The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform

Monisha Bajaj - One of the best experts on this subject based on the ideXlab platform.

  • between Rights and realities Human Rights Education for immigrant and refugee youth in an urban public high school
    Anthropology & Education Quarterly, 2017
    Co-Authors: Monisha Bajaj, Melissa Canlas, Amy Argenal
    Abstract:

    This article presents data from a two-year ethnographic case study to explore how immigrant and refugee youth in the United States made sense of participation in a weekly Human Rights club after school. Three types of student responses to Human Rights Education are exemplified through the profiles of students. The article offers new insights on studies of immigrant youth as well as possibilities that exist at the intersection of Human Rights Education and anthropology of Education.

  • Human Rights Education in small schools in india
    Peace Review, 2012
    Co-Authors: Monisha Bajaj
    Abstract:

    In the past three decades, the rise of Human Rights Education (HRE) in global Educational policy discourse and practice has paralleled the unrelated rise of small, independently run schools internationally that operate separately from government structures, whether they be private, charter, religious, or affiliated with non-governmental organizations (NGOs). This essay examines the intersection of these two phenomena — small schools and Human Rights Education — in India to understand better how the praxis of Human Rights is infused into schools in distinct ways based on the ideology of the respective school’s founders, donors, teachers, and families.

  • from time pass to transformative force school based Human Rights Education in tamil nadu india
    International Journal of Educational Development, 2012
    Co-Authors: Monisha Bajaj
    Abstract:

    Abstract This article presents data collected at the level of practice to highlight one non-governmental organization's approach to Human Rights Education and how household-, school-, and community-level factors mediated student impact. Findings suggest that a variety of factors at the three levels contribute to the program's successful implementation in government schools serving marginalized students (where most HRE programs are in operation in India today). These responses emerge along a continuum from ‘time pass’—a commonly used term in India for anything that does not directly contribute to greater performance on high-stakes exams—to ‘transformative force’, wherein students internalize knowledge and values related to Human Rights and take action based on it. Responses to HRE were characterized in four areas and representative examples are provided of each: (1) personal changes; (2) attempts to intervene in situations of abuse; (3) reporting (or threatening to report) abuse; and (4) spreading awareness about Human Rights.

  • schooling for social change the rise and impact of Human Rights Education in india
    2011
    Co-Authors: Monisha Bajaj
    Abstract:

    Chapter One: Introduction Chapter Two: Historical Development, Multiple Definitions, and Ideological Orientations of Human Rights Education Chapter Three: Policy, Pedagogy, and Practice: The Emergence and Landscape of Human Rights Education in India Chapter Four: Linking Laws, Liberties, and Learning: The Institute of Human Rights Education Chapter Five: From 'Time Pass' to Transformative Force: Human Rights Education for Marginalized Youth Chapter Six: Building Solidarity and Coalitional Agency through Human Rights Education Chapter Seven: Teachers and Textbooks as Legitimating Agents for Human Rights Chapter Eight: Challenges, Co-optations, and Contestations: Indian Human Rights Education in Focus Chapter Nine: Conclusion Bibliography Index.

  • Human Rights Education ideology location and approaches
    Human Rights Quarterly, 2011
    Co-Authors: Monisha Bajaj
    Abstract:

    As Human Rights Education (HRE) becomes a more common feature of international policy discussions, national textbook reform, and post-conflict Educational strategies, greater clarity about what HRE is, does, and means is needed. This article reviews existing definitions and models of HRE, and argues that ideology — as much as location or other variables — offers a means of schematizing varying approaches to HRE. This article reviews models organized around principles of global citizenship, coexistence, and transformative action in the context of one nation-state (India), and suggests that the mutability and adaptability of Human Rights Education are its strength.

Mark Fathi Massoud - One of the best experts on this subject based on the ideXlab platform.

  • do victims of war need international law Human Rights Education programs in authoritarian sudan
    Law & Society Review, 2011
    Co-Authors: Mark Fathi Massoud
    Abstract:

    Drawing on ethnographic fieldwork in Sudan, this article illuminates the consequences of Human Rights Educational workshops as a form of Humanitarian assistance in war-ravaged areas. These projects are built on flawed assumptions about Sudanese politics and about the likelihood that Human Rights Education empowers the war-ravaged poor. The beneficial impacts of Human Rights discourse stem from its side effects, which fulfill urgent and symbolic needs, and not from the core content of Human Rights. The case of an authoritarian regime exposes an alternative site of Rights promotion, outside the established or struggling democracies where most literature on Rights resides. Bridging the literature on Rights in Western, democratic contexts and on Human Rights in Africa, this article argues that law is not enough-and is potentially dangerous-in the insecure and impoverished areas where the international aid community has been encouraging it to flourish. The government has seen them sitting [in desert camps] for 20 years. The United Nations has seen them there for 20 years. NGOs have seen them there for 20 years, in a very vulnerable area. What has been the result? Nothing. After 20 years, with the government, the UN, the NGOs [watching], they're still internally displaced persons in the desert. (Interview, Zakaria, facilitator of Human Rights Educational workshops, Khartoum, Sudan, May 2007) This article explains the grassroots consequences of internationally funded projects in contemporary law and development. To what extent does the export of Human Rights discourse benefit those who are displaced by civil war, and what are the risks associated with Rights-based Humanitarian aid projects when deployed in active authoritarian contexts? Drawing on ethnographic fieldwork with internally displaced persons and nongovernmental organizations (NGOs) in Sudan, I illuminate the material and symbolic benefits and costs for the participants of Human Rights workshops. I use the case of Sudan to explain what happens to Rights in an authoritarian regime. Most literature on Rights has rarely extended beyond the boundaries of established or struggling democracies, which has stunted the conceptual and theoretical development of the debates on Rights. In democratic contexts, Rights are rooted in a common political discourse of usually nonviolent and nonsectarian pluralism and competition (Glendon 1991; McCann 1994). Authoritarian regimes tend to be at best hypersensitive, and at worst openly hostile, to Rights expressions; they thrive across the world from Syria and Myanmar to Libya and Sudan by violating Human Rights (Amnesty International 2007, 2009a, 2009b; Human Rights Watch 2009). My empirical study of the export of Rights-based strategies into an authoritarian context unearths an alternative site of inquiry to reveal new consequences for Rights theory and for contemporary strategies carrying the label of ''legal empowerment'' (Golub 2006; McClymont & Golub 2000). This article builds on the Rights debates in sociolegal theory by charting the function of Rights in an authoritarian state, particularly as experienced by people displaced by civil war and who live in extreme poverty. Specifically, to what extent do international perspectives of RightsFor Human RightsFachieve their intended goals when used as a soft form of Humanitarian intervention in these places?1 To investigate this question, I adopt in this article a grassroots approach to the study of law, from the standpoint of those in the global South who encounter and sometimes disregard or resist international conceptions of Rights (Rajagopal 2003). Building on sociolegal theory that contrasts the promoters of Rights talk with those they serve (Bell 1995; Englund 2004; Merry 2006), I contend that the consequences of Human Rights promotion differ for civil society elites who promote Rights than for the communities of war victims in which they intervene. …

  • do victims of war need international law Human Rights Education programs in authoritarian sudan
    Social Science Research Network, 2011
    Co-Authors: Mark Fathi Massoud
    Abstract:

    Drawing on ethnographic fieldwork in Sudan, this article illuminates the consequences of Human Rights Educational workshops as a form of Humanitarian assistance in war-ravaged areas. These projects are built on flawed assumptions about Sudanese politics and about the likelihood that Human Rights Education empowers the war-ravaged poor. The beneficial impacts of Human Rights discourse stem from its side effects, which fulfill urgent and symbolic needs, and not from the core content of Human Rights. The case of an authoritarian regime exposes an alternative site of Rights promotion, outside the established or struggling democracies where most literature on Rights resides. Bridging the literature on Rights in Western, democratic contexts and on Human Rights in Africa, this article argues that law is not enough--and is potentially dangerous--in the insecure and impoverished areas where the international aid community has been encouraging it to flourish.

Lisa Forman - One of the best experts on this subject based on the ideXlab platform.

  • making the case for Human Rights in global health Education research and policy
    Canadian Journal of Public Health-revue Canadienne De Sante Publique, 2011
    Co-Authors: Lisa Forman
    Abstract:

    If the 2010 CPHA conference is a bellwether of mainstream Canadian public and global health practice, its dearth of Human Rights papers suggests that, outside a small scholarly cohort, Human Rights remain marginal therein. This potential ‘Rights gap’ conflicts with growing recognition of the relationship between health and Human Rights and ergo, the importance of Human Rights Education for health professionals. This gap not only places Canadian health research outside the growing vanguard of academic research on health and Human Rights, but also ignores a potentially influential tool for achieving health equity. I suggest that Human Rights make a distinctive contribution to such efforts not replicated within other social justice and equity approaches, making Human Rights Education a crucial complement to other ethical training. These contributions are evident in the normative specificity of the right to health in international law and its legally binding nature, in the success of litigation, the successful advocacy for AIDS treatment and the growing adoption of Rights-based approaches to health. Canadian academic and research institutions should take up their rightful place within health and Human Rights research, Education and practice globally, including by ramping up Human Rights-oriented Education for health professionals within Canadian universities.

  • making the case for Human Rights in global health Education research and policy
    Social Science Research Network, 2010
    Co-Authors: Lisa Forman
    Abstract:

    If the 2010 Canadian Public Health Association conference is a bellwether of mainstream Canadian public and global health practice, its dearth of Human Rights papers suggests that, outside a small scholarly cohort, Human Rights remain marginal therein. This potential ‘Rights gap’ conflicts with growing recognition of the relationship between health and Human Rights and ergo, the importance of Human Rights Education for health professionals. This gap not only places Canadian health research outside the growing vanguard of academic research on health and Human Rights, but also ignores a potentially influential tool for achieving health equity. I suggest that Human Rights make a distinctive contribution to such efforts not replicated within other social justice and equity approaches, making Human Rights Education a crucial complement to other ethical training. These contributions are evident in the normative specificity of the right to health in international law and its legally binding nature, in the success of litigation, the successful advocacy for AIDS treatment and the growing adoption of Rights-based approaches to health. Canadian academic and research institutions should take up their rightful place within health and Human Rights research, Education and practice globally, including by ramping up Human Rights-oriented Education for health professionals within Canadian universities.

Felisa Tibbitts - One of the best experts on this subject based on the ideXlab platform.

  • insights from students on Human Rights Education in india south africa sweden and the united states
    2020
    Co-Authors: Felisa Tibbitts, Thomas Nygren, Judit Novak, Denise Bentrovato, Johan Wassermann
    Abstract:

    This chapter presents the results of a cross-national study on secondary school students’ views about Human Rights and how they learned about Human Rights in school. The Human Rights Education literature has recognised the importance of “vernacularization”, or localisation, in the learning of universal Human Rights themes and values (Merry, Law Soc Rev 35: 39–88, 2001; Merry, Am Anthropol 108(1): 38–51, 2006; Coysh, Human Rights Education and the politics of knowledge. Routledge, New York, 2016). This study involved classrooms in India, South Africa, Sweden and the United States, and demonstrates that vernacularization in Human Rights Education practice has complex applications. The specific context influences not only relevant local Human Rights concerns, but also classroom teaching methodology and views towards taking action. Results suggest that further research into the vernacularization of Human Rights Education needs to take into account multiple dimensions of the political and Educational contexts in which learning is taking place.

  • Dilemmas and hopes for Human Rights Education: Curriculum and learning in international contexts
    PROSPECTS, 2017
    Co-Authors: Felisa Tibbitts, Susan Roberta Katz
    Abstract:

    Human Rights Education (HRE), like the wider international Human Rights project, is a bold attempt to influence laws and state policies, while at the same time inspiring people to connect Human Rights to their everyday lives. In terms of incorporating HRE within the formal Education sector, HRE is dependent upon the good will of state actors. To what extent are state actors deeply committed to HRE? As HRE is institutionalized within school and curriculum policies, is it able to retain its core emancipatory nature? As we examine the actual practice of HRE, we often see a gap between the theorists’ calling (back) for the emancipatory roots of HRE and the lived Educational policies and practices of states and schools. This special issue explores this gap with examples from the Global South and Global North, reviewing recent theories, challenges, and solutions for enabling a transformative approach to HRE through and against the lens of state power.

  • curriculum reform in transitional justice environments the south african Human Rights commission Human Rights Education and the schooling sector
    2017
    Co-Authors: Felisa Tibbitts, Andre Keet
    Abstract:

    This chapter explores the role of the South African Human Rights Commission (SAHRC), established in 1995, in promoting Human Rights Education within the schooling system in a transitional context. In the South African post-apartheid environment, the widespread discourse on Human Rights – linked with the new Constitution, legal reforms and compliance with international standards – facilitated a review of the entire Education system, including the curriculum, resourcing of schools and bringing the various racially segregated departments together in one Education system. We focus our attention in presenting and analyzing the effort to infuse Human Rights content and values within the curriculum reform efforts as part of the strategy of reconstruction of South African society. In this chapter we will show that there were competing forces influencing curriculum reform, with the SAHRC’s more ambitious goal to have “transformative” HRE infused throughout the curriculum reduced to one that was less ambitious in both scope and depth.

  • transformative learning and Human Rights Education taking a closer look
    Intercultural Education, 2005
    Co-Authors: Felisa Tibbitts
    Abstract:

    A working definition of justice needs to be focused on peace building, and personal and social transformation. Human Rights Education is a newly emerging practice, uniquely sanctioned at the interg...

  • understanding what we do emerging models for Human Rights Education
    International Review of Education, 2002
    Co-Authors: Felisa Tibbitts
    Abstract:

    The author presents three approaches to contemporary Human Rights Education practice: the Values and Awareness Model, the Accountability Model and the Transformational Model. Each model is associated with particular target groups, contents and strategies. The author suggests that these models can lend themselves to theory development and research in what might be considered an emerging Educational field. Human Rights Education can be further strengthened through the appropriate use oflearning theory, as well as through the setting of standards for trainer preparation and program content, and through evaluating the impact of programs in terms of reaching learner goals (knowledge, values and skills) and contributing to social change.

Audrey Osler - One of the best experts on this subject based on the ideXlab platform.

  • Human Rights Education postcolonial scholarship and action for social justice
    Theory and Research in Social Education, 2015
    Co-Authors: Audrey Osler
    Abstract:

    AbstractIn our global age, Educational researchers and practitioners need tools that can be applied in a range of contexts and scales: local, national, and international. This article argues that Human Rights Education (HRE) is a site of struggle in which Human Rights and democracy need to be constantly renewed. It contextualizes HRE within a critical, reflective postcolonial framework that nonetheless recognizes modernist principles of universal Rights. It focuses on 2 concepts—universality and recognition—to develop a theory of HRE that meets the needs of multicultural, multi-faith, yet secular societies that are characterized by asymmetrical power relations and anti-democratic political movements. An evolving theory of HRE needs to embrace the ethics of recognition by extending this concept beyond that expounded in Human Rights instruments and building on learners’ experiences. Individual narratives are starting points for new collective narratives to enable the strengthening of Human Rights and social...

  • challenges and complexity in Human Rights Education teachers understandings of democratic participation and gender equity in postconflict kurdistan iraq
    Education inquiry, 2013
    Co-Authors: Audrey Osler, Chalank Yahya
    Abstract:

    This paper examines tensions in implementing Human Rights Education (HRE) in schools in Kurdistan-Iraq, both for teachers and for policy-makers, juggling nation-building and its application through schooling and child Rights. We draw on documentary sources and fieldwork in two governorates, including classroom observations and interviews with Education professionals. The UN Convention on the Rights of the Child confirms the right to HRE, including learning to live together, stressing gender equity. In practice, Rights operate in tension and may be denied in societal contexts where conservative, patriarchal values prevail. We report on teachers’ attempts to reconcile tensions while facing limited resources. HRE is often perceived as low-status and taught without adequate consideration of everyday Rights denials. Nevertheless, HRE is fundamental to democratic development and social justice and can equip citizens with skills and attitudes for a cosmopolitan worldview and peaceful development. Potentially, HRE can contribute to learners’ self-empowerment and gender equity. Keywords: Human Rights Education, democratic participation, gender equity, Education policy, post-conflict (Published: 1 March 2013) Citation: Education Inquiry Vol. 4, No. 1, March 2013, pp. 189–210

  • teachers and Human Rights Education
    2010
    Co-Authors: Audrey Osler, Hugh Starkey
    Abstract:

    CONTENTS: Acknowledgements Acronyms and abbreviations Foreword Human Rights: An agenda for action: 1. Three narratives 2. Contextualising Human Rights 3. Human Rights frameworks 4. Human Rights, justice and peace Politics, cultures and inequalities: 5. Women's Human Rights 6. Human Rights and global change 7. Values, cultures and Human Rights Human Rights and democracy in schools: 8. Children's Human Rights 9. Citizenship Education and Human Rights 10. Human Rights, politics and schooling Epilogue References Index.

  • Human Rights identities and conflict management a study of school culture as experienced through classroom relationships
    Cambridge Journal of Education, 2000
    Co-Authors: Charlotte Carter, Audrey Osler
    Abstract:

    This paper presents the findings of an action research project designed to examine the dynamics of classroom relationships and perceptions of how Rights and identities operate in an all boys' comprehensive school in the English West Midlands. The principal aims of the research were to examine the feasibility of adopting a Human Rights framework as a basis for school life and to evaluate subsequent relationships and identities. The first section of this paper examines the potential of Human Rights Education to promote constructive relationships and manage conflict. It takes the 1989 United Nations Convention on the Rights of the Child as its framework for action. We then outline the methodology adopted and consider how the classroom environment affects and is affected by those working within it. We reflect on the expression of identities and understandings of Rights and responsibilities in the classroom by both students and teachers and the impact of these understandings and of masculine identities on clas...