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Human Rights Literacies

Future Directions

  • Book
  • © 2019

Overview

Editors:
  1. Cornelia Roux

    1. Curriculum Studies, Stellenbosch University, Stellenbosch, South Africa

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    You can also search for this editor in PubMed   Google Scholar

  2. Anne Becker

    1. Curriculum Studies, Stellenbosch University, Stellenbosch, South Africa

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    You can also search for this editor in PubMed   Google Scholar

  • Analyzes why and how human rights education in many faceted and complex societies seems to lose the deep rooted aim of human rights
  • Highlights the new directions and scholarly thoughts on basic human rights education programmes
  • Presents empirical research (survey) from developed and developing democracies

Part of the book series: Interdisciplinary Studies in Human Rights (CHREN, volume 2)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xix
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  3. Possibilities and Probabilities

    1. Front Matter

      Pages 99-99
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    2. Subjects and Failed Subjects in Place-Space-Time: The Quest for Meaning

      • Cornelia Roux, Anne Becker
      Pages 101-122

    3. Student Teachers Coping with Changing Times: The Intersection of Student-Teachers’ Understanding of Human Rights Issues and Their Cultural Identity

      • Janina Jasper, Hermann J. Abs
      Pages 123-151

    4. More Than Education: Reflections on Student Teachers’ Understanding of Human Rights

      • Ina ter Avest, Erica Stedenburg
      Pages 153-179

    5. Human Rights Education in the South African Higher Education Context: (Im)possibilities for Human Rights Literacies

      • Annamagriet de Wet, Shan Simmonds
      Pages 181-209

    6. Israeli Students’ Understandings of and Attitudes to Human Rights and Literacies

      • Zehavit Gross, Rotem Maor
      Pages 211-234

    7. Sectarian Violence and Ethnic Conflict in India: Issues and Challenges

      • Ashwani Kumar, Souradeep Banerjee
      Pages 235-256

  4. Unpacking Future Directions: Critiques and Conversations

    1. Front Matter

      Pages 257-257
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    2. Human Rights RIP: Human Rights Literacies—Critique and Possibilities

      • Liam Gearon
      Pages 259-275

    3. (Re)Capturing Human Rights Literacies: Starting Conversations

      • Anne Becker, Cornelia Roux
      Pages 277-300

  5. Correction to: Student Teachers Coping with Changing Times: The Intersection of Student-Teachers’ Understanding of Human Rights Issues and Their Cultural Identity

    • Janina Jasper, Hermann J. Abs
    Pages C1-C1
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Keywords

About this book

This book adds impetus to the nexus between human rights, human rights education and material reality. The dissonance between these aspects is of growing concern for most human rights educators in various social contexts. The first part of the book opens up new discourses and presents new ontologies and epistemologies from scholars in human rights, human rights education and human rights literacies to critique and/or justify the understandings of human rights’ complex applications. Today’s rapidly changing social contexts and new languages attempting to understand ongoing dehumanization and violations, put enormous pressure on higher education, educators, individuals working in social sciences, policy makers and scholars engaged in curricula making.
The second part demonstrates how global interactions between citizens from different countries with diverse understandings of human rights (from developed and developing democracies) question the link between human rights andit’s in(ex)clusive Western philosophies. Continuing inhumane actions around the globe reflect the failure of human rights law and human rights education in schools, higher education and society at large. The book shows that human rights education is no longer a blueprint for understanding human rights and its universal or contextual values presented for multicomplexial societies. The final chapters argue for new ontologies and epistemologies of human rights, human rights education and human rights literacies to open-up difficult conversations and to give space to dissonant and disruptive discourses. The many opportunities for human rights education and literacies lies in these conversations.

Editors and Affiliations

  • Curriculum Studies, Stellenbosch University, Stellenbosch, South Africa

    Cornelia Roux, Anne Becker

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