Social Injustice, Human Rights-Based Education and Citizens' Direct Action to Promote Social Transformation in the Philippines

Autor/in	Ty, Reynaldo
Titel	Social Injustice, Human Rights-Based Education and Citizens' Direct Action to Promote Social Transformation in the Philippines
Quelle	In: Education, Citizenship and Social Justice, 6 (2011) 3, S.205-221 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197911417413
Schlagwörter	Critical Theory; Civil Rights; Social Action; Social Change; Foreign Countries; Justice; Citizenship Education; Teaching Methods; Case Studies; Learning Processes; Peace; Volunteers; Service Learning; Disadvantaged; Minority Groups; Models; Human Resources; Guidelines; Philippines + Suchen Sie Ihr Suchwort? Kritische Theorie; Bürgerrechte; Grundrechte; Zivilrecht; Soziales Handeln; Sozialer Wandel; Ausland; Gerechtigkeit; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Frieden; Freiwilliger; Service-Learning; Ethnische Minderheit; Analogiemodell; Humankapital; Richtlinien; Philippinen
Abstract	This article opens with a proposed framework for human rights education (HRE), which synthesizes ideas drawn from Zinn's people's history, Sen's theory of justice and Freire's critical pedagogy. A review of the literature on HRE and human rights-based learning suggests three existent interrelated models of HRE. Drawing on human rights-based programmes designed to benefit Philippine society, this article then presents case studies in which programme participants actively struggle against social injustice. As an integral part of the learning process, co-learners envision a just and peaceful society, plan for change and engage in direct social action. New volunteers are continually mobilized to participate in community service and contribute to social action that benefits and empowers hitherto oppressed people and minorities. The article concludes with a proposal for an interactive model of human rights-based learning which aims to build on the HRE framework inspired by Zinn, Sen and Freire. (Contains 3 tables and 4 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10