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1.
Claudia Lohrenscheit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,3(2):173-185
This paper was presented at a working group on Human Rights Education (HRE), organised by Volker Lenhart and Christel Adick, as part of the biennial conference of the German Society for Educational Research (DGfE), held in 2000 in Göttingen. In the spirit of the United Nations Decade for Human Rights Education (1995–2004) it contributes to the global discourse about HRE by summarising its foundations in international declarations and conventions, by discussing some examples for diverse approaches and conceptions of HRE and, finally by introducing some major obstacles or problems. The paper is part of the author's PhD project in the field of HRE and presents only an interim résumé of her recent work. 相似文献
2.
《Journal of moral education》2012,41(1):115-132
Moral education can take many forms. With the end of the United Nations Decade for Human Rights Education (UNDHRE) (1995–2004), we critically review developments in human rights education (HRE) during those ten years in the context of moral education. We argue that, despite some modest successes, the decade lacked direction and a major impact and has failed to prepare a sound basis for securing HRE internationally. These outcomes largely account for the United Nations' (UN) decision in 2005 to initiate the World Programme for Human Rights Education. Meanwhile initiatives in defining the goals and practice of HRE have happened outside the UN context. Overall the UN's contribution to building HRE and moral education has, at best, been marginally successful due in large measure to the inherent weaknesses of the organisation as well as the UN's inability to engage member states. 相似文献
3.
Michalinos Zembylas 《Globalisation, Societies & Education》2017,15(4):397-409
This paper turns to the work of the Portuguese sociologist Boaventura de Sousa Santos and explores how a set of concepts he developed over the years may constitute valuable tools in the task of decolonising and pluriversalising Human Rights Education (HRE). Informed by decolonial theory, Santos highlights that the struggle for global social justice is inseparable from the struggle for cognitive justice, namely, the recognition of epistemic diversity. This paper makes a contribution to the efforts that view the pluriversalisation of HRE as inextricable parts of the wider task of decolonising knowledge and education and struggling for social justice. 相似文献
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Maya L. Steinborn Emily A. Nusbaum 《Educational Studies A Journal of the American Educational Studies Association》2019,55(4):489-504
Aiming to place disability studies in conversation with other antioppressive educational frameworks, this article “crips” human rights education (HRE), a field that, by definition, teaches people about equality, dignity, and respect. A theoretical sampling of HRE journals and an online library database uncovers that human rights scholarship largely overlooks disability outside a medical or legal framework, though disability scholars consistently reference human rights in their work. We argue that these absences exemplify the active erasure of disability at the ontological level, and in response we urge scholars to reconceptualize where and how politics, activism, and social change take place. This “visibilizing” project follows Baxi's dictum that HRE must constantly adapt to people’s localized experiences and the needs of future generations. We offer a reading list to begin this “visibilizing” project in undergraduate university settings, proposing that teachers use “Disability and Human Rights Praxis: Intersectional, Interdisciplinary Readings for Educators” to conceptualize how they might pair disability studies in education and HRE texts to facilitate interdisciplinary class discussions and student projects. 相似文献
6.
Asia Pacific Education Review - The paper outlines the usefulness and challenges of teaching the Universal Declaration of Human Rights (UDHR) to the young generation of the twenty-first century.... 相似文献
7.
《Journal of moral education》2012,41(3):349-359
Abstract Human rights education is an essential part of preparation for participation in a pluralistic democracy. As Europe aspires to be a continent of democratic states accepting human rights as their basic principles, a human rights ethic should be a feature of all schools within Europe. Human rights education provides an ethical and moral framework for living in community. Moreover, this ethical position is backed in Europe by the powerful legal framework of the European Convention on Human Rights. This paper describes the features of two teachers’ human rights education courses based on a structure proposed by Richardson. Both explore the relationship between moral and legal aspects of human rights teaching. The Council of Europe Recommendation on “Teaching and Learning about Human Rights in Schools” identifies three broad dimensions of human rights education, namely: skills, knowledge and feelings. The latter affective dimension, as well as facts and pedagogy, is critical to successful teacher education in human rights. 相似文献
8.
Human Relationships Education is a very important part of primary school student‐teacher education. All primary school children need sound guidance and enhanced knowledge about puberty, growing up successfully, and feeling competent and confident in themselves. An interactive multimedia CD‐ROM was designed and developed for some Australian university student‐teachers in the final fourth year of their Bachelor of Education (Primary School), and addresses the Human Relationships Education curriculum. This paper analyses some of the pedagogies used in this pastoral care learning as examples of a Constructivist approach to designing multimedia interactivities based on Anderson and Krathwohl's learning framework. Such an approach may be useful for other educational designers to improve student‐teacher involvement in their pastoral care learning, to provide pedagogical variation and to use interactive multimedia, thus enhancing learning outcomes for student‐teachers and, in turn, their primary school students. 相似文献
9.
王啸 《首都师范大学学报(社会科学版)》2005,(6):94-101
公民教育的兴起有着现实的时代背景。现代化进程中出现的一些问题是公民教育兴起的直接原因。现代社会的内在规定——现代性——则是公民教育兴起的根本原因。可以说,公民教育是现代社会的必然要求。公民教育在现代社会中发挥着越来越重要的作用。其主题主要体现在人权、自由与正义等层面。它们构成了一个完整的公民教育的有机整体,共同保障着个体的神圣权利并呵护着人类文明的底线。 相似文献
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Suzanne S. Choo 《Asia Pacific Journal of Education》2017,37(4):552-566
AbstractCountering the drive to erect walls between nations and communities, the burden is increasingly on educators to develop in students essential skills and dispositions for a more hospitable future. Global education is essentially aimed at addressing the realities of increasingly networked societies and porous exchanges of knowledge, capital, and products among people and groups around the world. This paper examines how global education is enacted in two schools in Singapore and the United States. Given that a central characteristic of the twenty-first century is globalization, global education is inevitably embedded in the discourse of twenty-first century competencies utilized by policymakers worldwide. However, while global education has typically been studied as a singular subject such as Human Rights or integrated into History, Social Studies, or Civics Education, this study differs as it examines two schools that have adopted a whole-school approach to global education. That is, global education is embedded in the culture of schooling and infused across curricula subjects. The first part of the paper provides an overview of global education and its two key emphases – globalism and global citizenship. The second part discusses the tensions emerging from observations of global education in the two schools. 相似文献
12.
As the ubiquitous force of globalization further erodes the nation-state and political activity increasingly focuses on global issues, there is renewed attention to models of global education. Within this global context, human rights education emerges as a response to the demands of global education. One of the main objectives of the United Nations Decade for Human Rights Education (1995--2004) is the building and strengthening of programs and capacities for human rights education at the national and local levels. In this essay, an overview of human rights education and the policy guidelines for national plans of action for human rights education developed by the Office of the High Commissioner of Human Rights (OHCHR) are presented. Further, the essay focuses on comprehensive national initiatives within the Decade that are being undertaken in Japan, Austria, and the United States, with particular attention to the implementation of human rights education in formal secondary school settings. 相似文献
13.
人权问题是当今国际政治斗争和中美关系的一个焦点问题。本文从人权问题的提出与发展变化;人权的概念及我国的立场;在对比中认识人权状况的优劣这样三个最基本的方面作以阐述,它是当前高校思想政治教育和广大青年学生普遍关心的问题之一。 相似文献
14.
Bengt-Ove Andreassen 《British Journal of Religious Education》2014,36(3):265-281
Religious education (RE) in Norwegian public schools has attracted much attention as a result of criticism from the UN’s Human Rights Committee in 2004 and the European Court of Human Rights (ECHR) in 2007. Due to the statement from the UN and the conviction in the ECHR, revisions have been made in the Education Act and the curriculum for RE. However, the core curriculum for primary and secondary schools and adult education introduced in 1993 has not been revised. The scope of the article is to analyse the core curriculum and show how this document constructs Christianity as culture and national heritage, leaving other religions as something ‘other’ in Norwegian society. The main argument is thus that the core curriculum provides a qualitative bias towards Christianity in the Norwegian educational system in general, and especially in RE. 相似文献
15.
Agostinho Reis Monteiro 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(2):193-210
INTERNATIONAL EDUCATION LAW: A NEW DISCIPLINE? – Education is one of the most highly regarded “human rights” and one which has been developed most extensively within the International Human Rights Law, so that its normative corpus already forms a very International Education Law. The right to education means a new right to a new education that, in the Rule of Law, may be qualified as Rightful Education. Such an expression is an operating concept for a human rights-based approach to education; that is, for an education no longer envisaged as a right of man over man. It amounts to a new paradigm. It is therefore high time to systematize the International Education Law in order to promote its study and the introduction of a legal dimension into pedagogic culture. 相似文献
16.
Agostinho Reis Monteiro 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,9(3):193-210
INTERNATIONAL EDUCATION LAW: A NEW DISCIPLINE? – Education is one of the most highly regarded “human rights” and one which
has been developed most extensively within the International Human Rights Law, so that its normative corpus already forms
a very International Education Law. The right to education means a new right to a new education that, in the Rule of Law,
may be qualified as Rightful Education. Such an expression is an operating concept for a human rights-based approach to education;
that is, for an education no longer envisaged as a right of man over man. It amounts to a new paradigm. It is therefore high
time to systematize the International Education Law in order to promote its study and the introduction of a legal dimension
into pedagogic culture. 相似文献
17.
《British Journal of Educational Studies》1998,46(2):214-245
Pat Sikes, Parents Who Teach: Stories from Home and School.
David Archard (ed), Philosophy and Pluralism.
Tony Townsend (ed), Restructuring and Quality: Issues for Tomorrow's Schools.
Jane Pitcher and Stephen Wagg (eds), Thatcher's Children? Politics Childhood and Society in the 1980s and 1990s.
David Coulby and Stephen Ward (eds), The Primary Core National Curriculum: Policy into Practice. Second Edition.
C. Clark, A. Dyson, A.J. Millward and D. Skidmore, New Directions in Special Needs.
Roy Lowe, Schooling and Social Change 1964–1990.
Dave Evans, Harold Grässler and Jan Pouwels (eds), Human Rights and Values Education in Europe: Research in Educational Law, Curricula and Textbooks.
Richard Pring and Geoffrey Walford (eds), Affirming the Comprehensive Ideal.
Priscilla Chadwick, Shifting Alliances: Church and State in English Education.
Robin J. Burns and Robert Aspeslagh (eds), Three Decades of Peace Education Around the World.
Elaine Millard, Differently Literate. Boys, Girls and the Schooling of Literacy.
Colin Lanksheer, with James Paul Gee, Michele Knobel and Chris Searle, Changing Literacies.
Peter Mortimore and Viv Little (eds), Living Education (Essays in Honour of John Tomlinson).
Benjamin Levin and J. Anthony Riffel, Schools and the Changing World
Wendy Luttrell, Schoolsmart and Motherwise: Working Class Women's Identity and Schooling.
Bonnie Macmillan, Why School Children Can't Read. 相似文献
David Archard (ed), Philosophy and Pluralism.
Tony Townsend (ed), Restructuring and Quality: Issues for Tomorrow's Schools.
Jane Pitcher and Stephen Wagg (eds), Thatcher's Children? Politics Childhood and Society in the 1980s and 1990s.
David Coulby and Stephen Ward (eds), The Primary Core National Curriculum: Policy into Practice. Second Edition.
C. Clark, A. Dyson, A.J. Millward and D. Skidmore, New Directions in Special Needs.
Roy Lowe, Schooling and Social Change 1964–1990.
Dave Evans, Harold Grässler and Jan Pouwels (eds), Human Rights and Values Education in Europe: Research in Educational Law, Curricula and Textbooks.
Richard Pring and Geoffrey Walford (eds), Affirming the Comprehensive Ideal.
Priscilla Chadwick, Shifting Alliances: Church and State in English Education.
Robin J. Burns and Robert Aspeslagh (eds), Three Decades of Peace Education Around the World.
Elaine Millard, Differently Literate. Boys, Girls and the Schooling of Literacy.
Colin Lanksheer, with James Paul Gee, Michele Knobel and Chris Searle, Changing Literacies.
Peter Mortimore and Viv Little (eds), Living Education (Essays in Honour of John Tomlinson).
Benjamin Levin and J. Anthony Riffel, Schools and the Changing World
Wendy Luttrell, Schoolsmart and Motherwise: Working Class Women's Identity and Schooling.
Bonnie Macmillan, Why School Children Can't Read. 相似文献
18.
Keith Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(3):283-304
During the past twenty years great changes have taken place in British higher education. During the 1980s these changes have been even more noticeable, so that by the middle of the 1990s the pattern and the ethos of British higher education will be very different from that prevailing in the 1970s. Not only have there been structural changes but there have also been concerns about autonomy and freedom, accountability and appraisal in the face of government demands for improved management efficiency, restrictions on tenure and alternative forms of finance. This paper analyses these changes in universities, polytechnics and teacher education colleges and traces the growing intervention on the part of government. It also seeks to draw out implications for other education systems facing the same pressures. A glossary of abbreviations and acronyms appears on p. 301.
Abbreviations and Acronyms CATE Council for the Accreditation of Teacher Education - CHEs Colleges of Higher Education - CNAA Council for National Academic Awards - CVCP Committee of Vice-Chancellors and Principals - DES Department of Education and Science (equivalent to a Ministry of Education) - HMI Her Majesty's Inspectorate - HMSO Her Majesty's Stationery Office - INSET Inservice Education for Teachers - LEA Local Education Authority - NAB National Advisory Board for Public Sector Higher Education - PCFC Polytechnics and Colleges Funding Council - PDEs Polytechnic Departments of Education - PGCE Postgraduate Certificate in Education - PICKUP Professional, Industrial and Commercial Updating Programme - PSHE Public Sector Higher Education (i.e., all higher education not under university control) - UCET Universities Council for the Education of Teachers - UDEs University Departments of Education - UFC Universities Funding Council - UGC University Grants Committee - WAB Welsh Advisory Board for Public Sector Higher Education - binary divide the separation between universities and polytechnics, etc. - White Paper a government document setting out official proposals prior to introducing legislation in parliament 相似文献
Zusammenfassung Während der vergangenen zwanzig Jahre gab es in der britischen Hochschulbildung große Veränderungen. Im Laufe der 80er Jahre sind diese Veränderungen besonders deutlich geworden, und bis zur Mitte der 90er Jahre werden sich die Struktur und das Ethos der britischen Hochschulbildung von den in den 70er Jahren vorherrschenden stark unterscheiden. Es hat nicht nur strukturelle Veränderungen gegeben, sondern auch besorgte Überlegungen zu Fragen der Autonomie und Freiheit, Verantwortlichkeit und Beurteilung angesichts der Forderungen seitens der Regierung nach verbesserter Wirtschaftlichkeit der Verwaltung, Begrenzung der Amtszeiten und alternativen Finanzierungsformen. Im vorliegenden Artikel werden diese Veränderungen an Universitäten, Technischen Hochschulen und Pädagogischen Hochschulen analysiert, und es wird den zunehmenden Eingriffen durch die Regierung nachgegangen. Darüberhinaus wird versucht, Auswirkungen auf andere Bildungssysteme aufzuzeigen, die mit denselben Zwängen konfrontiert sind. Ein Glossar der Abkürzungen und Akronyme erscheint auf S. 301.
Résumé Au cours des vingt dernières années, de grands changements sont intervenus dans l'enseignement supérieur en Grande Bretagne. Ces changements sont devenus encore plus sensibles durant les années 1980, si bien que, vers le milieu des années 1990, la structure et l'éthos de l'enseignement supérieur britannique seront très différents de ceux qui prévalaient dans les années 1970. Non seulement il y a eu des changements structuraux, mais on s'est également préoccupé d'autonomie et de liberté, de responsabilité et d'appréciation en dépit des exigences gouvernementales à l'égard d'une gestion plus efficace, d'une réduction de la période d'exercice des fonctions, et de nouvelles formes de financement. Le présent article analyse ces changements dans les universités, les collèges polytechniques et les écoles normales et décrit le rôle grandissant de l'Etat. Il s'efforce également d'en dégager les leçons pour d'autres systèmes éducatifs qui font face aux même pressions. Un glossaire d'abbréviations et d'acronymes apparaît à la page 301.
Abbreviations and Acronyms CATE Council for the Accreditation of Teacher Education - CHEs Colleges of Higher Education - CNAA Council for National Academic Awards - CVCP Committee of Vice-Chancellors and Principals - DES Department of Education and Science (equivalent to a Ministry of Education) - HMI Her Majesty's Inspectorate - HMSO Her Majesty's Stationery Office - INSET Inservice Education for Teachers - LEA Local Education Authority - NAB National Advisory Board for Public Sector Higher Education - PCFC Polytechnics and Colleges Funding Council - PDEs Polytechnic Departments of Education - PGCE Postgraduate Certificate in Education - PICKUP Professional, Industrial and Commercial Updating Programme - PSHE Public Sector Higher Education (i.e., all higher education not under university control) - UCET Universities Council for the Education of Teachers - UDEs University Departments of Education - UFC Universities Funding Council - UGC University Grants Committee - WAB Welsh Advisory Board for Public Sector Higher Education - binary divide the separation between universities and polytechnics, etc. - White Paper a government document setting out official proposals prior to introducing legislation in parliament 相似文献
19.
Shui Che Fok 《Asia Pacific Education Review》2001,2(1):56-65
Since 1 July l997 Hong Kong has become a Special Administrative Region under the Peoples Republic of China. There is a difference
in the interpretation of human rights between East and West. Even before the change of sovereignty human rights education
was not an important element in the Hong Kong school curricula. The hidden curriculum is not supportive of human rights education
either. During the United Nation Decade for Human Rights Education (1995–2005), Hong Kong people are torn between the dichotomy
of liberalism-communitarianism over human rights. This paper examines the attitude about human rights of the Hong Kong Chinese
people and the issues of human rights in Hong Kong schools, thereby throwing light on the prospect of human rights education
in its relationship to education reform taking place in Hong Kong. The conclusion is that Hong Kongs education reform proposals
already embody the spirit of human rights and they have laid the foundation for the development of human rights education. 相似文献
20.
Peter Cumper 《Sex education》2013,13(2):125-136
The Human Rights Act 1998 is the most significant British statute to have been passed in the last decade. It has already been the catalyst for a series of high profile cases, ranging from the privacy rights of celebrities (Douglas v Hello! [2001] QB 967) to the Home Secretary's sentencing powers in murder cases (R (Anderson) v Secretary of State for the Home Department [2002] 4 All ER 1089). Yet, beyond the media spotlight, the real influence of the Human Rights Act 1998 lies in the fact that individuals and groups have, for the first time, been accorded the opportunity to invoke in the national courts a series of fundamental human rights. In this paper I will consider one area that is likely to be affected—the extent to which the Human Rights Act will have an impact on the law relating to sex and relationship education (SRE). 相似文献