The Ethics of Care
Edited By Jeanne Adèle Kentel
Shannon Moore and Richard Mitchell Human Rights Within/Without Education: A Critical Pedagogy for Troubling Times 189
Shannon Moore and Richard Mitchell Human Rights Within/Without Education: A Critical Pedagogy for Troubling Times The recent collapse of neoliberal global capitalism and the lack of alterna- tive visions have generated the impetus for this chapter whereby we make an argument for a radicalized, participatory, human rights pedagogy as an ethical response. Central to our standpoint is the right to universal primary and secondary education and a concomitant right to a transdisciplinary knowledge of human rights. As Hyslop-Margison and Thayer (2009: xv) tell us, ‘These are extremely tenuous times for modern democratic states’, and thus, critical educators the world over face the challenge of generating a thirst for new knowledge in relations with their pupils. Bearing in mind that the needs of children must have priority (underscored by Nel Noddings in the opening chapter), we draw upon scholars from diverse human rights and pedagogical discourses to foster and renew critical dialogue – a peda- gogy of truth – amongst educators and their students about what human rights, social justice, and equity might actually mean in anyone’s classroom. These authors contend that a critical approach to pedagogies of human rights has real potential for transcending cultural, political, and economic barriers in this emergent global assemblage (Sassen 2008; see also Vrasti 2009). Their position considers that freedom of speech, freedom of the press, rights to peaceful assembly, gender, cultural, sexual orientation and language rights, the rights to participate in free societies and to vote in free elections, freedom of religion or none, and the...
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