scholarly journals HUMAN RIGHTS AND EDUCATION: CONCEPT AND PRACTICES

2017 ◽  
Vol 56 (2) ◽  
pp. 167-181
Author(s):  
Tayyaba Zarif ◽  
Safia Urooj
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Public Universities ◽  
Teacher Educators ◽  
Target Population ◽  
Department Of Education ◽  
Basic Question ◽  
Human Right ◽  
Policy Makers ◽  
Education Concept

Human values and core principles of societies like self-respect, dignity, fairness, equality, dignity, non-discrimination and sharing have long been discussed and valued all over different societies and communities around the globe. These universal core principles are a reflection of the human rights; so the common skeleton of framework, philosophy and concept of human rights should be worldwide or universal. This implies that the recognition of human rights is supposed to be the goal of every state. Other than this central point, can we actually know the concept and dimensions of human rights? This basic question brings out the subject of education of human rights & human rights in education. Keeping in view this context the main objective of author is to study the perception/concept & practices of Teacher Educators about Human Right Education (HRE) & Human Right in Education. The population in this study comprised of Teacher Educators of Department of Education & teacher education of public universities of Sindh, where target population was Department of Education / teacher education of three randomly selected public universities. The target sample was sixty percent Teacher Educators from each department which were selected by random sampling. The research was descriptive in nature & qualitative & quantitative by method. A questionnaire with open and close ended questions was used to collect data and the data was analyzed with the help of percentages& theme analysis to inquire the concept & practices. Visualized findings sum-up the concept and practices about the theme with a few recommendations for practitioners and policy makers.

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education

2017 ◽  
Vol 69 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Susan D. Martin ◽  
Sherry Dismuke
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
Complexity Theory ◽  
Teacher Educators ◽  
Teacher Practices ◽  
Learning Opportunities ◽  
Mixed Methods Study ◽  
Teacher Education Programs ◽  
Policy Makers ◽  
Education Coursework

How to prepare teachers to be effective in our nations’ classrooms seems to get increasingly complex, yet the links between teacher education and teachers’ eventual practices are little understood. Using complexity theory as a theoretical framework, this mixed-methods study investigated writing teacher practices of 23 elementary teachers. Twelve teachers had participated in a comprehensive course focused on writing, either at inservice or preservice levels. The other teachers had not taken any course focused on writing and had little to no writing professional development. Despite the small number of participants in our study, quantitative analysis demonstrated significant differences on multiple, effective practice indicators. These findings were borne out in qualitative analyses as well. Clear connections of teachers’ practices and understandings and the course were noted. These findings contribute to understandings of the ways in which teacher education coursework makes a difference in optimizing candidate learning and reducing the variability across teacher practices and subsequent student learning opportunities. Findings suggest implications for policy makers, teacher education programs, as well as for teacher educators and researchers.

scholarly journals Intellectual Property and Human Rights: A Conceptual Analysis in the Light of Developing Countries

2013 ◽  
pp. 144-158
Author(s):  
Nour Mohammad
Keyword(s):  
Developing Countries ◽  
Human Rights ◽  
Intellectual Property ◽  
Broad Spectrum ◽  
Conceptual Analysis ◽  
Intellectual Property Protection ◽  
Basic Question ◽  
Intergovernmental Organizations ◽  
Human Right ◽  
Legal Frameworks

This paper examines some competing legal frameworks that governments, NGOs, and intergovernmental organizations are using to conceptualize the intersection of human rights and intellectual property. Among the two approaches examined, the first approach views the two areas of law as in fundamental conflict, with strong intellectual property protection standards in particular those of the TRIPS Agreement undermining a broad spectrum of human rights. The second approach sees both areas of law as concerned with the same basic question .This paper aims to critically analyze different provisions of the intellectual property and to search for the implications of them for the developing countries in line with the Human right. Finally an attempt is made to explore ways and means in mitigating or addressing the problems arising out of the TRIPS which are peculiar to the developing countries.

scholarly journals What Do We Mean by “Reform?”: On the Seductiveness of Reform in Teaching and Teacher Education and It's Mischievous Influences

2021 ◽  
Vol 5 ◽  
Author(s):  
Robert V. Bullough
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Alternative Conception ◽  
Literary Critic ◽  
Learning Problem ◽  
Educational Improvement ◽  
Policy Makers ◽  
Terministic Screens

Drawing on literary critic Kenneth Burke's concept of “terministic screens,” the author explores some of the history and a few of the troubling implications for the work of teachers and teacher educators that flow from the idea of reform. Concluding that “reform is a bad idea,” the author argues for an alternative conception of educational improvement, one that is more life-affirming and hopeful. Seeking to weaken the conceptual and ethical hold of reform on policy-makers and educators, the author argues with John Goodlad that educational improvement first and foremost must be understood as a learning problem, an issue of educational renewal.

scholarly journals Children's rights in Swedish teacher education

2020 ◽  
Vol 3 (2) ◽  
pp. 49-67
Author(s):  
Åsa Olsson
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Social Change ◽  
United Nations ◽  
Teacher Educators ◽  
Children's Rights ◽  
Children’S Rights ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
Domestic Law

In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children’s rights among professionals at all levels. This article explores the presence and status of children’s rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children’s rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

scholarly journals Educação e Direitos Humanos: A Experiência Pedagógica na Formação Docente

2018 ◽  
Vol 3 (5) ◽  
Author(s):  
Solange Martins Oliveira Magalhães
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Public Universities ◽  
Fundamental Rights ◽  
Universal Declaration ◽  
Human Rights Education ◽  
National Education ◽  
Education Plan

A compreensão, propagação e prática de uma educação em direitos humanos vêm exigindo, sobretudo das universidades públicas, maior discussão e posicionamento a respeito dos temas abordados na formação docente, principalmente, em relação aos temas transversais, como os direitos humanos e sua interdisciplinaridade. A formação de professores e, posteriormente, a educação, se configuram como espaço de uma ação essencial que pode possibilitar o acesso real a todos os direitos. Assim pensando, esse artigo apresenta a temática Direitos Humanos, articulada à prática formadora, nos moldes de oficinas pedagógicas, segundo as exigências do Plano Nacional de Educação em Direitos Humanos (PNEDH-3) e a Declaração Universal de Direitos Humanos. Os resultados mostram a ação docente como práxis, libertadora e emancipadora, além de geradora de criticidade, valorização e respeito aos direitos fundamentais.Direitos Humanos. Educação em Direitos Humanos. Formação de Professores.Education and Human Rights: The Pedagogic Experience in the teachers educationAbstractThe understanding, propagation and practice of a human rights education has demanded, above all, from public universities, a greater discussion and positioning regarding the themes addressed in teacher education, especially in relation to transversal themes such as human rights and their interdisciplinarity. The education of teachers and, subsequently, the education, are configured as a space for an essential action that can enable real access to all rights. Therefore, this article presents the Human Rights thematic, articulated to the formative practice in the molds of pedagogics workshops, according to the requirements of the Plano Nacional de Educação em Direitos Humanos (National Education Plan in Human Rights), PNEDH-3, and the Universal Declaration of Human Rights. The results show the teaching action as a praxis, liberating and emancipating, and also generating criticality, valorization and respect for the fundamental rights. Human Rights. Education in Human Rights. Teachers Education.

Commentary: Should Mathematics Teacher Education Be Politically Neutral?

2017 ◽  
Vol 6 (1) ◽  
pp. 67-72 ◽  
Author(s):  
Mathew D. Felton-Koestler ◽  
Courtney Koestler
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Policy Makers ◽  
The Public ◽  
Mathematics Teacher Educators ◽  
Political Landscape ◽  
The Face

Many current and prospective teachers, policy makers, and members of the public view mathematics as neutral and objective, and they expect mathematics teaching and teacher education to be neutral as well. But what would it mean to think of mathematics teacher education as politically neutral? Below we consider some questions that we see as highlighting why mathematics teacher education cannot be neutral. We are not the first to raise these issues, but we appreciate the opportunity to discuss and reflect on them among a community of mathematics teacher educators. Although these questions have always been relevant, we see their importance growing in the face of the increased mathematization of our world and a highly polarized political landscape with a seemingly increased public acceptance of oppressive discourse and actions (Potok, 2017).

scholarly journals Operationalising the Concept of Mediation in L2 Teacher Education

2018 ◽  
Vol 9 (1) ◽  
pp. 132 ◽  
Author(s):  
Ghasemali Azadi ◽  
Reza Biria ◽  
Mehdi Nasri
Keyword(s):  
Teacher Education ◽  
Positive Attitude ◽  
Teacher Educators ◽  
Deep Insight ◽  
Positive Perception ◽  
Policy Makers ◽  
Item Questionnaire ◽  
Efl Teachers ◽  
One Way Anova

This study aims to operationlise the mediation concept on L2 teacher education. Sixty-two EFL teachers at Isfahan high schools were selected, a 30-item questionnaire was employed, and T-test and one-way ANOVA were used. The findings revealed mediation roles of the teacher educators were instructional while integrative and participative roles were not attended. Teacher educators presented knowledge, skills, and experiences in the forms of lectures and seminars with little attention to workshops and panel discussions. BA holders showed positive perception towards mediation role of teacher educators while MA holders did not. The least experienced L2 teachers indicated the most positive attitude towards the mediation role of the teacher educators while the most experienced L2 teachers showed the least positive attitude. The findings presented L2 teachers a deep insight of the mediation concept, teacher educators a better picture of possible flaws of their role, and policy makers to amend related drawbacks.

scholarly journals The Human Rights-Based Approach to STEM Education

2021 ◽  
Keyword(s):  
Human Rights ◽  
Science Education ◽  
Stem Education ◽  
Organizational Studies ◽  
Human Right ◽  
Policy Makers ◽  
And Gender ◽  
The Right ◽  
Human Rights Based Approach ◽  
Education Science

This volume provides the first introduction to the right to science/STEM education, with contributions from international scholars and experts from organizations, including UNESCO, and from diverse disciplines such as human rights; science education; educational studies; anti-racist and decolonizing pedagogy; feminist and gender studies in science, technology, and engineering; and management and organizational studies. The book offers a thorough grounding in the right to education and its application in the STEM fields. It provides interdisciplinary perspectives that allow for a broad understanding of the human right to science education at all intersectional levels of STEM education and in STEM careers. Based on the Berlin Declaration on the Right to Science Education, adopted at the 1st International Symposium on Human Rights and Equality in STEM Education (October 2018), this volume suits as a textbook for university courses at the undergraduate or graduate level. It will also prove extremely valuable to researchers from a range of disciplines but, in particular, those interested in human rights, education, science/STEM education, as well as practitioners, program and curriculum developers, policy makers, educators, and, of course, the interested public.

Sign in / Sign up

Export Citation Format

Share Document