3. Evolution of Human Rights Education Models

Tibbitts, Felisa

doi:10.9783/9780812293890-005

Cited by 96 publications

(78 citation statements)

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“…In an IB context, the action module fits in nicely with the service learning goals of Creativity, Activity, Service (more commonly known as CAS in the DP), the Personal Project in the MYP, and the Exhibition in the PYP. It also connects to the transformational model of HRE -creating agents of change (Tibbitts, 2017).…”

Section: Fire: Forum For International Research In Educationmentioning

confidence: 99%

“…Some students who take the class may be working in countries that do not have human rights as a defined part of the curriculum or what may be taught is defined very specifically. Therefore, a transformational approach to HRE may not be best in their contexts and a values and awareness approach (Tibbitts, 2017) would be much better. They complete the assignments and design lessons in a safer fashion than they would often like because of school or national contexts but are still benefiting from the materials provided in the course.…”

Section: Limitationsmentioning

confidence: 99%

“…The value and awareness model serves to teach students general human rights theory, history, and content with some attention to promoting positive behavior. There may also be some attention to the learner's rights (Tibbitts, 2017). This approach is sometimes better for some of our students who teach in countries where HRE is not specifically defined or is quite narrowly defined.…”

Section: Introducing Human Rights and Hrementioning

confidence: 99%

“…This approach is sometimes better for some of our students who teach in countries where HRE is not specifically defined or is quite narrowly defined. The transformational model of HRE teaches human rights with a strong focus on the learner, appeals to personal value systems, and aspires to create agents of change (Tibbitts, 2017) -students who will create a more peaceful world. This fits in with the IB Mission Statement and involves students taking a critical stance in light of the issues discussed.…”

Section: Introducing Human Rights and Hrementioning

confidence: 99%

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To create a better and more peaceful world: Infusing human rights instruction in PK-12 classrooms

Daly

2019

FIRE

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This article discusses an online graduate education course at a large Southern university in the United States. The course, part of a certificate program for International Baccalaureate (IB) educators, focuses on infusing human rights instruction in PK-12 classrooms and provides teachers with additional methods and strategies to teach various subjects, disciplines, student populations, and cultural contexts. Although the course text centers on the United Nations Convention of the Rights of the Child (UNCRC), additional readings require students to consider other human rights documents, academic research concerning peace and human rights education, and classroom strategies. The teachers who complete the course are more confident working with human rights topics and the course encourages educators to think critically and connect issues at their grade level and in their current contexts.

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Section: Fire: Forum For International Research In Educationmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Section: Introducing Human Rights and Hrementioning

confidence: 99%

Section: Introducing Human Rights and Hrementioning

confidence: 99%

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To create a better and more peaceful world: Infusing human rights instruction in PK-12 classrooms

Daly

2019

FIRE

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“…‘Adopting’ this approach in practice leads to two important ideas: first, the idea that learners have opportunities to interpret human rights rather than merely accept them as universal and absolute truths—a practice that takes place in the form of a dialogue between the learner and the specific sociohistorical context with its own complexities and sensitivities. Pedagogically, this orientation suggests the use of more ‘empowering’ and ‘transformative methodologies’ (Tibbitts, ), that is, teaching practices which are oriented toward the cultivation of agency in learners with the explicit aim of personal and social transformation. Second, the critical hermeneutical approach promotes a critical understanding of diverse manifestations of human rights; this involves, for example, questioning certainties and established ideas, recognising the role of power relations, and highlighting the controversies around hegemonic discourses on human rights.…”

Section: An Agonistic Account Of Hrementioning

confidence: 99%

Re-envisioning Human Rights in the Light of Arendt and Rancière: Towards an Agonistic Account of Human Rights Education

Zembylas¹

2017

Journal of Philosophy of Education

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This article takes up Arendt's ‘aporetic’ framing of human rights as well as Rancière's critique and suggests that reading them together may offer a way to re‐envision human rights and human rights education (HRE)—not only because they make visible the perplexities of human rights, but also in that they call for an agonistic understanding of rights; namely, the possibility to make new and plural political and ethical claims about human rights as practices that can be evaluated critically rather than taken on faith. The paper contributes to ongoing discussions about the need for a renewal of HRE by suggesting that the paradoxes of human rights—such as the disparity between the reality of the human condition and the abstract ideal of human rights—can be politically and pedagogically invigorating by rethinking human rights in agonistic terms and formulating more robust practices of HRE.

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Evaluating the impact of human rights education on the adjustment of Greek primary school students

Stavrou,

Brouzos,

Vassilopoulos

et al. 2023

Int J Psychol

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Human rights education has an encouraging effect on children's school routine. The aim of the present study was to investigate the effectiveness of a 12‐session transformative human rights education intervention in improving children's school adjustment. Participants were 340 Greek primary school students assigned to intervention group (n = 187) and control group (n = 153). All members completed a written questionnaire 1 week before the implementation of the intervention, measuring their knowledge of human rights, school engagement, perceptions of the school environment, interpersonal relationships, empathy and perceptions, attitudes and feelings towards school. The completion process of the same questionnaire was repeated 1 week after the termination of the intervention and 4 months later. The results showed that the intervention was particularly beneficial as the intervention group members demonstrated a significant increase in their knowledge of human rights, school engagement, perceptions of the school environment, empathy and school liking, while experiencing a significant decrease in school avoidance and loneliness. Members of the control group did not report any significant improvement over time. The study's implications for future research on school‐based human rights interventions are discussed.

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3. Evolution of Human Rights Education Models

Cited by 96 publications

References 0 publications

To create a better and more peaceful world: Infusing human rights instruction in PK-12 classrooms

To create a better and more peaceful world: Infusing human rights instruction in PK-12 classrooms

Re-envisioning Human Rights in the Light of Arendt and Rancière: Towards an Agonistic Account of Human Rights Education

Evaluating the impact of human rights education on the adjustment of Greek primary school students

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