This book examines the crucial issues affecting Human Rights Education in contexts of culture, religious and societal diversity. It exhibits an impressive scholarly achievement, capturing and combining the insights of both established academics and emerging researchers. Each author succeeds in distilling the knowledge of their particular fields of interest, as well as conveying the essence of their intuitive understanding and the richness of the context. This book considers a variety of connected content and methodological issues in three major sections: ‘Philosophical and policy perspectives’, ‘Gender discourses: diverse perspectives’ and ‘Discourses on narratives as safe spaces’. The Edition is further strengthened by allowing international reviewers the opportunity of engaging with the contributors in the Introduction and Conclusion, an innovative departure from conventional formats and which will provide a global perspective to the readers. The focus of the various chapters succeeds in establishing both a foundation and platform for dialogue surrounding human rights and human rights education in modern policy and governance. Aptly named “Safe Spaces”, the Edition offers in-depth and credible (“safe”) nuances (“spaces”), in terms of the somewhat reified concept of human rights, at a time when human rights remains a highly topical and contested international issue. As such, the book imparts an immense scope of theoretical and empirical perspectives, reflected by the distinguished intellectuals who navigate the terrain of their respective disciplines with profound erudition. This book represents a collaborative effort of immeasurable value. This exemplary edition is both timeous, and will prove timeless.
İçerik tablosu
Preface; Introduction; Human Rights Education: Philosophical and Policy Perspectives; Discourse, Betrayal, Critique: The Renewal of Human Rights Education; A Social Justice and Human Rights Education Project: A Search for Caring and Safe Spaces; The Human Right to Education, the Ethical Responsibility of Curriculum, and the Irony in ‘Safe Spaces’; Identity, Identification and Sociolinguistic Practices: Implications for Human Rights Curriculum in an Emerging Democracy; Identity Premised on Equality of Difference as a Fundamental Human Right; Are Children’s Rights Duty-Free? No Rights Without Duties; Religious Diversity in Public Education: A Comparative European Perspective; Gender Discourses: Diverse Perspectives; Let’s Find a Way to Learn about our Rights: Communities of Practice as ‘Spaces’ for Women and Girls to Learn About Their Human Rights; Power and Privilege: White Male Teachers’ Experiences of Aggression; Girls’ Experiences of Religious and Cultural Practices: Human Rights Violations; Using Interdisciplinary Feminist Theory to Arrive at an Understanding of Critical Educators who put Human Rights at the Center of School Curriculum; Discourses on Narratives as ‘Safe Spaces’; Transcending Narratives: Narrative Inquiry as a Means to Communicative Action; Embracing Diverse Narratives for a Postmodernist Human Rights Education Curriculum; Plurality in Society Mirrored in the Teacher’s Multivoiced Self – Internalized Inequality; Concluding Chapter: Contemplations on Diverse Approaches for Human Rights Education; About the Authors.
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