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1.
This article describes an informal approach to human rights education, which is anchored in reality and based on experience gained throughout the Arab region and more particularly within the Arab Institute for Human Rights. It is argued that the approach of the Institute could be adopted on a larger scale by organisations working in this domain, not only in the Arab region but also in other regions of the world. The article emphasises the essential role of governments and the importance of cooperation between the governmental and non-governmental levels in order to implement this type of human rights education in informal learning situations, and thus to disseminate a universal culture of human rights.  相似文献   

2.
This article addresses the dilemmas emerging from efforts to integrate human rights values within a peace education programme being carried out in a conflict situation. Although the article is largely theoretical, it is grounded in the author’s reflections on a series of teacher workshops and his overall experiences conducting ethnographic research on issues of human rights and peace education in conflict and post-conflict situations, especially in his home country, Cyprus. The article outlines several interpretations and critiques of the human rights framework, offers an overview of human rights education and peace education, and then discusses two dilemmas that emerge from efforts to integrate human rights values within peace education programmes. Finally, it argues that an approach to human rights that is based on values and oriented towards praxis, with an emphasis on cross-cutting principles such as non-discrimination and equality, could perhaps be more compatible with peace education efforts.  相似文献   

3.
Muna Amr 《Prospects》2011,41(3):399-413
This article examines teacher education programmes in the Arab region and the extent to which teachers are prepared to work in inclusive education settings. In the Arab world, the emerging area of inclusive education faces various challenges, among them a teaching force that is not adequately prepared to teach all children. This challenge arises partly because, without content on inclusive education, current pre-service and in-service programmes produce teachers who lack the skills to work with children with special needs in mainstream classrooms. This article focuses on teacher education in Jordan, where the problems and challenges surrounding teacher education programmes for inclusive education mirror those in other Arab countries. In Jordan, training for inclusive education is very limited at both pre-service and in-service levels, both because the idea has only recently been introduced and because of limited financial resources in the country. Still, the growing interest in adopting an inclusive education system has raised awareness about the importance of providing teachers with education that enables them to work with children with special needs in inclusive settings.  相似文献   

4.
This article surveys five manuals on human rights education, examining and comparing them according to a set of basic categories such as the educational level of the target audience, the learning objectives and the educational content. This approach is used to establish the overall curricular orientation of the manuals. In addition, one teaching unit from each manual is selected for special analysis. Based on the results of this survey, the author argues that the tradition of moral education elaborated by Lawrence Kohlberg should be integrated into our concept of human rights teaching and learning.  相似文献   

5.
This article surveys five manuals on human rights education, examining and comparing them according to a set of basic categories such as the educational level of the target audience, the learning objectives and the educational content. This approach is used to establish the overall curricular orientation of the manuals. In addition, one teaching unit from each manual is selected for special analysis. Based on the results of this survey, the author argues that the tradition of moral education elaborated by Lawrence Kohlberg should be integrated into our concept of human rights teaching and learning.  相似文献   

6.
This article examines an innovative model of online international education regarding disability through a human rights perspective piloted through a collaboration between Universidad LaSalle, Mexico, and University at Buffalo, United States. The course is organized around a pressing global human rights and development issue. Its objective is to promote effective practice with persons with disabilities through cross-national, cross-disciplinary, human-rights based education; strengthen students’ sense of global engagement; and foster cross-cultural expertise and competence with diversity. The implications for effective professional education in law and social work are discussed. The article also examines pedagogical strategies and presents case study materials, identifies key disability rights themes common to both nations and cultures, and explores how distance learning technology is implemented in the course. A preliminary assessment of this newly piloted approach is also presented, based on data from students, as well as the implications for teaching and practice.  相似文献   

7.
The article challenges the deficit view in which education in the Arab region is portrayed by examining the process of educational regionalisation. It takes as its case study the Arab Regional Agenda for Improving Educational Quality in order to explore the construction of an educational quality space that uses data as a governance model. Drawing on critical theory and evidence collected from 70 interviews, I argue that such approaches promote globalised versions of what quality education means remaining blind to context. I suggest that improving educational quality in the region entails creating responsive approaches grounded in political and socio-economic contexts.  相似文献   

8.
This article analyses the challenges posed by traditional ethnic and linguistic minorities in multicultural states and more specifically the problems faced by indigenous peoples and communities. Their educational and cultural needs and demands are increasingly being framed in the language of human rights, based on the expanding international legal and institutional human rights system. The United Nations World Conference on Human Rights, held in Vienna in 1993, endorsed a rights-based approach to development, human rights education is a growing field in educational practice, respect for cultural diversity is now enshrined in international and domestic laws, and the right of every person to education and to culture has become a mainstay of international human rights principles to which a majority of the world's states has subscribed.  相似文献   

9.
One aspect of the call for democracy in the recent Arab region uprisings is the issue of women’s rights and gender equality. Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They are: “Islamic” teaching and local traditions concerning women’s roles in a given society; Western, European colonial perception of women’s rights; and finally national gender-related policy reforms. This paper examines the past and present status of women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices in the social sphere with a focus on women’s modesty (hijab); to international policies and national responses with regard to women’s rights and finally to female participation in pre-university and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates similarities and differences between Egypt’s and Tunisia’s reform policies towards gender parity. It highlights the confrontation of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform policy.  相似文献   

10.
Abstract

The aim of this article is to present some issues that led to the proposal for a media education pilot project that will be introduced into the Jordanian school system and later applied in other Arab countries. Media education as a school subject was seen as one of the measures that can be taken to confront threats to Arab identity, civilization and integrity through the imported media products that play a critical role in the Arab region. The training of an educator and the production of four experimental television programmes were the first steps towards implementation of the project. It is hoped that these will be followed by a whole television course on media literacy that aims at teaching media awareness in systematic and controlled steps, applying carefully selected techniques and using expert advice in the field of media and communication.  相似文献   

11.
The purpose of the article is to demonstrate how the United Nations International Children’s Emergency Fund (UNICEF) Rights Respecting Schools Award makes positive contributions to children’s lives and experiences at school. Within the overall context of education as a right, the Award supports children to learn about their rights and the rights of others. By learning through a rights-based framework, children experience a rights-based approach to education and start to become active rights thinkers and rights holders. This article presents findings regarding the lived experiences of children participating in a rights education programme from a primary school in England. The results are consistent with previous rights education research and confirm that teaching and supporting the human rights of children to children, through a rights education programme, encourages children to practice, protect and promote the rights of others within their school.  相似文献   

12.
Human rights education is meant to make people capable of understanding human rights and to enable them to take a stand for their own rights as well as those of others, so that in the long term ahuman rights culture may develop. Human rights education is understood as a comprehensive task which, apart from communicating knowledge, is meant to stimulate the debate on values and attitudes and to support competencies for action, which are called learning about, by way of and for human rights. From a psychological point of view, the article analyzes in how far human rights education may be implemented as a three-dimensional support of knowledge, values and skills and where, in this respect, it comes to its limits, also regarding the question of the feasibility of an attempted human rights culture. The high expectations connected with human rights education are questioned in order to get a more realistic idea of what human rights education may actually achieve.  相似文献   

13.
Abstract

Homeschooling is legal and growing in many countries but is virtually forbidden by law in Germany and a few others. The European Court of Human Rights (ECtHR) has reviewed and upheld this ban. Is home education a human right? How do these courts employ their jurisprudence of proportionality to find banning home education does not violate relevant constitutional or human rights norms? Why does Germany forbid home education? Why does the ECtHR uphold Germany’s position? What does this divergence imply about the right of home education and the jurisprudence of these courts? If the promise of human rights is individual liberty then a system that justifies or endorses state control of education for the purpose of cultural conformity can be said to be far too statist for a free and democratic society. In this article, I argue that both the German Constitutional Court (FCC) and the ECtHR have adopted an approach to education rights that is profoundly mistaken. I conclude that home education is a right of parents and children that must be protected by every state. Nations that respect and protect the right of parents and children to home educate demonstrate a commitment to respecting human rights; nations that do not, such as Germany and Sweden need to take steps to correct their failure to protect this important human right.  相似文献   

14.
This paper maps the landscape of transnational higher education in the Middle East, focusing in particular on the recent expansion of satellite, branch, and offshore educational institutions and programs that foreign institutions have set up in the region. Of the estimated 100 branch campuses currently operating worldwide, over one-third are in the Arab region and the majority have opened within the last decade; two dozen additional transnational programs and universities exist in the region as well. Very little research has been conducted on these new institutions, however, raising many questions for scholars in education. This paper traces reasons for the rapid growth of the transnational higher education model in the Arab states and discusses the explanatory power for this phenomenon of the two major prevailing theories in comparative and international education. We argue that neither neoinstitutional theories about global norm diffusion nor culturalist theories about the local politics of educational borrowing and transfer sufficiently explain this phenomenon, and call instead for a regional approach. We also raise questions for further inquiry.  相似文献   

15.
Although human rights are often expressed as universal tenets, the concept was conceived in a particular socio-political and historical context. Conceptualisations and practice of human rights vary across societies, and face numerous challenges. After providing an historical account of the conceptualisation of human rights in Japanese society, this paper examines human rights education in Japan, focusing on implementation of the United Nations Decade for Human Rights Education. Whilst the Decade’s Action Plan advocates a comprehensive approach, Japanese human rights education focuses far less attention on imparting knowledge and developing learners’ attitudes, placing strong emphasis on aspects of responsibility and harmonious human relations understood in the historical context of Japanese moral education. Pedagogical proposals are made to promote a comprehensive approach, including focus on the role of empowering learners, enabling them to protect themselves by invoking human rights.  相似文献   

16.
The purpose of this essay is to articulate and defend the epistemological foundations of international human rights education from the perspective of a hermeneutical interpretive methodology. Fuad Al‐Daraweesh and Dale Snauwaert argue here that this methodology potentially alleviates the challenges that face the cross‐cultural implementation of human rights education. While acknowledging the necessity of global human rights awareness, the authors maintain that local cultural conceptualization is imperative to the negotiated, local embrace of human rights. A critical, interpretive pedagogy emerges from grounding human rights education in a hermeneutic methodology. Thus, Al‐Daraweesh and Snauwaert advocate taking a hermeneutical approach in order to enlarge the scope and meaning of international human rights education.  相似文献   

17.
In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country research study undertaken by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the Department of Foreign Affairs, Trade and Development Canada (DFATD Canada; previously Canadian International Development Agency, CIDA), and on subsequent policy dialogue forums with policy makers, practitioners, researchers and youth representatives held in Africa, the Arab region and Asia. Built on this review of existing policies and their implementation, this note provides lessons for innovative practices and suggests six concrete ways to address the needs of vulnerable youth through literacy and life skills education.  相似文献   

18.
To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students’ visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students’ lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins’ discussion on enhancing the effectiveness of informal learning places in science education.  相似文献   

19.
Globalisation is often thought to advocate for a single set of beliefs and customs and for a rejection of the need to protect regional cultures and traditions. In the aftermath of 9/11, the rift between Western and Arab cultures has deepened, and there is a patent need for cultural bridges to be built. The government of Saudi Arabia has, by increasing funding for higher education through grants and scholarships, enabled Saudi students to study at overseas universities. A number of non-Saudi students are also enrolled at Saudi Arabian universities. After a brief introduction to the cultural and educational history of the Arab region and Saudi identity, this article turns to contemporary higher education in Saudi Arabia. It introduces the King Abdullah Scholarship Programme and then goes on to present detailed enrolment data for 2006–2009, demonstrating trends and policy changes and identifying patterns in student mobility.  相似文献   

20.
受教育权是人类基本的人权,是人类享受其他权利的基础,它使边缘化的成年人和儿童摆脱贫困,成为真正意义上的公民。相对其他东南亚国家而言,菲律宾政府比较重视全民教育及教育公平的问题。近年来,为进一步普及教育,菲政府将非正规教育转变成了选择性学习系统(Alternative Learning System,简称ALS),并致力于实现2015年全民教育目标和千年发展目标。  相似文献   

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