Rights-based education and conflict: a cross-national study of rights discourse in textbooks

Russell, S. Garnett; Tiplic, Dijana

doi:10.1080/03057925.2013.765288

Cited by 19 publications

(7 citation statements)

References 42 publications

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“…We know little about how differing emphases in either educational programs or national discourses affect students’ understanding of human rights. A large part of the empirical research in this area has focused on the nature and extent of the intended curriculum (particularly in textbooks and official documents), either within or across nations (e.g., Cardenas, 2005; Inter-American Institute of Human Rights, 2003; Meyer et al, 2010; Russell and Tiplic, 2014; Suárez, 2007a, 2007b). Other international research has consisted of case studies of the implemented curriculum at local levels, including studies of teachers’ understanding of the topic (e.g., Bajaj, 2011, in India; Gaudelli and Fernekes, 2004, in the United States; Ruane et al, 2010, in the Republic of Ireland).…”

Section: Introductionmentioning

confidence: 99%

Young adolescents’ positioning of human rights: Findings from Colombia, Northern Ireland, Republic of Ireland and the United States

Barton

2015

Research in Comparative and International Education

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This study investigated how young adolescents thought about the location of human rights issues and the nature of violations in differing geographic regions. Open-ended, task-based interviews were conducted with 116 students in Colombia, Northern Ireland, the Republic of Ireland and the United States. Although students in each location pointed to a combination of global, national, and local human rights issues, as well as those found in nations distant from their own, the salience of these varied by setting. Variations were consistent with the contexts in which students had learned about human rights; these included personal experience, school instruction, and broader national discourses. This research indicates that students' understanding of human rights is influenced by a variety of contextual factors, and it suggests that educators may want to consider how they can complement the messages and experiences students encounter in settings outside school.

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Section: Introductionmentioning

confidence: 99%

Young adolescents’ positioning of human rights: Findings from Colombia, Northern Ireland, Republic of Ireland and the United States

Barton

2015

Research in Comparative and International Education

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“…We also control for subject, measuring whether the book is a history book (coded as 1 for history). Other studies have found that history books are less likely to discuss rights-related topics (Meyer, Bromley, and Ramirez 2010; Russell and Tiplic 2014). Finally, given that the topic of violence against women may be considered controversial to teach to younger children, we control for level of schooling via a dichotomous measure coded as 1 if the textbook is a high school textbook and 0 if it is a middle school textbook.…”

Section: Methodsmentioning

confidence: 92%

“…For example, human rights education is not taught in countries with more human rights violations (Ramirez, Suárez, and Meyer 2007) or environmental topics in countries with more environmental degradation (Bromley, Meyer, and Ramirez 2011). In fact, it is sometimes the case that mentions of rights-based topics are less prevalent in countries experiencing greater numbers of violations of those rights, as in the case of countries that have experienced conflict (Russell and Tiplic 2014). As we have noted, our measure of GBV is not ideal, but as we have argued, the institutionalization of GBV as a violation of human and women’s rights across the globe may result in its inclusion in textbooks regardless of its prevalence.…”

Section: Discussionmentioning

confidence: 99%

The Making of a Human Rights Issue: A Cross-National Analysis of Gender-Based Violence in Textbooks, 1950-2011

2018

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In the past few decades, awareness around gender-based violence (GBV) has expanded on a global scale with increased attention in global treaties, organizations, and conferences. Previously a taboo topic, it is now viewed as a human rights violation in the broader world culture. Drawing on a quantitative analysis of 568 textbooks from 76 countries from across the world, we examine the extent to which this growing global attention to GBV has filtered down into national educational curricula. We find that textbook discussions of GBV are more prevalent in the post-1993 period and are linked to discussions of women’s rights. In addition, discussions of GBV are more common in countries with more linkages to the global women’s movement. Findings from our study underscore the influence of the women’s rights movement and the radical feminist perspective on the reframing of GBV as a human rights issue.

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“…Parker'ın (2018) listelediği bu öğelerden etkili kampanya ve protesto stratejileri ve insan hakkı mücadelelerini ve savunucularını ders kitaplarında bulmak hiç de kolay gözükmemektedir. Örneğin, bazı çalışmalar, çatışmadan etkilenen ülkeler başta olmak üzere, ülkelerin genelinin ders kitaplarında hak temelli söylemler, insan hakları mücadelesi, insan hakları sorunları ve insan hakları aktivistleri gibi ögelere yeterince yer verilmediğini tespit etmiştir (Russell and Tiplic, 2014;Skinner and Bromley, 2019). Bu ciddi sorunu göz önünde bulunduran Bajaj, Cislaghi and Mackie (2016), İHE'nin etkililik sorununu çözebilecek, "Dönüştürücü İHE" olarak adlandırılan bir model önermişlerdir.…”

Section: İnsan Hakları Eğitimiunclassified

Human Rights, Children's Rights and Human Rights Education

Sen

2021

Anadolu Journal of Educational Sciences International

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Bu çalışma, insan hakları, çocuk hakları ve insan hakları eğitimine ilişkin İngilizce konuşulan akademik dünyada yaygın kabul gören perspektiflerin bir derlemesini yaparak, Türkçe alan yazına katkıda bulunmayı amaçlamaktadır. Bu amaçla, belli bir argüman etrafında bir tartışma yapmaktan ziyade, bir kavramsal ve teorik netleştirme sunulmaktadır. Çalışmanın ilk bölümünde öncelikle insan hakları kavramının ayırt edici özellikleri tanıtılmakta ve insan haklarına yöneltilen bazı eleştirilere yer verilmektedir. Sonraki bölümde, insan hakları eğitiminin gelişimi, kavramsallaştırılması, sınıflandırılması ve güncel problemleri hakkında bilgiler verildikten sonra çocuk haklarının gelişimi ve Çocuk Haklarına Dair Sözleşme'nin eğitimsel doğurguları ele alınmaktadır. Bu bölümde, eğitim kurumlarında çocuk hakları ile ilgili durumu değerlendirmek, varsa ihmal ve ihlalleri tespit etmek amacıyla geliştirilmiş bir kontrol listesi sunulmaktadır. Ayrıca çocuk katılımının niteliğini iyileştirmeyi amaçlayan bir modelin tanıtımı yapılarak, çocuk katılımı ile esasen neyin kastedildiği, nelerin katılım sayılıp nelerin katılım sayılamayacağı netliğe kavuşturulmaktadır. Çalışmanın son bölümünde, Birleşmiş Milletler Çocuk Hakları Komitesi'nin raporlarına yansıyan Türkiye çocuk hakları sorunları ve Türkiye insan hakları eğitimi reformuna dair bir bilgilendirme yapılmaktadır. Ayrıca, insan hakları eğitiminin sosyal gerçeklik ve sosyal değişimle bağını güçlendirme kaygısı güden dönüştürücü insan hakları eğitimi yaklaşımından hareketle, bazı çözümler önerilmektedir. İnsan hakları eğitimi ve çocuk haklarına ilişkin derlenen perspektifler, Türkçe okuyan araştırmacıların bu konularda yapacakları çalışmaların teorik ve kavramsal çerçevesine katkılar sunabilir.

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Rights-based education and conflict: a cross-national study of rights discourse in textbooks

Cited by 19 publications

References 42 publications

Young adolescents’ positioning of human rights: Findings from Colombia, Northern Ireland, Republic of Ireland and the United States

Young adolescents’ positioning of human rights: Findings from Colombia, Northern Ireland, Republic of Ireland and the United States

The Making of a Human Rights Issue: A Cross-National Analysis of Gender-Based Violence in Textbooks, 1950-2011

Human Rights, Children's Rights and Human Rights Education

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