Challenges and Complexity in Human Rights Education: Teachers' Understandings of Democratic Participation and Gender Equity in Post-Conflict Kurdistan-Iraq

Autor/inn/en	Osler, Audrey; Yahya, Chalank
Titel	Challenges and Complexity in Human Rights Education: Teachers' Understandings of Democratic Participation and Gender Equity in Post-Conflict Kurdistan-Iraq
Quelle	In: Education Inquiry, 4 (2013) 1, S.189-210 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v4i1.22068
Schlagwörter	Barriers; Civil Rights; Teaching Methods; Foreign Countries; Children; Childrens Rights; International Law; Treaties; Teacher Attitudes; Educational Policy; Sex Fairness; Gender Differences; Social Justice; Social Values; Intergroup Relations; Educational Resources; Democracy; Citizenship; World Views; Peace; Educational Change; Conflict; Ethnic Groups; Self Determination; Educational Strategies; Elementary Secondary Education; Iraq + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Lehrerverhalten; Politics of education; Bildungspolitik; Sexualaufklärung; Geschlechterkonflikt; Soziale Gerechtigkeit; Sozialer Wert; Intergruppenbeziehungen; Bildungsmittel; Demokratie; Staatsbürgerschaft; World view; Weltanschauung; Frieden; Bildungsreform; Konflikt; Ethnie; Selbstbestimmung; Lehrstrategie; Irak
Abstract	This paper examines tensions in implementing human rights education (HRE) in schools in Kurdistan-Iraq, both for teachers and for policy-makers, juggling nation-building and its application through schooling and child rights. We draw on documentary sources and fieldwork in two governorates, including classroom observations and interviews with education professionals. The UN Convention on the Rights of the Child confirms the right to HRE, including learning to live together, stressing gender equity. In practice, rights operate in tension and may be denied in societal contexts where conservative, patriarchal values prevail. We report on teachers' attempts to reconcile tensions while facing limited resources. HRE is often perceived as low-status and taught without adequate consideration of everyday rights denials. Nevertheless, HRE is fundamental to democratic development and social justice and can equip citizens with skills and attitudes for a cosmopolitan worldview and peaceful development. Potentially, HRE can contribute to learners' self-empowerment and gender equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01