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Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. (Pedagogisk filosofi och utbildningspolitik)
2014 (engelsk)Inngår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 9, nr 1, s. 29-38Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and justice. I read the critique through studies on human rights in teacher education, which transforms notions of openness and respect in relations marked by difference.

sted, utgiver, år, opplag, sider
2014. Vol. 9, nr 1, s. 29-38
Emneord [en]
ontological, teacher education, human rights, ethics, becoming
HSV kategori
Forskningsprogram
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-102034DOI: 10.1080/17449642.2014.890272OAI: oai:DiVA.org:su-102034DiVA, id: diva2:706977
Tilgjengelig fra: 2014-03-24 Laget: 2014-03-24 Sist oppdatert: 2017-12-05bibliografisk kontrollert
Inngår i avhandling
1. Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness
Åpne denne publikasjonen i ny fane eller vindu >>Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness
2014 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Whereas educational policy is mainly concerned with the content of Human Rights Education (HRE), philosophers of education have widely explored the subject and her social condition in terms of social justice education. This thesis draws on philosophers of education in exploring the subject rather than the content of HRE, focusing the study on ontological rather than epistemological aspects of learning. In this thesis learning is explored through narratives, as a relational process of becoming. The turn to narrative is taken against the dominant historical narrative of human rights as a Western project. This turn concerns how claims toward universalism of human rights exclude difference and equally concerns how notions of particularity overshadows the uniqueness in life stories. The concept of uniqueness serves to elucidate the complexity of the subject, not easily reduced into social categorizations, a concept drawn from Adriana Cavarero and Hannah Arendt.

sted, utgiver, år, opplag, sider
Stockholm: Department of Education, Stockholm University, 2014. s. 110
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 28
Emneord
human rights, narratives, relationality, uniqueness, Hannah Arendt, Adriana Cavarero, Sharon Todd
HSV kategori
Forskningsprogram
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
urn:nbn:se:su:diva-102555 (URN)9789174478860 (ISBN)
Disputas
2014-05-30, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 13:00 (engelsk)
Opponent
Veileder
Merknad

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 4: Manuscript.

Tilgjengelig fra: 2014-05-08 Laget: 2014-04-09 Sist oppdatert: 2020-01-17bibliografisk kontrollert

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