Suchergebnisse

Linguistic human rights are a concept remaining on the crossroads of several scientific disciplines, e.g. linguistics, anthropology, psychology and, last but not least, human rights law. Taking the latter as a lens, this study seeks to clarify the concept of linguistic human rights in education – presumably, the most linguistically sensitive sphere in the life of individuals and communities. The paper demonstrates that despite little mention of language in the UN treaties (ICESCR, CRC, CERD, CADE), its importance is reflected in the practice of the relevant treaty-based bodies. Moreover, increasing interest from scholars across a range of disciplines is contributing to the development of a linguistic human rights doctrine and is penetrating the UN human rights framework.

The focus of this publication is on answering the central research question: How can Human Rights be advanced with regard to different kinds of diversities, and in different educational settings? The publication pays special attention to the advancement of human rights in a variety of education-related contexts, in keeping with human rights as a declared national priority for both society at large and the education system. One strategic priority of the Faculty of Education is research based on market requirements and needs. This book strives towards meeting this expectation by directly aiming at building human rights and social justice in the South African society, public schools and higher education institutions. Adjudication in the education context of the constitutional values of dignity, equality and freedom focusses regularly on learners. The book highlights the value of education for full-fledged citizenship by delineating what schooling should entail to inspire learners towards both claiming equal freedoms and rights and taking accountability for the responsibilities attached to citizenship.

SINCE 1973 WHEN THE U.S. CONGRESS BEGAN TO INCORPORATE HUMAN RIGHTS CRITERIA INTO FOREIGN POLICY LEGISLATION, HUMAN RIGHTS HAVE BECOME ONE OF THE MORE PERVASIVE ELEMENTS IN PUBLIC DISCUSSIONS ON FOREIGN POLICY. THE HUMAN RIGHTS PRACTICES OF THE UNITED STATES AND OTHER COUNTRIES ARE COVERED REGULARLY IN THE DAILY PAPERS. THE STATE DEPARTMENT ALSO PUBLISHES AN ANNUAL NATION BY NATION HUMAN RIGHTS REPORT. THIS MASS OF ACTIVITY PRESENTS A PROBLEM FOR TEACHERS AT EVERY LEVEL OF EDUCATION, NAMELY, DOES THIS LEVEL OF INTEREST CALL FOR A MORE FORMAL RESPONSE IN THE CLASSROOM? THIS PAPER FOCUSES ON A DISCUSSION OF WHY AND WHAT SHOULD BE TAUGHT REGARDING THE HUMAN RIGHTS ISSUE. THE AUTHOR RECOMMENDS THAT THE LEARNING PROCESS INITIATED SHOULD BE OPEN-ENDED IN THE SENSE THAT STUDENTS ARE EQUIPPED TO INVESTIGATE FURTHER. A GOOD COURSE SHOULD HELP STUDENTS LINK CRITICAL THINKING AND MORAL CONVICTION AS WELL AS REFINE THEIR UNDERSTANDING OF HOW SOCIAL CHANGE TAKES PLACE AND HOW IT IS OR IS NOT INFLUENCED BY NORMS AND INDIVIDUALS.

The importance of human rights (HR) education & strategies to enhance its acceptance throughout the world are examined. HR education views HR as a moral claim for the essential components of life as a human being. HR advocates view the entire world population as fundamentally equal people with the same rights & duties, & attempt to foster a global human identity. Unfortunately, in some nations, eg, Japan & Australia, HR teaching is rare. Strategies must be implemented to lay the foundation for serious acceptance of HR education. Such strategies involve: (1) improving the nation's classroom climate; (2) teaching not merely about HR, but for HR; & (3) building self-esteem & social empathy. D. Generoli