Modes of Discourse about Education, Peace and Human Rights in the 1974 UNESCO Recommendation

Autor/inn/en	Savolainen, Kaisa; Torney-Purta, Judith
Titel	Modes of Discourse about Education, Peace and Human Rights in the 1974 UNESCO Recommendation
Quelle	In: Prospects: Quarterly Review of Comparative Education, 41 (2011) 4, S.581-596 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-011-9209-3
Schlagwörter	International Organizations; Educational Policy; Peace; Civil Rights; Reflection; Interaction; Teachers; Discourse Modes + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Politics of education; Bildungspolitik; Frieden; Bürgerrechte; Grundrechte; Zivilrecht; Interaktion; Lehrer; Lehrerin; Lehrende; Diskursethik
Abstract	How do culturally, politically, and economically different actors define education in the UNESCO 1974 "Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms?" This exploration of the document aims to increase understanding of the work of organizations such as UNESCO, as well as stimulating new attention to the area of education for international understanding, peace, and human rights. The text of the "Recommendation" is analysed discursively, and five repertoires are identified: instruction, principled, factual, stand-taking, and adjusting, as well as a wider discourse of rationality. Repertoires construct positions for the speaker, here the General Conference of UNESCO, and for those to whom the Recommendation is addressed (member states). The adjusting discourse, in which member states are given opportunities to define alternative modes of implementation, is especially important. Identifying the modes of discourse used in the document helps to explain implicit aspects of the normative texts drafted by UNESCO and by international organizations generally. This analysis also provides a basis for reflection on the interaction between international organizations, education policy makers, and educators in this area. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10