Journal of Social Science Education (JSSE - Universität Bielefeld)
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Minority Participation - A Challenge for Human Rights Education?
No full textDer Text behandelt die Frage, inwiefern Menschenrechtsbildung und Minderheitenrechte gelehrt werden können um Menschen in die Lage zu versetzen für Gleichheit und Gerechtigkeit zwischen Mehrheiten und Minderheitengruppen aktiv und gleichberechtigt einzutreten. Menschenrechtsbildung ist in erster Linie die Befähigung jedes Einzelnen seine Menschenrechte zu kennen und sich für diese sowie die Menschenrechte Anderer einzusetzen. Dazu gehören soziale, wirtschaftliche und kulturelle Menschenrechte ebenso wie politische und zivile, die jedem Menschen zustehen, gleich ob jemand zu einer Minderheitengruppe gehört oder nicht. Um jedoch Gleichheit zwischen den Gruppen zu erreichen müssen zunächst auch die Bedürfnisse der Minderheiten herausgearbeitet werden, um mittels des Bildungssystems diese offen anzugehen. Es gilt, deutlich zu machen, dass von der Einhaltung der Menschenrechte sowohl Minderheiten als auch Mehrheiten in einer Gesellschaft profitieren.The questions to be asked when referring to human rights and human rights education (HRE) for minorities are - how to use HRE to: 1)minorities to become active participants in societal decision making processes and 2) achieve equality and justice between majority and minority groups in any given society? In this paper I will discuss human rights education as an empowering tool - helping individuals to become aware of human rights and empowering them not only to claim their own basic human rights but also to advocate for the rights of others. It is this empowerment and action combined that helps to bring about equality and justice for all. For minorities and other groups and individuals in society, this means being knowledgeable about each others\u27 political, civil, economic and cultural rights, customs and history so that there is respect for, and recognition of, difference. To achieve this, it is important to identify the problems faced by minorities and the needs of these groups and to endeavour to overcome short-comings in education systems so that diversity in society is seen as a positive thing - something which is beneficial to all
Creative Tensions and the Legitimacy of Human Rights Education - A Discussion on Moral, Legal and Human Rights Education in China
Get PDFThis paper is a discussion of human rights education in China. Three major channels for dissemination of legal knowledge and shaping of values are examined - moral education, formal legal education and informal public legal education - against the background of the UN definition of human rights education and in relation to different approaches to human rights education discussed in the first section of the article
www.HuriSearch.org - A Search Engine for Human Rights Information
Get PDFThis article provides a brief overview of search engines and describes how they work. It highlights HuriSearch, a human rights search engine, initiated by HURIDOCS - Human Rights Information and Documentation Systems, International. The article describes the background and aims of HuriSearch and the way in which the project has been implemented. This is followed by a comparison between HuriSearch and the general search engine Google, concerning the relevancy of searches and the depth of crawling. Finally, the future perspectives of HuriSearch are outlined
The Rights of the Child as a Challenge to Human Rights Education
Get PDFOften human rights education of children does not include children\u27s rights. Children get the impression that human rights are rights of adults and are mainly violated in faraway regions of the world. The United Nations Convention on the Rights of the Child (1989) ratified by almost all states has clarified that human rights are valid for children as well, that they have a right to be educated about these rights and to claim these children\u27s human rights. This step has opened a new approach to children\u27s human rights education, because rights of children belong to the social reality which children experience and, therefore, are not only theoretically learned, but can also be actively implemented. The article argues that the active exercise of their rights challenges children\u27s evolving capacities and promotes their insight in children\u27s and human rights
Interdisciplinarity at School – Theoretical and Practical Questions Regarding History, Geography and Civic Education
Get PDFIt has been a long time that interdisciplinarity is a recommended orientation and practice in various educational systems. It becomes more and more actual with some teaching objects that do not fit simply with the ordinary subjects present at school. These objects are often found in «educations to… » like education to health, to sustainability, to media, to citizenship, etc. To begin with, we examine how ambiguous can be the term of «interdisciplinarity»; we will use the more neutral term «polydisciplinarity». We also remind the reader that this latter needs disciplines to be put into practice. Then we differentiate school subjects according to their objects and their contribution to pupils’ training. That leads us to distinguish on one hand an external polydisciplinarity which studies the links between all social sciences (mainly history, geography and what concerns citizenship) and other disciplines from, on the other hand, an internal polydisciplinarity within the social sciences. To conclude, we introduce the issue of knowing and understanding what a society is about, in particular knowing and understanding our society nowadays. This issue echoes the one about the common culture, about a shared world conception which is sufficient to live together in our political communities
Sprache schafft Wirklichkeiten - Metaphernreflexion in der umweltwissenschaftlichen Bildung
Get PDFDie Vermittlung und Aneignung von Sachwissen vollzieht sich in einem hohen Maße durch Metaphern. Aufgrund des charakteristischen Übertragungsprozesses, auf dem Metaphern basieren, sind sie dazu prädestiniert, etwas Unbekanntes mit Hilfe von etwas Bekanntem zu präsentieren und damit dem betrachteten Gegenstand mehr Anschaulichkeit zu verleihen. Die metaphorische Herkunft gerät jedoch leicht aus dem Blickfeld und das in Fach- und Lehrbüchern vermittelte Wissen legt das Vorhandensein von fachbezogener Wahrheit nahe. Mit Hilfe der Reflexion und der Analyse von Metaphern wird die gedankliche Strukturierung offen gelegt und Hinweise auf die spezifische Sichtweise und Wahrnehmung des Sachverhalts gegeben. So offenbart sich beispielsweise in der umweltwissenschaftlichen Bildung der Begriff des Umweltmanagements als anthropozentrischer Herrscher- und Lenkungsanspruch auf die Umwelt. Die Reflexion der Metaphern macht den Zusammenhang zwischen Sprache und Wissenschaft anschaulich und bereitet darüber hinaus den Weg für eine interdisziplinäre Zusammenarbeit. Gelingt es, die in der Sprache begründeten disziplinären Denkbahnen aufzudecken, so wird ein diskurs- und fächerübergreifendes Denken erleichtert und gefördert
Dialogue and Dignity - Linking Human Rights Education with Paulo Freire\u27s „Education for Liberation“
Get PDFViewed in the context of the United Nations Decade for Human Rights Education (1995-2004), it is clear that Paulo Freire\u27s "Education for Liberation" and Human Rights Education (as it develops), have two core concepts of participation and empowerment in common. Participation is seen as the active involvement of individuals and groups in social, economic or political activities, while empowerment is viewed as the strengthening of individuals and groups and their liberation from oppressive conditions which crush human dignity. This article examines the development of Human Rights Education (HRE) which grew from UN International Human Rights Conventions, and which resulted in a common understanding of and basis for HRE. Not many authors (e.g. in Europe or the United States of America) currently involved in the development of human rights education rely on Paulo Freire\u27s work as their main source of inspiration. In Latin America, however, the work of Paulo Freire is well-established and is referred to in current education discourse and practice. This article endeavours to link some of the core concepts of Freire\u27s work to human rights education with a view to understanding education as a process of liberation involving dignity, dialogue and dissent. To this end, Paulo Freire\u27s work is examined from the perspective of the German educational theorist and philosopher Gottfried Mergner who developed a theory on the social limits to learning and critically discussed Freire\u27s work
Bildungsstandards. Kritische Reflexionen zu einem Oxymoron
Get PDFDer folgende Beitrag verfolgt das Anliegen, die Bildungsstandards auf ihre konzeptionelle und instrumentelle Eignung für das Ziel der Verbesserung der schulischen Erziehung durch ‚Outputsteuerung‘ kritisch zu überprüfen.Die Argumentation greift dabei vor allem konzeptionell-begriffliche und wissenschaftstheoretische Aspekte auf. Dabei zeigt sich eine fehlende Einbindung in den internationalen Diskurs der Pädagogik und zum längst gesicherten metatheoretischen Fundament des Falsifikationismus The paper discusses critically the introduction of standards in education. These are aiming at redirecting control of educational processes to output variables. By taking up arguments of concept and naming, and likewise of theory of science, both conceptual and instrumental qualities of standards shall be investigated. It will be demonstrated that there is a disconnection to earlier scientific outcomes in international educational science, and to epistemological standards of falsification
A Platform for a Shared Discourse of Interdisciplinary Education
Get PDF“Disciplinarity” and “interdisciplinarity” have become keywords for knowledge and education in the twenty-first century. This development requires that administrators, curriculum planners, and teachers at all levels of the educational system have a common understanding of both terms and their relationship. The primary case study is the school level in the United States. Yet, comparisons with other nations suggest a platform for longer-term international dialogue that bridges the discourses of interdisciplinarity across national contexts as well as school and university levels. A shared discourse and programs of teacher training require awareness of historical contexts of interdisciplinary education, major terminology for distinguishing design models, characteristic pedagogical approaches, and related learning skills
Disciplines, Outcomes and Purpose in Social Science Education
Get PDFThe gap between school knowledge and academic knowledge has long been acknowledged. The division of the curriculum into separate academic subjects has sometimes been blamed for this problem. On this reading it would make sense to re-model the curriculum so that teaching is multidisciplinary. However, efforts to achieve this ideal have a poor record in England. In this paper we suggest that the answer to the problem is more likely to lie in the way that the curriculum is built from a careful analysis of the actual outcomes of learning. We briefly outline three projects that are based on this supposition, describing the theoretical underpinnings and the main features of the projects