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Re-Thinking Relations in Human Rights Learning: The Politics of Narratives
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
2014 (engelsk)Inngår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 48, nr 2, s. 293-307Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.

sted, utgiver, år, opplag, sider
2014. Vol. 48, nr 2, s. 293-307
Emneord [en]
human rights, narratives, Hannah Arendt, Sharon Todd, relations
HSV kategori
Forskningsprogram
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-102554DOI: 10.1111/1467-9752.12063OAI: oai:DiVA.org:su-102554DiVA, id: diva2:711071
Tilgjengelig fra: 2014-04-09 Laget: 2014-04-09 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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