Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools
Transformative human rights education (HRE) implies a pedagogic intention to generate human rights cultures, protecting against and preventing human rights violations. This article draws on Freirean critical pedagogy to define transformative HRE as requiring four pedagogical principles: an explicit...
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University of South-Eastern Norway (USN)
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fthioojs:oai:ojs2.journals.hioa.no:article/4981 2023-05-15T16:47:09+02:00 Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools Gollifer, Sue 2022-12-01 application/pdf https://journals.oslomet.no/index.php/human/article/view/4981 eng eng University of South-Eastern Norway (USN) https://journals.oslomet.no/index.php/human/article/view/4981/4508 https://journals.oslomet.no/index.php/human/article/view/4981 Opphavsrett 2022 Sue E. Gollifer http://creativecommons.org/licenses/by/4.0 CC-BY Human Rights Education Review; Vol. 5 No. 3 (2022); 4-20 Human Rights Education Review; Vol 5 Nr. 3 (2022); 4-20 2535-5406 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2022 fthioojs 2022-12-21T23:37:41Z Transformative human rights education (HRE) implies a pedagogic intention to generate human rights cultures, protecting against and preventing human rights violations. This article draws on Freirean critical pedagogy to define transformative HRE as requiring four pedagogical principles: an explicit pedagogic intention; critical engagement on purposes of education; a critical holistic approach; and cosmopolitan perspectives. A thematic analysis of ten upper secondary school teachers’ narratives on working with human rights in Iceland reveals reliance on tacit rather than explicit pedagogical intentions, a lack of critical engagement on purposes of education, and limited opportunities to develop human rights and HRE knowledge, inhibiting a critical holistic approach and cosmopolitan perspectives. However, the narratives offer content and contexts that provide possibilities to develop the four pedagogical principles required for transformative HRE through processes of critical relational dialogue. This paper raises questions of significance for teacher education in Iceland and internationally. Article in Journal/Newspaper Iceland Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals |
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Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals |
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language |
English |
description |
Transformative human rights education (HRE) implies a pedagogic intention to generate human rights cultures, protecting against and preventing human rights violations. This article draws on Freirean critical pedagogy to define transformative HRE as requiring four pedagogical principles: an explicit pedagogic intention; critical engagement on purposes of education; a critical holistic approach; and cosmopolitan perspectives. A thematic analysis of ten upper secondary school teachers’ narratives on working with human rights in Iceland reveals reliance on tacit rather than explicit pedagogical intentions, a lack of critical engagement on purposes of education, and limited opportunities to develop human rights and HRE knowledge, inhibiting a critical holistic approach and cosmopolitan perspectives. However, the narratives offer content and contexts that provide possibilities to develop the four pedagogical principles required for transformative HRE through processes of critical relational dialogue. This paper raises questions of significance for teacher education in Iceland and internationally. |
format |
Article in Journal/Newspaper |
author |
Gollifer, Sue |
spellingShingle |
Gollifer, Sue Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools |
author_facet |
Gollifer, Sue |
author_sort |
Gollifer, Sue |
title |
Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools |
title_short |
Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools |
title_full |
Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools |
title_fullStr |
Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools |
title_full_unstemmed |
Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools |
title_sort |
challenges and possibilities for transformative human rights education in icelandic upper secondary schools |
publisher |
University of South-Eastern Norway (USN) |
publishDate |
2022 |
url |
https://journals.oslomet.no/index.php/human/article/view/4981 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Human Rights Education Review; Vol. 5 No. 3 (2022); 4-20 Human Rights Education Review; Vol 5 Nr. 3 (2022); 4-20 2535-5406 |
op_relation |
https://journals.oslomet.no/index.php/human/article/view/4981/4508 https://journals.oslomet.no/index.php/human/article/view/4981 |
op_rights |
Opphavsrett 2022 Sue E. Gollifer http://creativecommons.org/licenses/by/4.0 |
op_rightsnorm |
CC-BY |
_version_ |
1766037245345660928 |