scholarly journals Teaching Human Rights from Below: Towards Solidarity, Resistance and Social Justice

2015 ◽  
Vol 103 ◽  
pp. 38-46 ◽  
Author(s):  
Melissa Canlas ◽  
Amy Argenal ◽  
Monisha Bajaj
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Research Collaboration ◽  
Public High School ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
Refugee Youth ◽  
Cultural Wealth ◽  
Critical Pedagogies ◽  
Immigrant And Refugee

In this article, we discuss our approaches, pedagogies, and practices for a weekly human rights club that serves immigrant and refugee youth.  The research team is involved in a research collaboration with a public high school in a large urban area on the West Coast.  In this article, we discuss some of our curricular and pedagogical strategies and students’ responses to lesson plans and activities that aimed to build solidarity, resistance to dominant and assimilative narratives, and action towards social justice.  Our approach focuses on intersecting a transforamtive human rights perspective with the praxes of critical pedagogies and social justice.  This article discusses a radical approach to teaching Human Rights along three key themes: student-centered human rights pedagogy, cultural wealth and HRE, and students’ articulation of human rights language into action.  

Instruction-Expanded Virtual Education Model

2021 ◽  
pp. 48-70
Author(s):  
Jessica A. Manzone ◽  
Julia Nyberg
Keyword(s):  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Strategies ◽  
Cultural Wealth ◽  
Virtual Instruction ◽  
Advanced Planning ◽  
Cognitive Enrichment

The COVID-19 pandemic has propelled school districts into virtual instruction with little advanced planning or preparation. This chapter deconstructs the gaps in the virtual learning environment and provides pedagogical strategies for teachers to increase cognitive enrichment, engagement, and access. The shifts in pedagogy from in-person to virtual learning will be examined with concrete strategies to develop student-centered learning experiences in a virtual context. Emphasis will be placed on differentiation as a means to enrich and the art of questioning to engage students. Woven through enrichment and engagement, the student's cultural, familial, linguistic, and social capital are incorporated as assets, or cultural wealth, and used to facilitate equitable access. When combined, these three instructional strategies interrelate and reinforce rigorous cognitive instruction that is accessible for all students in the virtual classroom.

APA efforts in promoting human rights and social justice.

2017 ◽  
Vol 72 (8) ◽  
pp. 778-790 ◽  
Author(s):  
Frederick T. L. Leong ◽  
Wade E. Pickren ◽  
Melba J. T. Vasquez
Keyword(s):  
Human Rights ◽  
Social Justice

Towards an Archival Critique: Opening Possibilities for Addressing Neoliberalism in the Archival Field

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Marika Cifor ◽  
Jamie A. Lee
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Archival Studies ◽  
Ethical Practice ◽  
Political Practice ◽  
Starting Point ◽  
Hands On ◽  
Library And Information Studies ◽  
Information Studies ◽  
Contemporary Life

Neoliberalism, as economic doctrine, as political practice, and even as a "governing rationality" of contemporary life and work, has been encroaching on the library and information studies (LIS) field for decades. The shift towards a conscious grappling with social justice and human rights debates and concerns in archival studies scholarship and practice since the 1990s opens the possibility for addressing neoliberalism and its elusive presence. Despite its far-reaching influence, neoliberalism has yet to be substantively addressed in archival discourse. In this article, we propose a set of questions for archival practitioners and scholars to reflect on and consider through their own hands-on practices, research, and productions with records, records creators, and distinct archival communities in order to develop an ongoing archival critique. The goal of this critique is to move towards "an ethical practice of community, as an important mode of participation." This article marks a starting point for critically engaging the archival studies discipline along with the LIS field more broadly by interrogating the discursive and material evidences and implications of neoliberalism.

scholarly journals Diversity and citizenship in the curriculum

2008 ◽  
Author(s):  
Hugh Starkey
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Cultural Diversity ◽  
National Unity ◽  
Shared Humanity ◽  
Definition Of

This article comments on keynote speeches given by Keith Ajegbo and Audrey Osler. The programme of study for citizenship derived from the Crick report and did not emphasise race equality and national unity for security. Osler argues that the Ajegbo review addressed teaching of ethnic, religious and cultural diversity but did not confront the inadequacies of British democracy or reassert social justice, a sense of shared humanity and a commitment to human rights. Proposing, let alone imposing, a definition of Britishness is futile, but it is possible to promote cosmopolitan patriotism supported by explicit principles, concepts and values.

Narratives in teaching and research for justice and human rights

2011 ◽  
Vol 6 (3) ◽  
pp. 223-235 ◽  
Author(s):  
Audrey Osler ◽  
Juanjuan Zhu
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Life History ◽  
Multiple Identities ◽  
Common Humanity ◽  
Pedagogical Tools ◽  
Overlapping Communities ◽  
Theory Of Justice ◽  
Collective Narratives ◽  
Living Together

Throughout history individual and collective narratives have been used in struggles for justice. We draw on Sen’s theory of justice to examine the potential of narratives in teaching and researching for social justice. Human rights are presented as powerful ethical claims that can be critically examined by learners to consider their rights and responsibilities to others, at scales from the local to the global. One life history is used as an illustrative example to examine the Universal Declaration of Human Rights 1948 and its possible meanings for learners in China and globally. This article discusses the strengths and limitations of narratives as research and pedagogical tools in understanding justice, human rights and inequalities; in stimulating solidarity and our common humanity; and in enabling learners to explore their multiple identities. We conclude by making the case for human rights as principles for learning and living together in overlapping communities of fate.

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