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ERIC Number: EJ1062729
Record Type: Journal
Publication Date: 2015
Pages: 31
Abstractor: As Provided
Reference Count: 107
ISBN: N/A
ISSN: ISSN-0093-3104
Human Rights Education, Postcolonial Scholarship, and Action for Social Justice
Osler, Audrey
Theory and Research in Social Education, v43 n2 p244-274 2015
In our global age, educational researchers and practitioners need tools that can be applied in a range of contexts and scales: local, national, and international. This article argues that human rights education (HRE) is a site of struggle in which human rights and democracy need to be constantly renewed. It contextualizes HRE within a critical, reflective postcolonial framework that nonetheless recognizes modernist principles of universal rights. It focuses on 2 concepts--universality and recognition--to develop a theory of HRE that meets the needs of multicultural, multi-faith, yet secular societies that are characterized by asymmetrical power relations and anti-democratic political movements. An evolving theory of HRE needs to embrace the ethics of recognition by extending this concept beyond that expounded in human rights instruments and building on learners' experiences. Individual narratives are starting points for new collective narratives to enable the strengthening of human rights and social justice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A