NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1262088
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
'Powerful' Human Rights Education's Curriculum Problems
Sen, Abdulkerim
Cambridge Journal of Education, v50 n4 p409-427 2020
In an effort to support the curricular institutionalisation of human rights education (HRE) as a school subject, Walter Parker has proposed a curriculum model based on the powerful knowledge (PK) thesis developed by a group of social realist educators. This article aims to contribute to this worthwhile endeavour to develop a consensual HRE curriculum model by identifying four issues with Parker's proposition. While Parker argues the prevalence of constructivism impeded the development of an HRE, the author argues that the negative implications of constructivism for traditional subjects are not true for HRE. After expanding on the other two issues, Sen notes empirical evidence from an HRE textbook, in use in Turkey, to support his fourth point that what is key to a powerful HRE is political support. The article ends with a call to the HRE community to contemplate political impediments that risk making HRE an ineffective enterprise at schools.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A