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Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness
Stockholm University, Faculty of Social Sciences, Department of Education.
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Whereas educational policy is mainly concerned with the content of Human Rights Education (HRE), philosophers of education have widely explored the subject and her social condition in terms of social justice education. This thesis draws on philosophers of education in exploring the subject rather than the content of HRE, focusing the study on ontological rather than epistemological aspects of learning. In this thesis learning is explored through narratives, as a relational process of becoming. The turn to narrative is taken against the dominant historical narrative of human rights as a Western project. This turn concerns how claims toward universalism of human rights exclude difference and equally concerns how notions of particularity overshadows the uniqueness in life stories. The concept of uniqueness serves to elucidate the complexity of the subject, not easily reduced into social categorizations, a concept drawn from Adriana Cavarero and Hannah Arendt.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University , 2014. , 110 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 28
Keyword [en]
human rights, narratives, relationality, uniqueness, Hannah Arendt, Adriana Cavarero, Sharon Todd
National Category
Pedagogy
Research subject
Educational Science
Identifiers
URN: urn:nbn:se:su:diva-102555ISBN: 978-01-7447-886-0 OAI: oai:DiVA.org:su-102555DiVA: diva2:713292
Public defence
2014-05-30, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 4: Manuscript.

Available from: 2014-05-08 Created: 2014-04-09 Last updated: 2016-11-17Bibliographically approved
List of papers
1. Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights
Open this publication in new window or tab >>Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights
2014 (English)In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 9, no 1, 29-38 p.Article in journal (Refereed) Published
Abstract [en]

There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and justice. I read the critique through studies on human rights in teacher education, which transforms notions of openness and respect in relations marked by difference.

Keyword
ontological, teacher education, human rights, ethics, becoming
National Category
Pedagogical Work
Research subject
Educational Science
Identifiers
urn:nbn:se:su:diva-102034 (URN)10.1080/17449642.2014.890272 (DOI)
Available from: 2014-03-24 Created: 2014-03-24 Last updated: 2017-12-05Bibliographically approved
2. Re-Thinking Relations in Human Rights Learning: The Politics of Narratives
Open this publication in new window or tab >>Re-Thinking Relations in Human Rights Learning: The Politics of Narratives
2014 (English)In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 48, no 2, 293-307 p.Article in journal (Refereed) Published
Abstract [en]

Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.

Keyword
human rights, narratives, Hannah Arendt, Sharon Todd, relations
National Category
Pedagogy
Research subject
Educational Science
Identifiers
urn:nbn:se:su:diva-102554 (URN)10.1111/1467-9752.12063 (DOI)
Available from: 2014-04-09 Created: 2014-04-09 Last updated: 2017-12-05Bibliographically approved
3. Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights
Open this publication in new window or tab >>Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights
2012 (English)In: Cosmopolitan Civil Societies: An Interdisciplinary Journal, ISSN 1837-5391, E-ISSN 1837-5391, Vol. 4, no 2, 22-37 p.Article in journal (Refereed) Published
Abstract [en]

Human rights are today criticized as not compatible with different cultural values and the debate has circulated around Asian values and Islamic values as in dichotomy with human rights as universal ethics (Ignatieff, 2003). The theoretical dichotomy between universality and particularity is questioned pragmatically in this paper through a historical study. The working process of drafting the Universal Declaration of Human Rights (UDHR) in 1946-48, which included thousands of people, is explored as a cosmopolitan space in which individuals from different cultural contexts met to negotiate human rights through cultural narratives. The process where particular values were negotiated with universal notion on human rights resulted in a common proclamation (UDHR) without a common philosophical or ideological ground. This paper puts forth a thesis that human rights discourse can work as a cosmopolitan space, in which particular value systems meet in processes characterized by conflict and cohesion. Hence human rights can be understood as a master narrative compatible with different conflicting cultural narratives (Gibson & Somers, 1994).

Keyword
Universality, cosmopolitanism, human rights, particularity
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-83835 (URN)10.5130/ccs.v4i2.2346 (DOI)
Available from: 2012-12-14 Created: 2012-12-14 Last updated: 2017-12-06Bibliographically approved
4. Learning Human Rights Through One's Life Story: A Narratable Self as Addressed by Human Rights
Open this publication in new window or tab >>Learning Human Rights Through One's Life Story: A Narratable Self as Addressed by Human Rights
(English)Manuscript (preprint) (Other academic)
National Category
Social Sciences
Research subject
Educational Science
Identifiers
urn:nbn:se:su:diva-102326 (URN)
Available from: 2014-04-01 Created: 2014-04-01 Last updated: 2014-04-23

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