This book examines dominant discourses in human rights education globally. Using diverse paradigms, ranging from critical theory to discourse analysis, the book examines major human rights education reforms and policy issues in a global culture, with a focus on the ambivalent and problematic relationship between human rights education discourses, ideology and the state. The book discusses democracy, ideology and human rights, which are among the most critical and significant factors defining and contextualising the processes surrounding human rights education globally. The book critiques current human rights education practices and policy reforms, illustrating the shifts in the relationship between the state, ideology, and human rights education policy. Written by authors from diverse backgrounds and regions, the book examines current developments in research concerning human rights education. The book enables readers to gain a more holistic understanding of the nexus between human rights education, and dominant ideologies, both locally and globally. It also provides an easily accessible, practical yet scholarly insights into international concerns in the field of human rights education in the context of global culture.
Author(s): Joseph Zajda, Yvonne Vissing
Series: Globalisation, Comparative Education And Policy Research | 28
Edition: 1
Publisher: Springer
Year: 2022
Language: English
Commentary: TruePDF
Pages: 233
Tags: Human Rights: Study And Teaching; Education And Globalization; Education: Aims And Objectives; Curriculum Studies; International And Comparative Education; Educational Policy And Politics; Higher Education; Education Policy
Foreword
Series Editor
Preface
Editorial by Series Editors
Contents
Contributors
Chapter 1: Globalisation, Ideology, and Human Rights
Globalisation, Ideology, and Human Rights: Introduction
Globalisation and Education Reforms
Ideology as a Construct
Major Human Rights Discourses
Evaluation
Conclusion
References
Chapter 2: Viewpoints on Human Rights from the Global South
Viewpoints on Human Rights from the Global South: Introduction
Conclusion
References
Chapter 3: Historical, Contemporary, and Future Issues on the Nexus of Globalisation, Human Rights, and Education
Globalisation and Human Rights
Human Rights
Accountability and Remedy
Quality and Inclusive Education from a Human Rights Perspective
The Nexus of Education
Multilateral Institutions and Decolonisation
International Education and Migration
Private Schooling, Curriculum, and Education in Context of Neoliberal Economic Globalisation
Forced Migration and Education in Emergencies
Health, Nutrition, and Safety
Technology and the Digital Environment
Climate Change
Futures of Education and Human Rights in an Increasingly Globalised World
Conclusion
References
Chapter 4: Migrant and Refugee Children in Europe Children: A New Perspective
Introduction
The Conceptual and Legal Evolution of Children in Time and Space
Migrant and Refugee Children in Europe – Causes and Consequences
Networking of Institutional Actors to Support Migrant and Refugee Children Based on the Best Interests of the Child
Final Considerations
Conclusion
References
Chapter 5: Extremism vs. Human Rights: How Ideology Is Built, Nurtured, and Transforms Societies
How Extremist Ideology Is Built, Nurtured, and Transforms Societies
What Is Extremism?
Globalism Underpinnings of Extremism
Globalism and the Impact on Democracy
Why Are People Extremists?
Stratification’s Contribution to the Rise of Extremism
Differential Association Theory
Operant Conditioning or Differential Reinforcement Theory
Differential Identification Theory
Bandura’s Theory of Social Learning and Imitation
Neutralization Theory
Control Theories
Conflict Theories
Conflict and Labeling Theory Compatibility
Rise of Extremism During COVID-19
Selected Theory for This Chapter
Ideological Shifts in Addressing Extremism
Criminal Justice Response
Public Health Approach
Human Rights Education Approach
Conclusion
References
Chapter 6: A Victim-Group’s Approach to Human Rights Education in Colombia
Introduction
ANUPAR’s HRE (2000–2010)
ANUPAR Joven’s HRE (2017–2019)
Workshops and a Field Trip
HRE Through Reparations for Future Generations (2018–2019)
Analysis: What Can We Learn from a Victims-Centered HRE
On Content: Decentered HRE
On Method: Storytelling and Historical Memory
Final Thoughts: HRE’s Return to Its Violent Roots
Conclusion
References
Chapter 7: Discovering Unintentional Messaging About Children’s Rights in Children’s Literature to Advance Understanding of Children’s Rights
Introduction
Historical Foundations of Children’s Rights in Children’s Literature
Lessons and Commands
Storytelling
Early Books
Influences on the Present
The Invention of Childhood
The Changing Dominance of a Class System
The “Golden Age”
Challenging Child Labor
Evolution of Childhood and Children’s Literature
Maturing of Picture Books
Picture Books in the Western World
Critical Analysis
Contemporary Children’s Literature
Critical Strategies for Interpretation
Children’s Rights as a Critical Strategy
Book Selection
Critique in Practice
Picture Books for Teaching
Teaching Reading with Bias
Teaching About Childhood and Culture
Trends
Colorblindness
Power Movements
Salad Bowl
Protection
Activism
Qualifying Picture Books
Criteria for Evaluation
Proactivity and Further Study
Conclusion
References
Children’s Books Cited
Chapter 8: The Multidisciplinary, Interdisciplinary, and International Global Policy Outlook of the Optional Protocol on the Sale of Children, Child Prostitution and Child Pornography
What Role Does the General Comments of Human Rights Instruments Have in the Community Structure of the Asylum-Seeking Refugee Child?: Introduction
The Asylum-Seeking Child in Vulnerable Situations
Human Rights Instruments and the General Comments
Convention on the Rights of the Child, Article 22
Joint Stakeholders: Human Rights Committees and Treaty Bodies
The Obligation
The Dichotomy of the Positive Obligation, Shall Endeavor
Absolute/Best Endeavors to the Positive Obligation
Best Reasonable Endeavors/All Reasonable Endeavors/Reasonable Endeavors to the Obligation
‘I’ll Try’ to ‘Nothing’ Obligation
The Due Diligence Obligation Standard
References
Chapter 9: Social Progress, Globalization, and the Development of Mental Health: A Human Right Perspective
Social Progress, Globalization, and the Development of Mental Health as a Human Right: Introduction
Social Progress
Globalization
Emergence of Global Mental Health
Impact of Globalization on Mental Health
Human Rights in Mental Health
Discussion
Conclusion
References
Chapter 10: The Importance of Rights-Based Intervention: Clinical Sociology
Introduction
Rights-Based Intervention
Clinical Sociology and Rights-Based Intervention
Examples of Rights-Based Interventions
Individual Level
Group/Organization/Community Levels
National Level
Cities for CEDAW
Mediation
Conclusion
References
Chapter 11: Discourses of Globalisation, Ideology, and Human Rights: Major Trends
Discourses of Globalisation, Ideology, and Human Rights: Introduction
Defining Human Rights
Social and Cultural Dimension of Human Rights Education
Children’s Rights
Conceptualising Human Rights Education
Current Research on Human Rights Education
Human Rights Education, Implementation and Emerging Policy Issues
Conclusion
References
Index
