Teachers' Rights-Teaching Mentalities--What Teachers Do and Why

Autor/in	Isenström, Lisa
Titel	Teachers' Rights-Teaching Mentalities--What Teachers Do and Why
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 2, S.275-289 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Isenström, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1869075
Schlagwörter	Teacher Attitudes; Childrens Rights; Foreign Countries; Civil Rights; Teaching Methods; Elementary Education; Maturity (Individuals); Holistic Approach; Sweden + Suchen Sie Ihr Suchwort? Lehrerverhalten; 'Children''s rights'; Kindesrecht; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementarunterricht; Reifung; Holistischer Ansatz; Schweden
Abstract	Framed by a Foucauldian governmentality perspective, this article shows teachers' different rights-teaching mentalities active in human rights education for children. The article draws on observation and interview data from fieldwork in three Year 1 classes in Swedish primary schools. In the holistic approach adopted, rights-learning is understood as learning about human rights as well as developing rights-conscious values and behaviours for human rights. This is enacted "through" human rights. Six rights-teaching mentalities were identified: "Competent children learn rights from each other"; "Equal value in focus"; "Participation is a right"; "Respect is essential"; "Adult voices and interpretations are superior"; and "Competence and maturity determine access to rights." The analysis shows how the different rights-teaching mentalities support different forms of rights-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01