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Rights Education (right + education)

Distribution by Scientific Domains
Education75%

Kinds of Rights Education

  • human right education
    		•

    Selected Abstracts

    A MODEL AND RESOURCE GUIDE TO INCORPORATING HUMAN RIGHTS EDUCATION INTO THE BUSINESS LAW CLASSROOM

    JOURNAL OF LEGAL STUDIES EDUCATION, Issue 1 2003
    Lucien J. Dhooge
    [source]

    Promoting a Just Education: Dilemmas of rights, freedom and justice

    EDUCATIONAL PHILOSOPHY AND THEORY, Issue 6 2007
    Sharon Todd
    Abstract This paper identifies and addresses some dilemmas to be faced in promoting educational projects concerned with human rights. Part of the difficulty that human rights education initiatives must cope with is the way in which value has been historically conferred upon particular notions such as freedom and justice. I argue here that a just education must grapple head-on with the conceptual dilemmas that have been inherited and refuse to shy away from the implications of those dilemmas. To do this I address the fundamental fictions upon which rights are based and view those fictions as nonetheless useful for opening up the ethical terms of human rights education. With reference to the work of Arendt, Lyotard and Levinas, I conclude that the real potential of human rights education lies in its capacity to provoke insights that help youth live with ambiguity and dilemma, where freedom, justice, and responsibility cannot be dictated to them, but rather involve tough decisions that must be made in everyday life. [source]

    Building Intercultural Citizenship through Education: a human rights approach

    EUROPEAN JOURNAL OF EDUCATION, Issue 2 2008
    RODOLFO STAVENHAGEN
    This article analyses the challenges posed by traditional ethnic and linguistic minorities in multicultural states and more specifically the problems faced by indigenous peoples and communities. Their educational and cultural needs and demands are increasingly being framed in the language of human rights, based on the expanding international legal and institutional human rights system. The United Nations World Conference on Human Rights, held in Vienna in 1993, endorsed a rights-based approach to development, human rights education is a growing field in educational practice, respect for cultural diversity is now enshrined in international and domestic laws, and the right of every person to education and to culture has become a mainstay of international human rights principles to which a majority of the world's states has subscribed. [source]

    Determinants of Human Rights Attitudes and Behavior: A Comparison and Integration of Psychological Perspectives

    POLITICAL PSYCHOLOGY, Issue 4 2007
    J. Christopher Cohrs
    Following several political-psychological approaches, the present research analyzed whether orientations toward human rights are a function of right-wing authoritarianism (RWA), social dominance orientation (SDO), basic human values in the sense of Schwartz (1992), and political ideology. Three dimensions of human rights attitudes (endorsement, restriction, and enforcement) were differentiated from human rights knowledge and behavior. In a time-lagged Internet survey (N = 479), using structural equation modeling, RWA, universalism and power values, and political ideology (measured at Time 1) differentially predicted dimensions of human rights attitudes (measured at Time 2 five months later). RWA and universalism values also predicted self-reported human rights behavior, with the effects mediated through human rights endorsement. Human rights knowledge also predicted behavior. The psychological roots of positive and negative orientations toward human rights, consequences for human rights education, and the particular role of military enforcement of human rights are discussed. [source]