Human Rights in the Field of Comparative Education

1. Front Matter

   Pages i-x

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2. Human Rights in the Field of Comparative Education

   • Heidi Biseth, Halla B. Holmarsdottir

   Pages 1-11

3. The Educational Rights of Asylum-Seeking and Refugee Children within the Neo-Liberal State and Inclusive Schools in the UK

   • Madeleine Arnot, Halleli Pinson, Mano Candappa

   Pages 23-29

4. The Protection of Children’s Rights in Latin America

   • Paulí Dávila, Luis Mª Naya

   Pages 41-46

5. The Right to Education in Latin America (2005-2010)

   • Ana María Montero Pedrera

   Pages 57-61

6. Tension between National Citizenship and Human Rights

   • Vedat Sevincer, Heidi Biseth

   Pages 73-80

7. Interpreting Children’s Rights

   • Catarina Tomás, Mariana Dias

   Pages 81-95

8. Culturally Responsive Pedagogy and Human Rights

   • Susan J. Courey, Pam LePage

   Pages 97-108

9. Moroccan Children’s Rights in an Educational Space

   • Mina Afkir

   Pages 109-123

10. The Role of Inter-School Collaboration in Promoting Inter-Group Relations

    • Karen Carlisle, Joanne Hughes

    Pages 125-145

11. Refugee Education as a Gauge of Liberal Multiculturalism

    • Bruce Anthony Collet

    Pages 147-170

12. Back Matter

    Pages 171-176

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There is no single answer to the question: what are human rights? The answer depends on whom you ask. Several of the papers presented at Fourteenth World Congress of Comparative Education held at Bog˘aziçi University in Istanbul, Turkey, in June 2010 discussed issues related to human rights from a comparative education viewpoint. The nine papers presented in this book spans from policy analysis to practices in classrooms. They include analyses of human rights from a regional or country perspective, including Greece, Jordan, the Latin American region, Morocco, Northern Ireland, Portugal, the UK, the US, and Turkey. In facilitating a clarification of the ways in which we understand and talk about human rights in the field of comparative education, the editors have analysed and visualized the chapter contributions using Marie-Bénédicte Dembour’s categorization of human rights discourses. This is a fruitful exercise as it unravels the fact that we do not always mean the same thing when talking about human rights and also sheds light on the issues within human rights to which we are silent, issues that we should conceivably be discussing. Our engagement in human rights seems to focus on using these rights as leverage to promote our arguments about education, not engaging in a more philosophical debate about human rights. Human rights can be used as an ethical lingua franca and thus providing a fertile ground for nuancing our understanding of human rights. Since we experience a huge gap between morality and reality, an engagement in the ethical perspectives of human rights can help us on the way to closing this gap.

• comparative education
• human rights

• Buskerud University College, Norway

  Heidi Biseth

• Oslo University College, Norway

  Halla B. Holmarsdottir

Policies and ethics