Journal of Philosophy of Education 48 (2):293-307 (2014)

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
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DOI 10.1111/1467-9752.12063
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References found in this work BETA

Taking Rights Seriously.Ronald Dworkin (ed.) - 1977 - Duckworth.
Hannah Arendt.Julia Kristeva - 2001 - Columbia University Press.

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