Citizenship Education and Human Rights in Sites of Ethnic Conflict: Toward Critical Pedagogies of Compassion and Shared Fate

Autor/in	Zembylas, Michalinos
Titel	Citizenship Education and Human Rights in Sites of Ethnic Conflict: Toward Critical Pedagogies of Compassion and Shared Fate
Quelle	In: Studies in Philosophy and Education, 31 (2012) 6, S.553-567 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-012-9293-8
Schlagwörter	Civil Rights; Altruism; Conflict; Citizenship Education; Children; Young Adults; Ethnic Groups; Affective Behavior; Values; Teacher Role; Educational Philosophy; Role of Education; Educational Environment; Politics of Education; Critical Theory; Educational Principles + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Altruistic behavior; Altruismus; Konflikt; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Child; Kind; Kinder; Young adult; Junger Erwachsener; Ethnie; Affective disturbance; Active behaviour; Affektive Störung; Wertbegriff; Lehrerrolle; Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Kritische Theorie; Bildungsprinzip
Abstract	The present essay discusses the value of citizenship as shared fate in sites of ethnic conflict and analyzes its implications for citizenship education in light of three issues: first, the requirements of affective relationality in the notion of citizenship-as-shared fate; second, the tensions between the values of human rights and shared fate in sites of ethnic conflict; and third, the ways in which citizenship education might overcome these tensions without falling into the trap of psychologization and instrumentalization, but rather focusing on providing opportunities for social and school practices that manifest shared fate and compassion in critical ways. It is argued that what teachers and schools should try to do is to make practices of shared fate and compassion possible through creating conditions for children and young people to experience what it means to enact such practices in sites of ethnic conflict. It is also suggested that teachers and schools in sites of ethnic conflict cannot produce "new" citizens on the basis of any values, no matter how "noble" these values may be. The most that can be done is to help children and young people to critically reflect upon the conditions under which people in sites of ethnic conflict can act on the basis of shared fate and compassion and provide support so that these possibilities can become realistic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10