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  • 1.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The praxis of ethics and justice in human rights learning: examining the limits of progressive education2017Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 2, nr 1, s. 37-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    School and education can be seen as an extension of the home as Hannah Arendt stresses, where children are protected in a space in which they can learn and grow, a space that is not yet public. This distinction of education as “not yet public” can be seen in contrast to John Dewey who explores notions of democracy as a process in education, where education and school is regarded as a mini society. This paper explores several challenges with progressive education and, specifically, of human rights education, through the work of Arendt (1959) and Dewey (1990) on the notions of responsibility and children’s human rights. Where do we as educators draw the distinction between taking responsibility of raising awareness of global injustices and human rights violations with the next generation without falling pray to dissolution that the gap between political imaginary and reality faces us with, or risking violating children’s “safe space” in school that according to Arendt should be a space that is neither private nor public, but a free zone for thinking and learning with others? Do we bring into the classroom discrimination and segregation by drawing on social categorizations with the pretext of questioning the same on the basis of “equal rights”? If ethical and relational dimensions of education are to be taken seriously then human rights education is a risky practice since it involves children’s sense of being and it raises questions that may not be dealt with properly or solvable for the children exposed.

  • 2.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights2014Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 9, nr 1, s. 29-38Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Hållander, Marie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Voices from the past: on representations of suffering in education2015Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 10, nr 2, s. 175-185Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    How can the use of testimonies, as representations of suffering, be understood in education? What kind of potential can the use of testimonies have for pedagogical transformation? In this article, drawing on Mollenhauer and Sontag, I discuss the problem of representation as selection in education as it is easier to opt out of that which is difficult to face, to describe and to understand. As an alternative, I see what happens if representations of suffering are related to voices and remnants from the past, drawing on Agamben, and as something that stands between what is possible to say and what is impossible to say, in any language. The article also draws on Spivak's theory of a representational idea based on literary reading, hacking and suturing, which urges 'us' to regard testimonies as relational and to listen to different voices from the past and to make room for them within our own language.

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