International Human Rights Education

Bu çalışma, KKTC'deki okullarda din eğitimini konu edinmektedir. Çalışmanın birinci liderliğinde KKTC'nin devlet ve toplum yapısı ile bunların din ile ilişkisi; KKTC'deki eğitim sisteminin ikinci başlığında; üçüncü sırada genel okullarda okutulan Din Kültürü ve Ahlak Bilgisi derinlemesine incelenen hukuki seçenekler, öğretim programı, ders kitapları; dördüncü sırada orta öğretim düzeyinde dini eğitim veren Hala Sultan İlahiyat Koleji'nin çizgilerinden döngüsel serencamı, öğrenci-mezun-öğretmen profili, öğretim programı, ders kitapları; beşinci sırada KKTC'deki İlahiyat Fakülteleri; Yönetimlerinde ise adadaki din eğitimi ile ilgili güncel tartışmalar sürüyor.

Today's educational challenges in Africa have their roots in the colonial education system. The article explores the consequences of linguistic choices for quality education, self-determined development and children's rights in education. The analysis centers on a case study of a curriculum change in Zanzibar in which English has replaced Kiswahili as the language of instruction in the last years of primary school in Mathematics and Science subjects. The case study is grounded in an extensive review of theory and practices on the relationship between language of instruction, learning and rights in education. The field study researched the reasons behind the curriculum change, the extent to which schools were prepared for the change, and the consequences of the change for the learning environment. The article, therefore suggests that for the 21st century, Africa should place emphasis on rights policies that promotes not only access, but also inclusion and quality education.

Sustainable Development The alarming surge in worldwide migration is a crucial aspect of current globalization. The uncontrollable emigration of individuals is a significant global phenomenon that is profoundly shaping the world in the twenty-first century. One notable consequence of this trend is the growing presence of Diaspora communities, originating primarily from the Southern regions and relocating to the prosperous Western nations. When individuals and communities migrate to different nations, they carry with them their cultural legacy, knowledge, skills, and resources, thereby establishing diaspora communities. These communities play crucial roles in promoting sustainable development in both the nations where they reside and their countries of origin. Sustainable development, as per the United Nations' definition, aims to address the requirements of the current generation while safeguarding the capacity of future generations to fulfil their own demands. Millions of people have migrated to new countries throughout history in search of safer living conditions, better job opportunities, or to flee from war and hardship. International migration has emerged as a distinctive aspect of our globalized environment in the twenty-first century. People cross borders in search of safer environments, greater opportunities, and better living situations. The economies, communities, and politics of both sending and receiving nations are profoundly impacted by this phenomenon. The development of diaspora communities, which are defined as communities of people who have relocated from their nation of origin and established themselves in a foreign country, is a prominent phenomenon within these migrant movements. While residing in a different host nation, they frequently establish and maintain close cultural, social and economic ties with their countries of origin and play a significant role in advancing sustainable development back home. In prehistory, nomadic tribes and civilizations migrated in search of resources, trade and conquest. Around 200 BCE, the Silk Road was built, allowing the East and the West to communicate with each other to move people, ideas, and commerce throughout Asia. Early migration and trade paved the way for crosscultural interaction and the development of diaspora communities across the globe. From the 15th to the 20th centuries, there were extensive forced migrations. Africans were brought in as slaves, and indigenous populations were forcibly relocated when European powers founded colonies in Africa, Asia, and the Americas. As a result, diaspora communities that were crucial to the social, cultural, and economic advancement of their native countries were formed. Examples include the Indian diaspora in Southeast Asia and Africa and the African diaspora in the Americas. During the 19th and 20th centuries, many countries fought for freedom from colonial authority. Communities in the diaspora played critical roles in supporting these movements from abroad. As an illustration, the Indian diaspora in the UK and other nations of the world raised funds, pushed for independence, and helped the Indian National Congress in its fight for freedom. In the late 20th century, economic migration emerged as a key component of global migration trends,

Abstract: The world's peace-building and development organizations increasingly are incorporating human-rights frameworks into the myriad of activities now under their purview. Slower to develop, however, are the capacity-building programs designed to impart knowledge about human rights to citizens and communities. Field-workers throughout the world indicate that the lack of such guidance-giving education hinders them when it comes to monitoring activities, helping to rebuild public institutions, setting up and organizing electoral politics, building an unfettered media, protecting human security, setting up transitional justice mechanisms, and the myriad of other peace-building activities and democratization challenges they face in post-conflict situations. This paper not only explores this emerging field of the study and practice of human-rights education within the cross-national peace-building sphere by sharing the perspectives of educators around the world, but also consid...

The world’s peace-building and development organizations increasingly are incorporating human-rights frameworks into the myriad of activities now under their purview. Slower to develop, however, are the capacity-building programs designed to impart knowledge about human rights to citizens and communities. Field-workers throughout the world indicate that the lack of such guidance-giving education hinders them when it comes to monitoring activities, helping to rebuild public institutions, setting up and organizing electoral politics, building an unfettered media, protecting human security, setting up transitional justice mechanisms, and the myriad of other peace-building activities and democratization challenges they face in post-conflict situations. This paper not only explores this emerging field of the study and practice of human-rights education within the cross-national peace-building sphere by sharing the perspectives of educators around the world, but also considers a host of i...

This article is a report on part of a larger research on student participation in school governance in the Hong Kong context. It addresses the question ‘Is the Student Union a tokenism of student participation in school governance in the context of Hong Kong?’. The research adopts a mixed methodology comprising both quantitative and qualitative methods. For the quantitative study, 3209 valid student questionnaires from 51 secondary schools of different backgrounds were collected. For the qualitative study, four schools of different levels of student participation were involved in in-depth case studies. Semi-structured interviews and field observations with teachers and students were conducted to collect qualitative data. The study revealed that from the questionnaire, the ‘one student, one vote’ policy was an apparently fair, transparent and democratic procedure for Student Union elections, and gave the Student Union a positive image in relation to student participation. However, th...

This article argues that it is essential to explore conversations at the intersection between personal religious identity and Human Rights issues in an attempt to bridge the gap between policy and practice. To facilitate this exploration an empathetic-reflective-dialogical approach was adopted to engage with pre-service teachers in a South African Higher Education Institution. Selected pre-service Religion Education teachers were encouraged to engage in self-dialogue and to write their self-narratives. Participating in Communities in Conversation, Communities in Dialogue and Communities for Transformation provided the opportunity for empathetic-reflectivedialogical restorying to take place. This restorying has the potential to address the possible disconnect between the individual's personal and professional identities when considering Human Rights issues, and in this case, gender equality in particular. Conversing at this intersection has the potential to increase the individual's identity capital and to transform classroom practice to classroom praxis and this can possibly impact the wider society.

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-profit purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.

In the present paper, the researchers historicize the rise and growth of human rights education (HRE) in the post-Cold War era and importantly, periodize changes in the actors involved in the implementation of HRE, their approaches to HRE programming. The researchers detail three distinct periods that demonstrate the changing nature of warfare in the post-Cold War era: from sectarian, intra-state conflict to the global war on terror. The researchers' narrative points towards possibilities for subsequent research that either asks new questions about HRE programming or explores old questions about HRE programming in new ways. Finally, the researchers explore the shift from HRE to Global Citizenship Education (GCE) and conclude by arguing for continuing and renewed emphasis and action on behalf of HRE, and examine a handful of key principles necessary for programs to realize the promise of human rights education as the new civics education for the new world order.

The course aims to provide students an introduction to the political economy of one of the most complex, dynamic, promising, and troubled regions on the planet. The region hosts nearly a quarter of the human population, the world's fastest growing major economy, entrenched extreme poverty as well as newly minted billionaires, nuclear armed rivals, and a wide range of regime types. Although we will discuss the history and culture of the region, the emphasis of this course is on the contemporary political economy of the states in the region.

Empowering Children is a comprehensive book about the meaning of children's rights in literature and in international studies, as supported by the United Nations Convention on the Rights of the Child (the Convention). Howe and Covell make a logical and supported case for expanding rights to children from not-yet citizens to participatory citizens. They indicate that teaching children's rights should be commensurate with their developmental level in a deliberative democratic setting in institutions such as schools. Counter-arguments are made against neglecting children's rights. Their argument is for empowering children through school curricula, specifically a rights curriculum using the contagion model for democratic and participatory pedagogy promoting children's rights education. Such education, according to the authors, should include democratic education techniques provided in an interdisciplinary setting. The purpose of the book is to build a case for adopting children's rights education in schools, which should be the primary vehicle for promoting citizenship through education. The introductory chapter illustrates opposition to schoolchildren's elections organized by UNICEF and some governments, with the results showing that children value the family, provisions, education, and the environment, not unfettered personal freedoms. The theme of responsibility increasing as children age exists throughout the book. Howe and Covell claim that children's rights education leads to good citizenship with knowledge, attitudes, values, and skills needed for participation in a democratic society. Children's citizenship education is a task that the authors indicate most states have failed to follow. Under the Convention, children are provided with many civil and societal responsibilities, but not full adult political rights. For example, Article 12 provides rights of expression and participation to children in relation to their age and maturity level in matters relating to children, including political decisions. These rights are explained, and methods of implementation are provided, with participation in governance being at the core of child citizenship. The authors emphasize the need for children's rights Lydia Pungur is a doctoral provisional candidate in theoretical, cultural, and international education in the Department of Educational Policy Studies. Her interests are comparative education, social studies and curricula, citizenship education, and globalization.

The study investigated the impact of local language on the academic performance of nursery school pupils in Mathematics, Basic Science and Agricultural Science. The pre-test-posttest control group experimental design was adopted for the study. The population for the study was 180 pupils. A sample of 120 pupils was used for the experiment and the remaining 60 participants served as the control group. Four research questions and four hypotheses were developed for the study. Two research instruments (multiple-choice items) were used for the analysis. Expert judgement was used to ascertain the validity of the instrument. Kuder Richarson formular20 was used to establish the reliability of the instruments. The instruments were administered to the pupils. Mean, standard deviation and percentage were used to answer the research question, while a t-test was also used at a 0.05 level of significance to analyze the hypotheses. The findings revealed that local language has an impact on the over...

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-profit purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.

To my dear Ma In, you are of great worth to me. Your selfless friendship means the world to me. I appreciate you tremendously. To my dear Pa Wil, thanks for always being patient and for your kind love. You are like a rock and always there to cheer me on.

The isolation, discrimination, not giving autonomy, considering minor, inequality, not giving any opportunity, to handicapped person, and not confirm economically dependent person, for the disabilities one, is not ethical outcome. So, this convention is giving and maintaining the Rights as equal rights like Human Rights. So, for taking considerations, this Unit is discussed on this Convention. n the Convention, disabilities are the only indicated ones. If we consider the Impairments, Disabilities and Handicaps, thus, they must be also considered. Impairments; considered as; damages, injuries, losses, deficiencies. Myopia is an impairment, thus, can be corrected by glasses. Disabilities; incapacities, infirmities, frailties, debilities are the synonyms. When the myopia is not completely corrected, causing disabilities. Handicaps; the damage is uncorrectable, so, the person is blind. Conventions mainly considered on Disabilities, thus, be on three aspects: Impairments, Disabilities and Handicaps. Principles 3a From M. A. Akşit Collection's I Türk Dünyası Uygulama ve Araştırma Merkezi Yenidoğan Dergisi No. 2018/2 Sayfa. 252 Outline Convention on Disabilities (IDH= Impairments, Disabilities and Handicaps) is evaluated AIM: The Convention on the Rights of Disability individuals, mainly configurate their equal Rights as the other civilians, thus, evaluated at this Unit. Grounding Aspects: United Nations, Convention on the Rights of Persons with Disabilities is mainly evaluated, Wikipedia indications by our Comment. Introduction: There are 8 guiding principles as; 1) Respect for inherent dignity, individual autonomy, 2) Non-discrimination, 3) Full and effective participation and inclusion in society, 4) Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity, 5) Equality of opportunity, 6) Accessibility, convenience, openness, be on the truth and reality, suitability, 7) Equality between men and women, 8) Respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities. Notions: the main subject is establishing the equality, equal in Human Rights, as an also ethical considerations. Conclusion: The availability of the Convention; a) physically, b) cooperation with the common, society, c) care, help and serve to them

This article argues that the intersection between personal religious identity and human rights issues needs to be explored. There is a need to bridge the gap between policy (the constitutions of countries such as South Africa and Norway espouse gender equality) and practice. Using gender equality as an example of a human rights issue, an intervention strategy is employed using an empathetic-reflective-dialogical approach to engage with pre-service teachers in both South Africa and Norway. Selected pre-service teachers are encouraged to engage in selfdialogue and to write their self-narratives. Participating in Communities in Conversation, Communities in Dialogue, and Communities for Transformation provides the platform for empathetic-reflective-dialogical restorying to take place. This restorying has the potential to address possible dissonance between the individual’s personal and professional identities when dealing with human rights issues. Classroom practice could become classro...

This pilot study is the first to examine whether a novel curriculum based on the Reference Framework of Competences for Democratic Culture (RFCDC) could increase children's endorsement and knowledge of children's rights. We conducted a pre-test-post-test design with an intervention and a comparison school. Pupils (n = 172) from Bulgaria, Italy, Norway, Romania, and Spain attended schools in which the curriculum was taught, whereas pupils in the comparison group (n = 120) attended schools in the same city where the curriculum was not taught. Both groups were tested on their endorsement and knowledge of rights before and at the end of the intervention. Children in the intervention group increased in endorsing children's rights at post-test more than did children in the intervention group. Most children believed that children had rights. Children in the intervention group showed modest increases in their knowledge of rights. Future ways of implementing the RFCDC are suggested.

In this article I discuss the vision of education for liberation during the antiapartheid struggle in South Africa. The article focuses specifically on "People's Education" and "Workers' Education". Instead of an instrumental role for education reduced solely to the labour market requirements of business, economic growth and international competitiveness, I argue that the purpose of education is much broader. Embedded in a rich tradition of an educational praxis based on social justice and democratic citizenship, the popular movements associated with people's and workers' education generated alternatives to apartheid's legacy on education. In contemporary South Africa, this apartheid legacy is exacerbated by post-apartheid policies rooted in neoliberalism. While post-1994 education policies established the legislative framework for social justice, equity and adequate resources remain unattainable and elusive. In the face of the desultory state of schooling and the failures of neoliberalism, the article takes issue with the proffered solutions advocated by proponents of neoliberalism, including strident calls for the privatisation of education and resorting back to an apartheid-like disciplinary regime. In forging a pedagogy of possibility, social class analysis and effective community participation in education policy deliberations would need to be reinserted into the conversations about redress and education reform if the country is to overcome its inequalities and social cleavages. To this end, alternatives and possibilities raised during the struggle against apartheid are reiterated, reexamined and offered as prisms through which an alternative education can be practised.

This article reports on the experiences of secondary school teachers teaching human rights education in Soweto township in South Africa. The study was anchored in phenomenological design and adopted a qualitative research approach. Twelve participants from four urban public secondary schools in Soweto township were sampled. Data were collected through semi-structured individual interviews. Findings revealed that the participants' experiences were negative due to a lack of teaching resources, a lack of training to teach human rights education, and a lack of support from district officials. However, more positively, participants viewed themselves as having a significant role in teaching human rights education despite their challenges. Based on the findings, the article suggests more support from different stakeholders, such as the Department of Education, the South African Police Services (SAPS), human rights organizations, and other non-governmental organizations in relation to teacher training and teaching resources for the effective teaching of human rights education. Keywords Curriculum • Human rights education • Public secondary schools • Soweto township • South Africa Human rights education (HRE) is recognized as an integral part of the school curriculum in many countries, including South Africa. It fulfils the aims and mandates of the United Nations Convention on the Rights of the Child (hereinafter the "Convention") in Article 29 (b), which states that "the education of the child shall be directed to … [t]he development of respect for human rights and fundamental freedoms" (UNICEF, 1989). Thus, South

The concept of empowerment is central to Human Rights Education (HRE) theories. HRE is a newly established field of educational theory that has received significant attention globally since the early 1990s. It primarily concentrates on disseminating knowledge about human rights and aims at empowering the global populace. However, prescriptive HRE often disregards the life experiences of the oppressed. Therefore, there is an urge to develop critical human rights education to implant empowerment in the oppressed truly. This article argues for the dialectical model of empowerment in HRE based on the episteme of the oppressed and the mutual dialogue that regenerates the entire field of HRE. The article primarily draws on Paulo Freire's valuable notion of the 'pedagogy of the oppressed' to analyze the nuances of empowerment in HRE theories and actualize the necessity of a dialectical model of HRE to empower people.

This study describes a shifting of paradigm in the literacy education of Syrian refugees and underprivileged Lebanese learners (n = 72) in three eighth-grade classes in a public school in Lebanon. The study used a pre/post experimental control-group design to address its research questions. As complement to a human-rights education curriculum framework suggested in 2018, an intercultural communication model named the Third Space Literature Circle (TSLC) is offered, its goal to improve the reading comprehension of underprivileged Syrian and Lebanese learners. An experimental group (n=49), received the TSLC model instruction whereas the control group (n=23), received the regular reading instruction. Results show that the experimental group outperformed the control group; in particular, some members of the experimental group became more fluent describing their experiences than their control group-counterparts.

We argue for a transformation in the current learning and literacy education of marginalized and nondominant groups of English-as-a Foreign Language (EFL) refugee learners in Lebanon. This paper describes the process of combining Third Space (TS) and Literature Circles (LC) to develop an instructional model of a transformative pedagogy for disadvantaged EFL learners in a transnational and challenging context. We report on how TSLC was used to address Human Rights Education (HRE) values, scaffold learners' challenges, and develop their EFL proficiency. Feedback from teachers indicates that TSLC provides a learning zone for transforming learners' negative experiences into stories of hope and envisioned better future. Likewise, teachers praised TSLC as an enjoyable and effective instructional strategy to engage and motivate learners as well as achieve curricular learning outcomes.

Sustainable Development Goals (SDGs) were formed to continually improve the quality of life enjoyed by humanity, stabilize progress made in sustainable development advancements and prevent the continued deterioration of natural life support systems. The study looked at the level of awareness/understanding, knowledge acquired by the generality of people, and perceived importance attached to the various SDGs by stakeholder groups sampled in Port Harcourt metropolis. We administered a questionnaire to a total of three-hundred persons, and our findings show gaps between what they have heard about SDGs and what SDGs entail. Based on this evident gap, we proposed nine recommendations that can deepen the knowledge and practice of SDGs, some of which are: the establishment of sustainable development and climate change clubs in secondary schools, enhancing awareness/knowledge and practices of SDGs and their targets through facilitative workshops, expanding the sustainability pillars to six b...

This study examined how civic education affects both sustainable development and successful leadership. The goal of the study was to evaluate the role civic education played in sustainable development and the impact it has had in solving leadership problems currently occurring in many nations, regions, towns, organizations, and even religions around the globe. This research clarified the terms civic education, sustainable development, and leadership; it also looked at the connections between civic education and leadership, the effects of civic education on leadership qualities, and the connections between civic education and sustainable development. It became clear that the lack of civic education in schools is the cause of leadership problems at various levels and in different settings. It argued that the only answer to diverse leadership problems in different nations is political education. The various theories of leadership, which contends that meeting a group's needs and wan...

This article reports on the experiences of secondary school teachers teaching human rights education in Soweto township in South Africa. The study was anchored in phenomenological design and adopted a qualitative research approach. Twelve participants from four urban public secondary schools in Soweto township were sampled. Data were collected through semi-structured individual interviews. Findings revealed that the participants’ experiences were negative due to a lack of teaching resources, a lack of training to teach human rights education, and a lack of support from district officials. However, more positively, participants viewed themselves as having a significant role in teaching human rights education despite their challenges. Based on the findings, the article suggests more support from different stakeholders, such as the Department of Education, the South African Police Services (SAPS), human rights organizations, and other non-governmental organizations in relation to teach...

This article was originally published in International Encyclopedia of Education, published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non-commercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who you know, and providing a copy to your institution's administrator.

This article provides an overview of the field of human rights education (HRE) using an input/output schema. It examines the challenges encountered at the delivery points where instructors must contextualize the now extensive corpus of human rights documents and practices to meet the needs, and the political and cultural traditions, of their particular target population. The challenges also point to the dominance of prescriptive over evaluative HRE literature, the degree to which HRE is not a stand-alone activity and the limited HRE-specific teacher training. The authors therefore call for more research on the long-term HRE outcomes of human rights education initiatives.

Este artículo parte de la base de la necesidaddel derecho a la educación en las sociedades contemporáneas, siendo el principalinstrumento para la consecución del pleno desarrollo de la personalidad humana.Para ello, utilizaremos los Objetivos de Desarrollo del Milenio como ejemplo,demostrando que con una educación en y de derechos humanos es posible alcanzar,a largo plazo, un progreso social que asegure el fin último de los Objetivos.En último lugar, nos centraremos en el tratamiento constitucional español delderecho a la educación y la libertad de enseñanza, con el pleno desarrollo dela personalidad humana como principio, centro y fin del mismo.

This study looked at how civic education affects both sustainable development and successful leadership. The goal of the study was to evaluate the role  civic education played in sustainable development as well as the impact it has had in solving leadership problems that are currently occurring in many nations, regions, towns, organizations, and even religions around the globe. This research clarified the terms civic education, sustainable development, and leadership; it also looked at the connections between civic education and leadership, the effects of civic education on leadership qualities, and the connections between civic education and sustainable development. It became clear that the lack of civic education in schools is the cause of leadership problems at various levels, and in different settings. It argued that the only answer to diverse leadership problems in different nations is political education. The various theories of leadership, which contends that meeting a group's needs and wants is the core of management, was used in the study to support our claims. According to this theory, a leader has only performed his duties well when he has made a contribution to the efficacy and group cohesiveness. Through televised public forums, print media, and television announcements, it is advised that the significance, and effect of civic education on sustainable development, leadership, and good governance be consistently conveyed to students, undergraduates, and the public at large.

The objective of this paper is to explores the importance of peace education in promoting social transformation and sustainable peace. It examines the various pedagogical approaches to peace education, including experiential learning, critical pedagogy, and transformative learning, and highlights examples of successful peace education initiatives from around the world. The paper identifies the principles and practices that underpin effective peace education, such as intercultural dialogue, conflict resolution, and critical thinking. It discusses the role of teachers and educators in promoting peace education, as well as the skills and competencies required to effectively teach peace education. The paper also discusses the challenges and opportunities associated with implementing peace education programs in diverse cultural and socio-political contexts. It explores ways in which educators can support learners to develop critical thinking, ethical reasoning, and dialogue skills, and discusses the ways in which peace education can contribute to building more peaceful and just societies. Finally, the paper identifies several areas for future research and practices in the field of peace education, including the development and evaluation of new pedagogical approaches, the integration of technology and Indigenous knowledge, and the promotion of culturally responsive pedagogy and global citizenship education. This paper makes a strong case for the importance of peace education in promoting social transformation and sustainable peace, and provides valuable insights and guidance for educators, policymakers, and researchers working in the field.

Educated women can play a constructive role in the development of the country. Education is an instrument of women's empowerment because it enables them to responds to the challenges, to confront their traditional role and change their life. Hence it is inevitable to neglect the importance of education in reference to women empowerment. Education helps women to know their rights and to gain confidence to claim them. Education through Critical pedagogy helps to raising women's consciousness of the injustices and inequalities surrounding them. Empowering through Critical Pedagogic approach of education has reduction in inequalities and functions as to improve their status within the family and society. Empowered women can equally participate in every sphere of life. This conceptual paper highlights the needs of Critical Pedagogy in women's empowerment.

Human rights and democracy education is a form of education which includes furnishing individuals with social behaviors, and learning through experience should be considered as the grounds in order for it to make permanent changes and allow students to internalize human rights and democracy manners. Thus, the problem statement of the research question is as follows; "What are pre-service teachers' perceptions, opinions and interpretations on the effectiveness of using drama about human rights and democracy education in training Social Sciences pre-service teachers?" The study group of the action research consists of 69 junior students who were studying in the Department of Social Sciences Teaching during 2012-2013 academic year and who were taking Human Rights and Democracy course. Data for the study were gathered through open-ended question forms, semi-structured interviews and video recordings taken during drama activities. The data were analyzed by using content analysis and descriptive analysis methods. It was observed that human rights and democracy education could turn into social behaviors and the setting required for enabling awareness could be provided through drama activities.

This article argues that the intersection between personal religious identity and human rights issues needs to be explored. There is a need to bridge the gap between policy (the constitutions of countries such as South Africa and Norway espouse gender equality) and practice. Using gender equality as an example of a human rights issue, an intervention strategy is employed using an empathetic-reflective-dialogical approach to engage with pre-service teachers in both South Africa and Norway. Selected pre-service teachers are encouraged to engage in selfdialogue and to write their self-narratives. Participating in Communities in Conversation, Communities in Dialogue, and Communities for Transformation provides the platform for empathetic-reflective-dialogical restorying to take place. This restorying has the potential to address possible dissonance between the individual’s personal and professional identities when dealing with human rights issues. Classroom practice could become classro...

This study investigated how young adolescents thought about the location of human rights issues and the nature of violations in differing geographic regions. Open-ended, task-based interviews were conducted with 116 students in Colombia, Northern Ireland, the Republic of Ireland and the United States. Although students in each location pointed to a combination of global, national, and local human rights issues, as well as those found in nations distant from their own, the salience of these varied by setting. Variations were consistent with the contexts in which students had learned about human rights; these included personal experience, school instruction, and broader national discourses. This research indicates that students’ understanding of human rights is influenced by a variety of contextual factors, and it suggests that educators may want to consider how they can complement the messages and experiences students encounter in settings outside school.

The right to access higher education and the ability to benefit from higher education services effectively is among the fundamental rights of disabled individuals as well as other individuals. In addition, these rights constitute an important part of the right to education, which plays a key role in exercising and learning other rights. The problems of students with disabilities who have access to higher education are the subject of this research. This research, which aims to determine the possible policy and support strategies by determining the opinions of the students and faculty members working in the relevant units regarding the quality of service provided to disabled students studying in higher education institutions, is designed as a qualitative study. The study group consists of two disabled students who continue their university education in the fall semester of the 2022-2023 academic year and two faculty members working in the disabled units of these universities. The data collected in the study were analyzed by Critical Incident Technique (CIT) analysis, which allowed the participants to examine the stories they told based on their own experiences. According to the results of the research, although students with disabilities have the same basic rights and freedoms as individuals without disabilities and legal measures are taken at international and national levels, they cannot use their rights effectively in higher education as in many fields. The problems faced by disabled students are divided into three dimensions as (i) education and training services, (ii) exam services, and (iii) support services. Students with disabilities have problems in issues such as the physical conditions and accessibility of the campus, library services, and dining hall layout, which are mainly included in support services. Failure to organize the exams in accordance with the type of disability, the inadequacy of some assistants working as lecturers to express the visuals, long questions, not preparing the visual questions in the form of embossing and not granting an exemption in return are among the most important problems experienced by students with disabilities in exam services. In addition to these, the problems faced by disabled students in education and training services constitute situations that negatively affect the understanding and comprehension of the course, such as in-class materials not being suitable for the type of disability and not sharing notes. It can be concluded that identifying the problems faced by disabled students studying at universities is a prerequisite for increasing the awareness of both university administrations, academic staff and peers without disabilities, solving these problems, and developing the necessary policies and strategies.

Основною метою цього посібника є надання порад щодо правильного прочитання, розуміння та використання рішень ЄСПЛ в щоденній роботі українських суддів та адвокатів. Посібник буде корисним не лише практикуючим юристам, але й тренерам та освітянам. У ньому описано методику викладання визначеної теми, додано теоретичні та методичні матеріали. Посібник підготовлено групою експертів неурядових організацій у співпраці з Національною школою суддів України та Національною асоціацією адвокатів України за підтримки Ради Європи. Публікація розповсюджується безкоштовно в друкованому та електронному форматах. Дозволяється використання та поширення матеріалів посібника з обов’язковим посиланням на джерело

In light of growing critique of human rights and human rights education, this article explores ontologies of human rights, the possibilities they present for dissensus and how this could influence human rights education in post-conflict education contexts towards reconciliation. We draw on Dembour's (2010) categorisation of the different schools of human rights and Ranciere's (2004) two forms of rights to explore possible constructing points of dissensus. The data obtained in a NRF funded project Human rights literacy: A quest for meaning (Roux, 2012), indicate that student-teachers are disillusioned by human rights and perceive a conflict between what human rights are (contextual) and could (idealistic) be. While we concur with Keet (2015) that there is a need for "Critical Human Rights Education" (Keet, 2015) we focus on human action and the structuring of dissensus within political, social and educational spaces as crucial to the continual formulation, claims, rejection, amendments and recognition of human rights. In conclusion, we pose that human rights education should be a continual dissonant process, enabling moments of dissensus within intersecting spaces of (non)existing rights.

In this paper, Stephen Keim outlines the work being done by Australians in Australia and around the world to oppose the death penalty and support its abolition.
Stephen outlines the work of Capital Punishment Justice Project, the Julian Wagner Memorial Fund, Australians against Capital Punishment, Parliamentarians Against the Death Penalty, the Australian government through Australia's Strategy Against the Death Penalty and Eleos Justice.
The paper invites interested readers to take up the fight to end one of the most morally challenging aspects of human conduct, the cold blooded killing of human beings by government using the law.

In this article I discuss the vision of education for liberation during the anti-apartheid struggle in South Africa. The article focuses specifically on “People’s Education” and “Workers’ Education”. Instead of an instrumental role for education reduced solely to the labour market requirements of business, economic growth and international competitiveness, I argue that the purpose of education is much broader. Embedded in a rich tradition of an educational praxis based on social justice and democratic citizenship, the popular movements associated with people’s and workers’ education generated alternatives to apartheid’s legacy on education. In contemporary South Africa, this apartheid legacy is exacerbated by post-apartheid policies rooted in neoliberalism. While post-1994 education policies established the legislative framework for social justice, equity and adequate resources remain unattainable and elusive. In the face of the desultory state of schooling and the failures of neoli...

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Since the adoption of the Universal Declaration of Human Rights of 1948, the discourse of human rights has expanded to include not just civil and political rights but also economic, social, cultural, and, most recently, collective rights. Given their broad scope, human rights issues are useful touchstones in the humanities classroom and benefit from an interdisciplinary and cross-cultural pedagogy in which objects of study are situated in historical, legal, philosophical, literary, and rhetorical contexts. Teaching Human Rights in Literary and Cultural Studies is a sourcebook of inventive approaches and best practices for teachers looking to make human rights the focus of their undergraduate and graduate courses. Contributors first explore what it means to be human and conceptual issues such as law and the state. Next, they approach human rights and related social-justice issues from the perspectives of particular geographic regions and historical eras, through the lens of genre, an...

Der Beitrag diskutiert praktische und theoretische Bezüge für die Weiterentwicklung einer schulischen Entrepreneurship-Education (EE)-Didaktik, die sich normativ an Konzepten von Entwicklung und Nachhaltigkeit orientiert. Die didaktische Umsetzung des Verwirklichungschancenansatzes nach Amartya Sen wird vorgestellt. Sie
bildet den Analyserahmen zur Erforschung gesellschaftlicher Herausforderungen, Reflexion unternehmerischen Handelns und den Ausgangspunkt transformativen Lernens. Als praktischer Bezug dient das Sprouting-Entrepreneurs (SE)-Modell, das in südafrikanischen
Marginalisierungskontexten entwickelt wurde.

This study describes a shifting of paradigm in the literacy education of Syrian refugees and underprivileged Lebanese learners (n = 72) in three eighth-grade classes in a public school in Lebanon. The study used a pre/post experimental control-group design to address its research questions. As complement to a Human Rights Education curriculum framework suggested in 2018, an intercultural communication model named the Third Space Literature Circle (TSLC) is offered, its goal to improve the reading comprehension of underprivileged Syrian and Lebanese learners. An experimental group (n=49), received the TSLC model instruction whereas the control group (n=23), received the regular reading instruction. Results show that the experimental group outperformed the control group; in particular, some members of the experimental group became more fluent describing their experiences than their control group-counterparts.