Decolonial Human Rights Education: Changing the Terms and Content of Conversations on Human Rights

Autor/in	Becker, Anne
Titel	Decolonial Human Rights Education: Changing the Terms and Content of Conversations on Human Rights
Quelle	In: Human Rights Education Review, 4 (2021) 2, S.49-68 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becker, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2535-5406
Schlagwörter	Civil Rights; Course Content; Teaching Methods; Ethnocentrism; Cultural Pluralism; Foreign Policy; Power Structure; Epistemology; Educational Change; Social Change; Western Civilization; Program Descriptions; Interdisciplinary Approach; Knowledge Level; Foreign Countries; College Faculty; Higher Education; Intellectual Disciplines; College Students; Surveys; Social Systems; Neoliberalism; Humanism; Educational Philosophy; Democracy; African Culture; Human Dignity; Cross Cultural Studies; South Africa; Israel; Netherlands; Germany; India + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnozentrismus; Kulturpluralismus; Außenpolitik; Erkenntnistheorie; Bildungsreform; Sozialer Wandel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Wissensbasis; Ausland; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Collegestudent; Survey; Umfrage; Befragung; Social system; Soziales System; Neo-liberalism; Neoliberalismus; Humanismus; Bildungsphilosophie; Erziehungsphilosophie; Demokratie; Africa; Culture; Afrika; Kultur; Menschenwürde; Cultural comparison; Kulturvergleich; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Niederlande; Deutschland; Indien
Abstract	The aim of this paper is to search for possibilities to change the terms and content of conversations on colonial/decolonial human rights education. The content of conversations consists of what we know about human rights. The terms of conversations are the principles, assumptions, and rules of knowing in human rights education. The terms and content are interrelated and continually sustain each other. Decoloniality resists global coloniality of power, ontologies and epistemologies which are consequences of colonisation. It also questions the Eurocentric assumptions and principles which serve as a premise for human rights and human rights education. There is an urgent need to explore pluriversal knowledges of human rights and to problematise the Human of human rights. This is explored through data from Roux's research project "Human rights literacy: quest for meaning." Some thoughts on decolonising human rights education are provided in the conclusion. (As Provided).
Anmerkungen	University of South-Eastern Norway. Postboks 235, 3603 Kongsberg, Norway. Tel: +47-310-08000; e-mail: postmottak@usn.no; Web site: http://www.usn.no
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01