Transformative learning and human rights education: taking a closer look

Tibbitts, Felisa

doi:10.1080/14675980500133465

Cited by 63 publications

(40 citation statements)

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“…Although Tibbitts (2005) asserts that teaching through human rights can lead to transformative actions, we saw and experienced the tensions with our approaches, and perhaps, the simplicity of our assumptions of teaching through human rights. Teaching through human rights requires that students and instructors see human rights as both a lens through which to observe the world and also a methodology for teaching others.…”

Section: Teaching Through Human Rightsmentioning

confidence: 99%

“…Many human rights educators are convinced that the work that they do is transformative. However, empowering others to make changes in their own lives, as well as in their families, communities, and institutions around them (Tibbitts, 2005) does not necessarily lead to transformation. It is worth noting Ellsworth's (1989) caution that teaching does not necessarily lead to transformation, and that these emancipatory narratives risk enacting "repressive myths that perpetuate relations of domination" (p. 91).…”

Section: Controversies About a Museum For Human Rights And Human Righmentioning

confidence: 99%

“…Although some suggest teaching through human rights promises transformational outcomes (see for example, Giroux, 1995;Tibbitts, 2005), we were reminded of Ellsworth's (1989) critiques of emancipatory pedagogies. Specifically, that the notion of "empowerment" implies that power is for "us" who possess it to "give" it to those without.…”

Section: Teaching Through Human Rightsmentioning

confidence: 99%

“…Participatory approaches to teach human rights are pedagogically appropriate because human rights learning activities should be practical insofar that they relate the concept of human rights to learners' real-life experiences and enable them to build on human rights principles found in their own cultural contexts, which will hopefully spark critical reflections about the possibilities for social change (Canadian Human Rights Foundation, 2001;Tibbitts, 2005). Importantly, Tibbitts explicates emerging "techniques" within human rights education extend beyond mere participation, and include a willingness to deal with tensions and conflicts in the group, an emphasis on critical analysis and reflection, and the engagement of consciousness in order to connect personal experiences to justice issues that also leads to empowerment, social action and change.…”

Section: Teaching Through Human Rightsmentioning

confidence: 99%

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A Critical Approach to Teaching About, Through, and For Human Rights

Cranston

Janzen

2017

cjsotl-rcacea

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This paper presents the findings from a collaborative inquiry research study that explored instructors’ perspectives and students’ perceptions of an innovative ten-day graduate level human rights education course for educators. The course was the result of a partnership between the Faculty of Education at the University of Manitoba and the Canadian Museum for Human Rights. The purpose of the course was to encourage students to critically examine human rights; specifically, whose human rights stories get told, how they get told, and by whom. The findings suggest that while there were worthwhile insights gained when considering on teaching about, through, and for human rights, there were also significant challenges that can inform other courses that encourage students to adopt a critical stance with topics, like human rights, that seem unassailable. Cet article présente les résultats d’une recherche menée en collaboration dont l’objectif était d’explorer les perspectives des instructeurs et les perceptions des étudiants concernant un cours de cycle supérieur de dix jours pour éducateurs sur les droits de la personne. Le cours était le résultat d’un partenariat entre la Faculté d’éducation de l’Université du Manitoba et le Musée canadien pour les droits de la personne. L’objectif du cours était d’encourager les étudiants à examiner les droits de la personne de façon critique, en particulier les récits concernant les droits de la personne qui sont racontés, la manière dont ils sont racontés et par qui. Les résultats suggèrent que, bien que le cours ait permis d’acquérir des connaissances utiles qui peuvent être enseignées sur les droits de la personne et pour ces droits, il a également permis de mettre à jour des défis importants qui pourraient s’appliquer à d’autres cours dans lesquels on encourage les étudiants à adopter un point de vue critique sur des sujets tels que les droits de la personne qui semblent inattaquables.

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Section: Teaching Through Human Rightsmentioning

confidence: 99%

Section: Controversies About a Museum For Human Rights And Human Righmentioning

confidence: 99%

Section: Teaching Through Human Rightsmentioning

confidence: 99%

Section: Teaching Through Human Rightsmentioning

confidence: 99%

See 2 more Smart Citations

A Critical Approach to Teaching About, Through, and For Human Rights

Cranston

Janzen

2017

cjsotl-rcacea

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“…Consequently, EBHR considers essential freedom of thought and expression so that students can be active participants in the teaching-learning process and can advance as active citizenship (Al-Nakib, 2012;Covell, 2013;Tibbits, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Introducing Education Based on Human Rights in Higher Education: Examples From a Language Subject

Lirola

2017

IJE

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Despite the progress that has been carried out in different areas of society in recent years, human rights are still violated in various ways in different parts of the world. This article chooses an educational proposal based on human rights in order to assert their importance through various practical activities carried out in higher education, particularly in a compulsory subject of the degree in English Studies in a Spanish University. The purpose of the chosen activities is that students reflect on human rights so that they can improve their critical awareness and their commitment in defending them. This educational proposal combines the development of the different skills requested in a language subject (listening, speaking, reading, writing and interaction), the acquisition of values and the importance of human rights. The proposed activities contribute to students' progress as active, critical, ethical and committed citizens, who are able to become aware of the different ways in which human rights are violated. Moreover, they are able to provide coherent responses based on the approach that has been followed in the teaching-learning process. Therefore, it is concluded that the educational approach presented in this article is suitable for students to be sensitized, to develop social awareness, and to acquire different skills.

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When Immigrant Mothers of Color Become Public School Teachers for English Language Learners: Intersectionality for Transformative Teacher Preparation

Lee-Johnson

2022

TESOL Quarterly

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This article contests the whitewashed ideologies and practices in teacher preparation programs and K–12 schools (Lee‐Johnson, 2019) with a counter‐storytelling analysis (Solorzano & Yosso, 2001, 2002). Based on the analysis of the lived experiences of two immigrant mothers of color (IMC), who had transitioned into certified English Language Learner (ELL) teachers, the researcher proposes a transformative frame, which stems from Crenshaw's (1989) intersectionality and Mezirow's (1990) transformative learning. The data sources include the two immigrant mothers' oral stories told at an ELL parent panel, their written teaching philosophy statements, and blog posts. The findings contribute to the knowledge base of teacher preparation in TESOL and applied linguistics by foregrounding the racially othered experiences of IMC; envisioning intersectionality as an agentive tool for negotiation, emancipation, and advocacy; and proposing a transformative frame for TESOL teacher education. The researcher calls for considerations of using intersectionality for transforming the teaching practices and ideologies in teacher preparation programs and K–12 schools.

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Transformative learning and human rights education: taking a closer look

Cited by 63 publications

References 1 publication

A Critical Approach to Teaching About, Through, and For Human Rights

A Critical Approach to Teaching About, Through, and For Human Rights

Introducing Education Based on Human Rights in Higher Education: Examples From a Language Subject

When Immigrant Mothers of Color Become Public School Teachers for English Language Learners: Intersectionality for Transformative Teacher Preparation

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