Abstract

Human Rights Education exists as an implementing entity of the Universal Declaration of Human Rights. Scholars such as Andre Keet and others have criticized the dissemination of universal rights through education because it covets Western ideology over local ethical and epistemological constructs. Using Tibbitts’ revised typologies of Human Rights Education, this paper offers suggestions for critical pedagogy for the teaching of, for, and through Human Rights. These suggestions are drawn from examples of critical practice from throughout the world.

Highlights

  • Human Rights Education (HRE) is a powerful, if nascent, institution that is spreading throughout the world as a crucial piece of the Human Rights framework (Russell & Suárez, 2017)

  • The Universal Declaration of Human Rights (UDHR) is grounded in Western ontology with little credence to the world at large

  • This paper has presented numerous critiques of the traditional Human Rights system as well as HRE

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Summary

Introduction

Human Rights Education (HRE) is a powerful, if nascent, institution that is spreading throughout the world as a crucial piece of the Human Rights framework (Russell & Suárez, 2017). The ideology that UDHR represents is not exclusive to one place, but sprawling method for asserting what Keet (2015) recognizes as very specific interests Those interest are spelled out in the UDHR (1948) which states: “every individual and every organ of society (...) shall strive by teaching and education to promote respect for these rights and the freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance” (page). Theses typologies indicate how HRE is more than just the teaching of the meaning, parameters, and potential for the UDHR This is especially true of the Awareness Model which is typically situated in formal educational settings (Tibbitts, 2017).

79 Current Issues in Comparative Education
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