File #2713: "2019_Book_HumanRightsLiteracies.pdf"
Testo
1|Foreword|6
1|Why from South Africa?|7
1|Why Now?|7
1|Epistemological Communities|8
1|Democratic Iterations and Human Rights Literacies|9
1|To Hear One Another Out|10
1|To Conclude …|11
1|Preface|12
2|Why this book?|12
1|Contents|15
1|About the Authors|17
1|Part I: Setting the Scene|20
2|The ‘Literacy Turn’ in Human Rights and Human Rights Education|21
3|1 Introduction|22
3|2 Human Rights and Cultures of Remembrances|23
4|2.1 A Culture of Remembrance for the Raced and Colonial Other|27
4|2.2 A Culture of Remembrance of the Religious Other|30
3|3 Human Rights Education: Reimagining Transformation or Performing in Circles|33
4|3.1 Reimagining Epistemological Transformation|33
4|3.2 More Than Reimagining Transformation|35
4|3.3 Working in Circles or Searching for New Beginnings|37
3|4 The Literacy ‘Turn’ in Human Rights|39
4|4.1 Human Rights Literacies as Nexus|41
4|4.2 Human Rights Literacies as Cognitive Skill and/or Social Practice|42
3|5 Conclusion|44
3|References|44
2|(Re)Framing the Subject(s) of Rights|49
3|1 Introduction|50
3|2 The Crisis for and of the Subject|52
3|3 Ontological and Epistemological In(ex)clusions: The Struggle to be Recognised as Subjects of Rights|55
3|4 The Ethical Shift and the Humanitarian Paradigm: The Political Struggle to Become Subjects of Rights|58
3|5 Constructing Human Rights Literacies Within In(ex)clusionary Human Rights Discourses|60
3|6 Risking Political and Pedagogical Subjectification to Become Subjects|62
3|7 (Re)Framing Subjects of Rights in Education, Human Rights Education and Human Rights Literacies|65
3|References|67
2|Unconditionally Human? Decolonising Human Rights|70
3|1 Introduction|71
3|2 Where Are We in the World with Respect to Human Rights?|72
3|3 Unconditionality’s Conditions: Conditionally Human?|75
3|4 Breaking Dominance|78
4|4.1 In Making Sense of Critical Race Theory and Decoloniality: The Body Politic|82
3|5 Conclusion|85
3|References|86
2|Human Rights Literacies Research: (Re)think Approaches and Methodologies|89
3|1 Introduction|90
3|2 The Shifting Positioning of Human Rights Education|92
3|3 Human Rights Literacies: Approaches, Goals, Target Groups|94
3|4 Categories of, Approaches to, and Possibilities for Human Rights Education and Literacies Research|97
3|5 Global Discourses, Human Rights and Human Rights Literacies Research: Globalisation, Development and Post- colonialism/decolonialisation|99
4|5.1 Globalisation: Global Citizenship Education, Holocaust and Peace Education|100
4|5.2 Development and Eradicating Poverty: Neo-liberalism and Capitalism|101
4|5.3 Colonialisation and Post-colonialism Discourses|102
3|6 Human Rights Literacies Research: (Re)thinking Approaches and Methodologies|104
4|6.1 Critical Approaches and Methodologies|105
4|6.2 The Thing About Theory: Production, Consumption, Aversion and Resistance|106
4|6.3 Posthumanism and Human Rights Literacies|107
3|7 Conclusion|109
3|References|110
1|Part II: Possibilities and Probabilities|115
2|Subjects and Failed Subjects in Place-Space-Time: The Quest for Meaning|116
3|1 Introduction|117
3|2 Making Meaning of Human Rights in Everyday Life|118
3|3 Human Rights in Place-Space-Time and Everyday Life|119
3|4 Subjects and Failed Subjects in Linear Place-Space-Time|121
3|5 The Initiative in a Quest for Meaning in Human Rights Literacies|123
3|6 The Research Project: Human Rights Literacy: Quest for meaning (2012–2016)|124
3|7 Outline of the Research Processes (2012–2014 and 2015–2016)|128
4|7.1 Phase One (2012–2014)|130
4|7.2 Phase Two (2015–2016)|131
3|8 Conclusion: Human Rights Literacies Across Global and Local Linear Place-Space-Time|132
3|9 Note|134
3|References|135
2|Student Teachers Coping with Changing Times: The Intersection of Student-Teachers’ Understanding of Human Rights Issues and Their Cultural Identity|138
3|1 Introduction|139
3|2 Theoretical Framework|140
4|2.1 Human Rights Literacies|140
4|2.2 Human Rights Education|143
4|2.3 Human Rights Literacies Intersecting with Cultural Identity|144
3|3 The Role of Human Rights Education in the German Education System|146
4|3.1 Historical View on Human Rights Education from the Council of Europe Perspective|146
4|3.2 Human Rights Education in German Schools|149
5|Human Rights Education at the National Level|149
5|Human Rights Education at the Federal Level: North Rhine-Westphalia (NRW) as an Example|152
4|3.3 Human Rights Education in Teacher Education|155
3|4 Exploratory Case Study: The University of Duisburg-Essen|157
4|4.1 Context|157
4|4.2 Methodological Design|158
4|4.3 Analyses and Results|159
3|5 Challenges of Human Rights Literacies in German Teacher Education|160
3|References|164
2|More Than Education: Reflections on Student Teachers’ Understanding of Human Rights|167
3|1 Introduction|168
3|2 Contextual Mapping|169
4|2.1 Freedom of Education|169
4|2.2 Pillarized Education System|169
4|2.3 Human Rights and the Dutch Constitution: Core Concepts|170
3|3 Normative Citizenship Education|171
4|3.1 Quality of Education|171
3|4 Theoretical Underpinnings of the Inholland Teacher Training|172
4|4.1 Student Population of the Inholland University: Generation ‘Z’|173
4|4.2 Pedagogical Strategy at the Teacher Training Institute|174
3|5 Selection of the Questions in the Survey (2015)|176
3|6 Preliminary Results and Data Infusion|184
3|7 Conclusion|188
3|8 Recommended Directions for Future Research|190
3|References|191
2|Human Rights Education in the South African Higher Education Context: (Im)possibilities for Human Rights Literacies|194
3|1 Higher Education and Human Rights in South Africa|195
3|2 Using Surveys to Explore Students’ Opinions of Human Rights Education|199
4|2.1 Two Questionnaires, Four Questions|200
4|2.2 Research Environment|202
4|2.3 Participants|202
3|3 What, How and Where of Human Rights Education: Problematising the Findings for the (Im)possibilities of Human Rights Literacies|204
4|3.1 What Human Rights Education Involves|204
4|3.2 How Human Rights Education Should Be Addressed and How Teachers Should Be Involved|208
4|3.3 Where Are Human Rights Learnt?|211
4|3.4 (Im)possibilities for Human Rights Literacies|213
3|4 Transformative Pedagogies for Human Rights Literacies in Teacher Education|214
4|4.1 Acknowledging and Affirming Difference|217
4|4.2 Disrupting Knowledge|217
4|4.3 Developing a Critical Consciousness|218
4|4.4 Being Dedicated to an Ongoing Labour That Desires Change|218
3|5 Conclusion|219
3|References|219
2|Israeli Students’ Understandings of and Attitudes to Human Rights and Literacies|223
3|1 The Israeli Context|224
3|2 The Connection Between Human Rights, Human Rights Education and Religion|227
3|3 Human Rights Education in Israel|229
3|4 Human Rights Literacy in Israel|230
3|5 The Current Research|231
3|6 Main Findings and Discussion|232
4|6.1 Quantitative Research: The Definition and Scope|232
4|6.2 What Are Human Rights? Definition and Scope|232
4|6.3 Human Rights Are More Important Than Religion|234
4|6.4 Human Rights and Education|235
4|6.5 Qualitative Research: Xenophobic Attitudes Toward Foreigners|237
4|6.6 Religion Is More Important Than Human Rights|238
3|7 Human Rights Literacy: Implications for Higher Education|239
3|References|240
2|Sectarian Violence and Ethnic Conflict in India: Issues and Challenges|247
3|1 Context of Human Rights Education|248
3|2 Sectarian Violence and Ethnic Conflict in India|249
3|3 Understanding Religious and Caste Violence in India|251
3|4 Explaining Caste Violence in India|255
3|5 Caste Violence and Private Caste Armies; A Case Study of Bihar|256
3|6 What Are Senas?|258
3|7 Rise and Decline of the Private Caste Senas|259
3|8 The Ranvir Sena: Community Warriors or Violent Entrepreneurs?|260
3|9 State, Politics and Ranvir Sena|261
3|10 Can Human Rights Literacy Mitigate Sectarian and Ethnic Violence?|262
3|11 Conclusion|266
3|References|267
1|Part III: Unpacking Future Directions: Critiques and Conversations|269
2|Human Rights RIP: Human Rights Literacies—Critique and Possibilities|270
3|1 Introduction|271
3|2 Human Rights Literacies: Critiques|273
3|3 Human Rights Literacies: Possibilities|278
3|4 Conclusion|282
3|References|283
2|(Re)Capturing Human Rights Literacies: Starting Conversations|287
3|1 Introduction|288
3|2 Subjects (and Failed Subjects) of Rights in Place-Space-Time|290
4|2.1 Germany|290
4|2.2 Netherlands|292
4|2.3 South Africa|293
4|2.4 Israel|294
4|2.5 India|296
3|3 Structuring the Failed Subject Through Human Rights Education: Othering and Socialisation|297
3|4 The Gap Between Ideals and Lived Realities: Human Rights Literacies|300
3|5 (Re)Capturing Human Rights Literacies|303
3|6 Decolonised Moral Responsibility|305
3|7 Conclusion|307
3|References|307
1|Correction to: Student Teachers Coping with Changing Times: The Intersection of Student-Teachers’ Understanding of Human Rights Issues and Their Cultural Identity|311
2|Correction to: Chapter 6 in: C. Roux, A. Becker (eds.), Human Rights Literacies, Interdisciplinary Studies in Human Rights 2, https://doi.org/10.1007/978-3-319-99567-0_6|311
1|Why from South Africa?|7
1|Why Now?|7
1|Epistemological Communities|8
1|Democratic Iterations and Human Rights Literacies|9
1|To Hear One Another Out|10
1|To Conclude …|11
1|Preface|12
2|Why this book?|12
1|Contents|15
1|About the Authors|17
1|Part I: Setting the Scene|20
2|The ‘Literacy Turn’ in Human Rights and Human Rights Education|21
3|1 Introduction|22
3|2 Human Rights and Cultures of Remembrances|23
4|2.1 A Culture of Remembrance for the Raced and Colonial Other|27
4|2.2 A Culture of Remembrance of the Religious Other|30
3|3 Human Rights Education: Reimagining Transformation or Performing in Circles|33
4|3.1 Reimagining Epistemological Transformation|33
4|3.2 More Than Reimagining Transformation|35
4|3.3 Working in Circles or Searching for New Beginnings|37
3|4 The Literacy ‘Turn’ in Human Rights|39
4|4.1 Human Rights Literacies as Nexus|41
4|4.2 Human Rights Literacies as Cognitive Skill and/or Social Practice|42
3|5 Conclusion|44
3|References|44
2|(Re)Framing the Subject(s) of Rights|49
3|1 Introduction|50
3|2 The Crisis for and of the Subject|52
3|3 Ontological and Epistemological In(ex)clusions: The Struggle to be Recognised as Subjects of Rights|55
3|4 The Ethical Shift and the Humanitarian Paradigm: The Political Struggle to Become Subjects of Rights|58
3|5 Constructing Human Rights Literacies Within In(ex)clusionary Human Rights Discourses|60
3|6 Risking Political and Pedagogical Subjectification to Become Subjects|62
3|7 (Re)Framing Subjects of Rights in Education, Human Rights Education and Human Rights Literacies|65
3|References|67
2|Unconditionally Human? Decolonising Human Rights|70
3|1 Introduction|71
3|2 Where Are We in the World with Respect to Human Rights?|72
3|3 Unconditionality’s Conditions: Conditionally Human?|75
3|4 Breaking Dominance|78
4|4.1 In Making Sense of Critical Race Theory and Decoloniality: The Body Politic|82
3|5 Conclusion|85
3|References|86
2|Human Rights Literacies Research: (Re)think Approaches and Methodologies|89
3|1 Introduction|90
3|2 The Shifting Positioning of Human Rights Education|92
3|3 Human Rights Literacies: Approaches, Goals, Target Groups|94
3|4 Categories of, Approaches to, and Possibilities for Human Rights Education and Literacies Research|97
3|5 Global Discourses, Human Rights and Human Rights Literacies Research: Globalisation, Development and Post- colonialism/decolonialisation|99
4|5.1 Globalisation: Global Citizenship Education, Holocaust and Peace Education|100
4|5.2 Development and Eradicating Poverty: Neo-liberalism and Capitalism|101
4|5.3 Colonialisation and Post-colonialism Discourses|102
3|6 Human Rights Literacies Research: (Re)thinking Approaches and Methodologies|104
4|6.1 Critical Approaches and Methodologies|105
4|6.2 The Thing About Theory: Production, Consumption, Aversion and Resistance|106
4|6.3 Posthumanism and Human Rights Literacies|107
3|7 Conclusion|109
3|References|110
1|Part II: Possibilities and Probabilities|115
2|Subjects and Failed Subjects in Place-Space-Time: The Quest for Meaning|116
3|1 Introduction|117
3|2 Making Meaning of Human Rights in Everyday Life|118
3|3 Human Rights in Place-Space-Time and Everyday Life|119
3|4 Subjects and Failed Subjects in Linear Place-Space-Time|121
3|5 The Initiative in a Quest for Meaning in Human Rights Literacies|123
3|6 The Research Project: Human Rights Literacy: Quest for meaning (2012–2016)|124
3|7 Outline of the Research Processes (2012–2014 and 2015–2016)|128
4|7.1 Phase One (2012–2014)|130
4|7.2 Phase Two (2015–2016)|131
3|8 Conclusion: Human Rights Literacies Across Global and Local Linear Place-Space-Time|132
3|9 Note|134
3|References|135
2|Student Teachers Coping with Changing Times: The Intersection of Student-Teachers’ Understanding of Human Rights Issues and Their Cultural Identity|138
3|1 Introduction|139
3|2 Theoretical Framework|140
4|2.1 Human Rights Literacies|140
4|2.2 Human Rights Education|143
4|2.3 Human Rights Literacies Intersecting with Cultural Identity|144
3|3 The Role of Human Rights Education in the German Education System|146
4|3.1 Historical View on Human Rights Education from the Council of Europe Perspective|146
4|3.2 Human Rights Education in German Schools|149
5|Human Rights Education at the National Level|149
5|Human Rights Education at the Federal Level: North Rhine-Westphalia (NRW) as an Example|152
4|3.3 Human Rights Education in Teacher Education|155
3|4 Exploratory Case Study: The University of Duisburg-Essen|157
4|4.1 Context|157
4|4.2 Methodological Design|158
4|4.3 Analyses and Results|159
3|5 Challenges of Human Rights Literacies in German Teacher Education|160
3|References|164
2|More Than Education: Reflections on Student Teachers’ Understanding of Human Rights|167
3|1 Introduction|168
3|2 Contextual Mapping|169
4|2.1 Freedom of Education|169
4|2.2 Pillarized Education System|169
4|2.3 Human Rights and the Dutch Constitution: Core Concepts|170
3|3 Normative Citizenship Education|171
4|3.1 Quality of Education|171
3|4 Theoretical Underpinnings of the Inholland Teacher Training|172
4|4.1 Student Population of the Inholland University: Generation ‘Z’|173
4|4.2 Pedagogical Strategy at the Teacher Training Institute|174
3|5 Selection of the Questions in the Survey (2015)|176
3|6 Preliminary Results and Data Infusion|184
3|7 Conclusion|188
3|8 Recommended Directions for Future Research|190
3|References|191
2|Human Rights Education in the South African Higher Education Context: (Im)possibilities for Human Rights Literacies|194
3|1 Higher Education and Human Rights in South Africa|195
3|2 Using Surveys to Explore Students’ Opinions of Human Rights Education|199
4|2.1 Two Questionnaires, Four Questions|200
4|2.2 Research Environment|202
4|2.3 Participants|202
3|3 What, How and Where of Human Rights Education: Problematising the Findings for the (Im)possibilities of Human Rights Literacies|204
4|3.1 What Human Rights Education Involves|204
4|3.2 How Human Rights Education Should Be Addressed and How Teachers Should Be Involved|208
4|3.3 Where Are Human Rights Learnt?|211
4|3.4 (Im)possibilities for Human Rights Literacies|213
3|4 Transformative Pedagogies for Human Rights Literacies in Teacher Education|214
4|4.1 Acknowledging and Affirming Difference|217
4|4.2 Disrupting Knowledge|217
4|4.3 Developing a Critical Consciousness|218
4|4.4 Being Dedicated to an Ongoing Labour That Desires Change|218
3|5 Conclusion|219
3|References|219
2|Israeli Students’ Understandings of and Attitudes to Human Rights and Literacies|223
3|1 The Israeli Context|224
3|2 The Connection Between Human Rights, Human Rights Education and Religion|227
3|3 Human Rights Education in Israel|229
3|4 Human Rights Literacy in Israel|230
3|5 The Current Research|231
3|6 Main Findings and Discussion|232
4|6.1 Quantitative Research: The Definition and Scope|232
4|6.2 What Are Human Rights? Definition and Scope|232
4|6.3 Human Rights Are More Important Than Religion|234
4|6.4 Human Rights and Education|235
4|6.5 Qualitative Research: Xenophobic Attitudes Toward Foreigners|237
4|6.6 Religion Is More Important Than Human Rights|238
3|7 Human Rights Literacy: Implications for Higher Education|239
3|References|240
2|Sectarian Violence and Ethnic Conflict in India: Issues and Challenges|247
3|1 Context of Human Rights Education|248
3|2 Sectarian Violence and Ethnic Conflict in India|249
3|3 Understanding Religious and Caste Violence in India|251
3|4 Explaining Caste Violence in India|255
3|5 Caste Violence and Private Caste Armies; A Case Study of Bihar|256
3|6 What Are Senas?|258
3|7 Rise and Decline of the Private Caste Senas|259
3|8 The Ranvir Sena: Community Warriors or Violent Entrepreneurs?|260
3|9 State, Politics and Ranvir Sena|261
3|10 Can Human Rights Literacy Mitigate Sectarian and Ethnic Violence?|262
3|11 Conclusion|266
3|References|267
1|Part III: Unpacking Future Directions: Critiques and Conversations|269
2|Human Rights RIP: Human Rights Literacies—Critique and Possibilities|270
3|1 Introduction|271
3|2 Human Rights Literacies: Critiques|273
3|3 Human Rights Literacies: Possibilities|278
3|4 Conclusion|282
3|References|283
2|(Re)Capturing Human Rights Literacies: Starting Conversations|287
3|1 Introduction|288
3|2 Subjects (and Failed Subjects) of Rights in Place-Space-Time|290
4|2.1 Germany|290
4|2.2 Netherlands|292
4|2.3 South Africa|293
4|2.4 Israel|294
4|2.5 India|296
3|3 Structuring the Failed Subject Through Human Rights Education: Othering and Socialisation|297
3|4 The Gap Between Ideals and Lived Realities: Human Rights Literacies|300
3|5 (Re)Capturing Human Rights Literacies|303
3|6 Decolonised Moral Responsibility|305
3|7 Conclusion|307
3|References|307
1|Correction to: Student Teachers Coping with Changing Times: The Intersection of Student-Teachers’ Understanding of Human Rights Issues and Their Cultural Identity|311
2|Correction to: Chapter 6 in: C. Roux, A. Becker (eds.), Human Rights Literacies, Interdisciplinary Studies in Human Rights 2, https://doi.org/10.1007/978-3-319-99567-0_6|311