Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

Osler, Audrey

doi:10.1080/00933104.2015.1034393

Cited by 78 publications

(57 citation statements)

References 47 publications

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“…In this conception, linguistic and communicative competence alone are not enough for learners to transverse their in‐betweenness (see Byram & Wagner, ) and the development of intercultural communication skills is vital as people from diverse linguistic and cultural backgrounds interact and negotiate meaning (Canagarajah, , ). This interaction and negotiation will affect language students’ identifications in varied ways; Osler (), Osler and Starkey (), Smolcic (), and others have highlighted the potential of language teaching to foster cosmopolitan identities by challenging ascribed monolithic national identifications and encouraging personal self‐transformation (Ros i Solé, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Byram (2001, p. 102) made the point more than 15 years ago: “[l]anguage teaching as foreign language education cannot and should not avoid educational and political duties and responsibilities.” These educational and political purposes constitute the development of the individual and of societies by fostering democratic competencies and values—purposes that are shared in education more broadly (Osler, ; Osler & Starkey, ). More recently, Byram and Wagner (2018, p. 141) referred to the “important role and responsibility in educating intercultural citizens ready to live and thrive in multilingual and multicultural societies, including their own.” These educational and political purposes have recently been gathered under the notion of intercultural citizenship (Byram, , ; Byram, Golubeva, Han, & Wagner, 2017), which encourages teachers to link the language learning that takes place in classrooms with the community, such as by inspiring students to engage in some form of civic or social action at the local, regional, or global level.…”

Section: Introductionmentioning

confidence: 99%

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Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers

Porto

2019

Foreign Language Annals

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This article explores the intercultural and citizenship dimensions of foreign language teaching and discusses, in particular, the implications for foreign language teaching and teacher education. The work (1) extends the fundamental concepts that were developed by Byram and Wagner () in this journal—that foreign language education has instrumental purposes but also educational aims that constitute the development of the individual and of societies by fostering democratic competences and values and linking the language learning that takes place in classrooms with the community, whether local, regional, or global; and (2) links language education and community engagement in the form of service‐learning, which was also addressed in this journal by Palpacuer Lee, Curtis, and Curran (). An intercultural citizenship project carried out in Argentina serves as illustration. Pedagogical implications are offered.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers

Porto

2019

Foreign Language Annals

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“…What is more, fostering citizenship through education is not merely a matter of juridical recognition; the informal construction of identity is vital (Erdal & Strømsø, 2018). This is further actualized by the inherent paradox with the central role of human rights in citizenship education between universality and recognition (Osler, 2015(Osler, , 2016. In this paper, I ask What citizenship positions are located in The Overarching Curriculum for the Sami as citizen?…”

Section: Introductionmentioning

confidence: 99%

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

Eriksen¹

2018

HRER

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The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded as vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions about the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.Abstract: The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions for the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.

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“…Other scholars writing about HRE (e.g. Adami, , ; Al‐Daraweesh and Snauwaert, ; Coysh, ; Osler, ; Zembylas, , , ) raise similar concerns regarding the shortcomings of focusing on legal compliance while overlooking transformative ambitions, so they suggest that there is urgent need for a renewal of HRE to become more ‘critical’ (Keet, ) and ‘transformative’ (Bajaj et al ., ).…”

Section: Introductionmentioning

confidence: 99%

“…In recent years, there is growing work engaging with aspects of human rights education in relation to indigenous, decolonial and plural/collective selves and perspectives (see, for example, Al‐Daraweesh and Snauwaert, ; Khoja‐Moolji, ; Osler, ; Zembylas, ). This work emphasises that non‐Western communities have moral concerns that are ‘isomorphic equivalents’ of human rights, as Al‐Daraweesh and Snauwaert call them, namely, traditions, social practices or moral systems that conceptualise what it means to be human, how one might live with dignity and in which ways individuals within social groups may realise their full potential.…”

mentioning

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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Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

Cited by 78 publications

References 47 publications

Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers

Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

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

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