Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
2014 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Education, Stockholm University , 2014. , s. 110
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 28
Nyckelord [en]
human rights, narratives, relationality, uniqueness, Hannah Arendt, Adriana Cavarero, Sharon Todd
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-102555ISBN: 9789174478860 (tryckt)OAI: oai:DiVA.org:su-102555DiVA, id: diva2:713292
Disputation
2014-05-30, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 13:00 (Engelska)
Opponent
Handledare
Anmärkning

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 4: Manuscript.

Tillgänglig från: 2014-05-08 Skapad: 2014-04-09 Senast uppdaterad: 2020-01-17Bibliografiskt granskad
Delarbeten
1. Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights
Öppna denna publikation i ny flik eller fönster >>Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights
2014 (Engelska)Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 9, nr 1, s. 29-38Artikel i tidskrift (Refereegranskat) 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.

Nyckelord
ontological, teacher education, human rights, ethics, becoming
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
urn:nbn:se:su:diva-102034 (URN)10.1080/17449642.2014.890272 (DOI)
Tillgänglig från: 2014-03-24 Skapad: 2014-03-24 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
2. Re-Thinking Relations in Human Rights Learning: The Politics of Narratives
Öppna denna publikation i ny flik eller fönster >>Re-Thinking Relations in Human Rights Learning: The Politics of Narratives
2014 (Engelska)Ingår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 48, nr 2, s. 293-307Artikel i tidskrift (Refereegranskat) 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.

Nyckelord
human rights, narratives, Hannah Arendt, Sharon Todd, relations
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
urn:nbn:se:su:diva-102554 (URN)10.1111/1467-9752.12063 (DOI)
Tillgänglig från: 2014-04-09 Skapad: 2014-04-09 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
3. Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights
Öppna denna publikation i ny flik eller fönster >>Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights
2012 (Engelska)Ingår i: Cosmopolitan Civil Societies: An Interdisciplinary Journal, ISSN 1837-5391, E-ISSN 1837-5391, Vol. 4, nr 2, s. 22-37Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Human rights are today criticized as not compatible with different cultural values and the debate has circulated around Asian values and Islamic values as in dichotomy with human rights as universal ethics (Ignatieff, 2003). The theoretical dichotomy between universality and particularity is questioned pragmatically in this paper through a historical study. The working process of drafting the Universal Declaration of Human Rights (UDHR) in 1946-48, which included thousands of people, is explored as a cosmopolitan space in which individuals from different cultural contexts met to negotiate human rights through cultural narratives. The process where particular values were negotiated with universal notion on human rights resulted in a common proclamation (UDHR) without a common philosophical or ideological ground. This paper puts forth a thesis that human rights discourse can work as a cosmopolitan space, in which particular value systems meet in processes characterized by conflict and cohesion. Hence human rights can be understood as a master narrative compatible with different conflicting cultural narratives (Gibson & Somers, 1994).

Nyckelord
Universality, cosmopolitanism, human rights, particularity
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-83835 (URN)10.5130/ccs.v4i2.2346 (DOI)
Tillgänglig från: 2012-12-14 Skapad: 2012-12-14 Senast uppdaterad: 2017-12-06Bibliografiskt granskad
4. Learning Human Rights Through One's Life Story: A Narratable Self as Addressed by Human Rights
Öppna denna publikation i ny flik eller fönster >>Learning Human Rights Through One's Life Story: A Narratable Self as Addressed by Human Rights
(Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
urn:nbn:se:su:diva-102326 (URN)
Tillgänglig från: 2014-04-01 Skapad: 2014-04-01 Senast uppdaterad: 2014-04-23

Open Access i DiVA

fulltext(985 kB)1939 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 985 kBChecksumma SHA-512
c6a4271882af145f85414eacefc7ae411a891c30b16f97eb79fba6487114f9e4fed20cc96b1114231af601a13574d116546739fc6f545e014bc04a7e242f91e1
Typ fulltextMimetyp application/pdf
errata(77 kB)84 nedladdningar
Filinformation
Filnamn ERRATA01.pdfFilstorlek 77 kBChecksumma SHA-512
1c6a76f909583304f621979ab9d1d578bbb2347f41de753b68780ba701819f2fa7188b5e8e6c91c868145d79cc2f7186383280feb2e3b716a25edb9c32f04d18
Typ errataMimetyp application/pdf

Sök vidare i DiVA

Av författaren/redaktören
Adami, Rebecca
Av organisationen
Institutionen för pedagogik och didaktik
Pedagogik

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 1939 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

isbn
urn-nbn

Altmetricpoäng

isbn
urn-nbn
Totalt: 4028 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf