The Rhetoric and Reality of Human Rights Education: Policy Frameworks and Teacher Perspectives

Autor/inn/en	Osler, Audrey; Skarra, Jon Arne
Titel	The Rhetoric and Reality of Human Rights Education: Policy Frameworks and Teacher Perspectives
Quelle	In: Multicultural Education Review, 13 (2021) 3, S.191-210 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Osler, Audrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2021.1964265
Schlagwörter	Teaching Methods; Civil Rights; Guidelines; Christianity; Humanism; Risk; Educational Policy; Discourse Analysis; Social Values; Immigrants; Competence; Grade 10; Social Studies; Religious Education; Teacher Attitudes; Curriculum; Transformative Learning; Laws; Knowledge Base for Teaching; Racial Bias; Justice; Educational Principles; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bürgerrechte; Grundrechte; Zivilrecht; Richtlinien; Christentum; Humanismus; Risiko; Politics of education; Bildungspolitik; Diskursanalyse; Sozialer Wert; Immigrant; Immigrantin; Immigranten; Kompetenz; Gemeinschaftskunde; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten; Curricula; Lehrplan; Rahmenplan; Pädagogische Transformation; Law; Recht; Teaching theory; Theory of teaching; Unterrichtstheorie; Racial discrimination; Rassismus; Gerechtigkeit; Bildungsprinzip; Ausland; Norwegen
Abstract	A multicultural society that equates Christian and humanist values with human rights denies pluralism, placing human rights culture at risk. We examine Norwegian education policy discourses, noting human rights as a key feature of national identity, said to underpin schooling. Education policy maintains distinctions between those who embody national values and migrant others who need to learn them. We analyse the human rights-related competences students are expected to have on completing 10th grade, examining social studies and religious education curricula and teacher interview data. We consider whether the curriculum supports transformative human rights education (HRE), empowering learners to defend others' rights and build solidarity across difference. Data suggest that HRE is frequently implicit, restricted, and dependent on teachers' individual perceptions of rights. Teachers may lack legal knowledge and are unsure how to tackle everyday injustice or racism. We recommend education policy explicitly address shared HRE principles and recognize racial injustice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01