The Transformative Power of Democracy and Human Rights in Nonformal Education: The Case of Tostan

Autor/inn/en	Gillespie, Diane; Melching, Molly
Titel	The Transformative Power of Democracy and Human Rights in Nonformal Education: The Case of Tostan
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 60 (2010) 5, S.477-498 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713610363017
Schlagwörter	Nonformal Education; Civil Rights; Democracy; Social Change; Nongovernmental Organizations; Foreign Countries; Social Networks; Adult Education; Adult Students; Curriculum Development; Educational Innovation; Interviews; Feminism; Childrens Rights; Reflection; Discourse Analysis; Critical Thinking; Context Effect; Females; Child Welfare; Cultural Influences; Africa; Gambia; Guinea; Guinea-Bissau; Mali; Mauritania; Senegal; Somalia + Suchen Sie Ihr Suchwort? Non-formal education; Non formal education; Nichtformale Bildung; Bürgerrechte; Grundrechte; Zivilrecht; Demokratie; Sozialer Wandel; Ausland; Social network; Soziales Netzwerk; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Interviewing; Interviewtechnik; Feminismus; 'Children''s rights'; Kindesrecht; Diskursanalyse; Kritisches Denken; Weibliches Geschlecht; Kindeswohl; Cultural influence; Kultureinfluss; Afrika; Mauretanien
Abstract	This case study analyzes the introduction of democracy and human rights into the educational program of Tostan, a nongovernmental organization working in Africa. The authors show how Tostan's original educational approach created a meaningful context for integrating democracy and human rights into its curriculum, a process that took place from 1995 to 2003. The integration produced unexpected results: a participant-led social movement to end harmful practices such as female genital cutting and child and/or forced marriage. After describing the phases of curricular revision in the case, the authors draw out themes to show how the phases interacted to produce social transformation. A visioning exercise at the beginning of the program created a discursive context for the introduction of democracy and human rights, the democracy and human rights sessions created critical reflection about past practices, and awareness of an international human rights framework emboldened participants to undertake actions that created new social norms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10