Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
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.
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 28
human rights, narratives, relationality, uniqueness, Hannah Arendt, Adriana Cavarero, Sharon Todd
Research subject Educational Science
IdentifiersURN: urn:nbn:se:su:diva-102555ISBN: 978-01-7447-886-0OAI: oai:DiVA.org:su-102555DiVA: diva2:713292
2014-05-30, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 13:00 (English)
Hansen, David T., Professor
Todd, Sharon, ProfessorBron, Agnieszka, Professor
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 4: Manuscript.2014-05-082014-04-092014-10-21Bibliographically approved
List of papers