, contextualized, and engaging offers a meaningful opportunity for educators, families and students to critique and interrogate social inequalities. (b) Non-governmental organizations can provide a unique perspective on human rights education by drawing on diverse creative approaches if they are able to engage effectively with students, communities, educators and schools. (c) Research on human rights education must attend to how local communities, activists, artists and educators make meaning of normative frameworks (like human rights) in order to understand how creativity, imagination and innovation are engaged and ‘indigenized’ in productive and transformative ways. Further attention to creativity and imagination in human rights education can illuminate how HRE influences—and is mediated by—existing community realities and societal structures. I started learning about human rights in class six. I first thought they are giving us more of a burden with yet another subject and more books. But the teachers were so different after they started teaching human rights: human rights teachers talk nicely to us, they don't scold and beat us. They encouraged us to try new things and cultivate different talents like dance, poetry, drama, singing, and everything. Other subject teachers would just teach their subjects and they beat us also. They put the pressure of other people on us. But the human rights teachers release us from that. Through this course, I started writing poems about women's rights and children's issues and my human rights teacher encouraged me to send it to the newspaper when I was in class eight. They liked it and even published it! I had never ever thought something like that would happen. My grandmother can't read–she is a sweeper in someone's home–but I showed it to her in the newspaper and she was so happy. I kept writing poems and made a collection of 125 of them. My teacher encouraged me to put them together in a book and she raised money from teachers and got the publisher to give us a discounted rate. They are putting all the proceeds of the book sales in a bank account under my name so that I can go to college. I can't imagine what my life would be if this human rights class would not have been there. When I grow up, I would like to do a lot more in the field of human rights. —Fatima, 16-year-old human rights student in India1

Human rights education and the plight of vulnerable groups with specific reference to people with albinism in Tanzania

2020 ◽  
Vol 20 (2-3) ◽  
pp. 137-155
Author(s):  
John Cantius Mubangizi ◽  
Ines Kajiru
Keyword(s):  
Human Rights ◽  
Legal Framework ◽  
Sub Saharan Africa ◽  
Vulnerable Groups ◽  
Human Rights Education ◽  
Specific Reference ◽  
Human Beings ◽  
High Prevalence ◽  
The World ◽  
Sub Saharan

Although all human beings are vulnerable, some are more vulnerable than others, for example, people with albinism. Similarly, although albinism occurs in all parts of the world, it is more prevalent in some societies than in others. For example, Tanzania, in common with other countries in sub-Saharan Africa, has a high prevalence of albinism. Apart from being subjected to blatant discrimination and abuse, people with albinism suffer atrocious attacks sometimes resulting in death. This paper explores the nature and extent of discrimination and human rights violations of people with albinism in Tanzania in the context of the relevant legal framework available for their protection. Using people with albinism in Tanzania as a proxy, the paper argues that there is a need for human rights education not only to empower vulnerable people to defend and protect their rights but also to sensitize societies to respect and not violate the rights of such people. The paper concludes with several recommendations that apply to people with albinism in Tanzania as much as they would apply to any vulnerable group anywhere else in the world.

scholarly journals Saberes populares e indígenas e suas lutas afirmativas: uma perspectiva de Educação em Direitos Humanos

2018 ◽  
Vol 4 (7) ◽  
pp. 22
Author(s):  
Everaldo FERNANDES ◽  
Celma TAVARES
Keyword(s):  
Human Rights ◽  
Indigenous Knowledge ◽  
Paulo Freire ◽  
Human Rights Education ◽  
Traditional Values ◽  
The South ◽  
The People ◽  
Political Perspective ◽  
The World

O presente estudo objetiva estabelecer um diálogo aproximativo entre a epistemologia dos saberes populares, os saberes tradicionais indígenas e a educação em Direitos Humanos. Nesse diálogo situamos as especificidades, os nuances e organização própria de cada modo aprendente/ensinante na tentativa de perceber o que há de latente nos conteúdos e perspectivas dos Direitos Humanos nas respectivas leituras de mundo e da palavra. Nessa compreensão, estabelecemos o diálogo entre essas leituras de mundo das tradições popular e indígena (indígenas de Pernambuco), evidenciando os valores axiológicos tradicionais, e o que eles anunciam e denunciam das formalidades ideologizadas acerca da declaração dos Direitos Humanos. Nessa direção, esse diálogo contribui com as possíveis revisões dos conteúdos e formas das vivências da educação em Direitos Humanos. Para tanto, servimo-nos da abordagem das Epistemologias do Sul, sobremaneira, das contribuições de Boaventura de Sousa Santos, Paulo Freire, Ivone Gebara, Saberes do Povo Kambiwá, Susana Sacavino e Ana Maria Rodino. Concluímos que esse diálogo muito enriquece não só as discussões da educação em Direitos Humanos, mas também amplia o exercício das leituras Interculturais na perspectiva ético-política. Saberes Populares. Saberes Indígenas. Educação em Direitos Humanos. Peoples’ and Indigenous’ knowledge and their affirmative fights: a perspective of Education in Human Rights ABSTRACT The present study aims to establish a closer dialogue between the epistemology of the people knowledge, the traditional indigenous knowledge and the Human Rights education. In this dialogue, we set the specificities, the nuances and proper organization of each manner of learning/teaching in the attempt of realizing what is latent in the contents and perspectives of Human Rights in the respective reading the world and the word. In this comprehension, we establish the dialogue between these readings of world of the people’s and indigenous’ traditions (indigenous of Pernambuco), pointing the axiological traditional values and what they announce and denounce in the ideologized formalities about the Human Rights declaration. In this direction, this dialogue contributes with the possible contents revision and means of the experiences of education in Human Rights. Therefore, we serve of the South Epistemologies approach, especially, in the contributions of Boaventura de Sousa Santos, Paulo Freire, Ivone Gebara, the knowledge of the Kambiwá People, Susana Sacavino and Ana Maria Rodino. Concluding that this dialogue enriches not only the discussions about education in Human Rights, but also extends the exercise of intercultural readings in the ethic-political perspective. Peoples’ Knowledge. Indigenous Knowledge. Human Rights Education.

scholarly journals Direitos humanos e literatura: porque os livros mudam as pessoas e as pessoas mudam o mundo

2021 ◽  
Vol 9 (1) ◽  
pp. 13-29
Author(s):  
Andréia Inês Hanel Cerezoli ◽  
Francisca Monteiro da Silva Perez ◽  
José Antonio Ribeiro de Moura ◽  
Orleane Oliveira Jambeiro
Keyword(s):  
Human Rights ◽  
Gabriel Garcia Marquez ◽  
Human Rights Education ◽  
Human Being ◽  
Theoretical Concepts ◽  
Derechos Humanos ◽  
Palabras Clave ◽  
Theoretical Assumptions ◽  
The World ◽  
Taking Care

Este artigo trata da educação em Direitos Humanos entendida como uma pedagogia comprometida com a promoção da dignidade de todo e qualquer ser humano. O objetivo da pesquisa é demonstrar, por meio de atividades, como a literatura infantil pode constituir material inestimável para a educação em Direitos Humanos. A metodologia empreendida na pesquisa tem caráter bibliográfico. A revisão bibliográfica, em nenhum momento, visa esgotar algum tópico apresentado, mas construir um cenário capaz de ilustrar os pressupostos teóricos que alicerçam as sugestões apresentadas e discutidas. Os resultados demonstram a importância da definição dos conceitos teóricos que orientam as discussões, visto as limitações, deturpações e inovações que os conceitos aqui abordados concentram. Concluímos que a contação de histórias, com o cuidado de não tornar a leitura mecânica, é uma atividade em que o contador e o ouvinte têm um encontro no espaço da fantasia, o que pode, efetivamente, modificar as pessoas. Já a metodologia adotada para a escrita deste artigo consiste em apresentar os conceitos teóricos como um passeio pela literatura, afinal Gabriel García Márquez, que dispensa qualificações afirma A vida não é o que a gente viveu e sim o que a gente recorda e como recorda, para contá-la.   Derechos humanos y literatura: por qué los libros cambian a las personas y las personas cambian el mundo Este artículo trata sobre la educación en derechos humanos entendida como una pedagogía comprometida con la promoción de la dignidad de todos y cada uno de los seres humanos. El objetivo de la investigación es demostrar, a través de actividades, cómo la literatura infantil puede ser un material invaluable para la educación en derechos humanos. La metodología utilizada en la investigación tiene carácter bibliográfico. La revisión bibliográfica, en ningún momento, pretende agotar cualquier tema presentado, sino construir un escenario capaz de ilustrar los supuestos teóricos que sustentan las sugerencias presentadas y discutidas. Los resultados demuestran la importancia de definir los conceptos teóricos que guían las discusiones, dadas las limitaciones, tergiversaciones e innovaciones en las que se concentran los conceptos aquí discutidos. Concluimos que contar historias, cuidando que la lectura no sea mecánica, es una actividad en la que el narrador y el oyente tienen un encuentro en el espacio de la fantasía, que efectivamente puede cambiar a las personas. La metodología adoptada para la redacción de este artículo consiste en presentar los conceptos teóricos como un paseo por la literatura, al fin y al cabo Gabriel García Márquez, que no necesita titulación, afirma “La vida no es lo que vivimos, sino lo que recordamos, y cómo se recuerda. para contarlo. Palabras clave: Derechos humanos. Literatura. Cuentacuentos.   Human rights and literature: why books change people and people change the world This article deals with human rights education understood as a pedagogy committed to promoting the dignity of each and every human being. The objective of the research is to demonstrate, through activities, how children’s literature can be invaluable material for human rights education. The methodology used in the research has a bibliographic character. The bibliographic review, at no time, aims to exhaust any topic presented, but to build a scenario capable of illustrating the theoretical assumptions that underpin the suggestions presented and discussed. The results demonstrate the importance of defining the theoretical concepts that guide the discussions, given the limitations, misrepresentations and innovations that the concepts discussed here concentrate on. We conclude that storytelling, taking care not to make reading mechanical, is an activity in which the storyteller and the listener have an encounter in the space of fantasy, which can effectively change people. The methodology adopted for the writing of this article consists of presenting the theoretical concepts as a walk through literature, after all Gabriel García Márquez, who needs no qualifications, affirms “Life is not what we lived, but what we remember, and how it remembers to tell it. Keywords: Human rights. Literature. Storytelling.

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