Culturally Responsive Pedagogy and Human Rights

Courey, Susan; LePage, Pam

doi:10.1007/978-94-6209-152-8_7

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…The United By using human rights as a foundation for anti-racist and decolonial pedagogy, students learn not only content about their country's history and its connection with the rest of the world, but teachers better understand racialized students and are able to adequately incorporate culturally relevant pedagogy into classroom practices. Teachers are also are able to discuss moral and legal rights associated with policies and decision-making (Courey & LePage, 2013).…”

Section: Historical Context Of Human Rightsmentioning

confidence: 99%

Examining Systemic Racism in K-12 Education through a Decolonizing, Anti-Racist and Human Rights Lens

Khushal

2021

JECS

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This paper seeks to explore how human rights, decolonizing and anti-racist education converge in combatting systemic racism, bias and discrimination in K-12 schooling and education. Colonization is a major part of our country’s history. Because colonization is present in day-to-day attitudes, actions, systems and institutions, not addressing it hinders the ability to make change and further perpetuates marginalization, which then becomes normalized. Understanding human rights is important because acknowledging and respecting one another is fundamental. Human rights are a set of principles concerned with equality, fairness, dignity and respect. Key elements of human rights are freedom, choice, power and voice. I do not propose to embed human rights as a standalone framework, but rather, to align human rights principles with ongoing decolonizing and anti-racist work.

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Section: Historical Context Of Human Rightsmentioning

confidence: 99%

Examining Systemic Racism in K-12 Education through a Decolonizing, Anti-Racist and Human Rights Lens

Khushal

2021

JECS

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Dismantling Racism in Schools through Anti-Oppressive Frameworks: The Pivotal Role of Leadership in Achieving Racial Equity

Khushal

2022

YU-WRITE

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This paper explores how human rights, decolonization, and anti-racist education converge in combatting systemic racism, bias, and discrimination in K-8 schooling. The goal is not to embed human rights as a standalone framework, but to align human rights principles with ongoing decolonizing and anti-racist work. Educational institutions and school leaders have a moral, ethical, and legal responsibility to those they serve and lead. The onus must be placed on educational leaders to first, examine their own racial location and identity; second, be aware of their power and privilege, and; third, understand how this power, privilege, and bias shapes and impacts attitudes, beliefs, and decision-making. Without a fundamental understanding of one’s biases and knowledge gaps, leaders cannot adequately identify and eliminate racism, racial discrimination and inequities in schools. To move from theory to practice, this paper concludes with tangible strategies and tools for leaders to begin dialogues and processes for change. This paper is based on a theoretical research plan developed for the York University Graduate Students in Education Conference. In the future, this conceptual paper will inform the development of a research project, at which stage, the methodology will be solified, the theoretical frameworks more firmly grounded, and implications for leadership policy and practice discussed.

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Culturally Responsive Pedagogy and Human Rights

Cited by 2 publications

References 11 publications

Examining Systemic Racism in K-12 Education through a Decolonizing, Anti-Racist and Human Rights Lens

Examining Systemic Racism in K-12 Education through a Decolonizing, Anti-Racist and Human Rights Lens

Dismantling Racism in Schools through Anti-Oppressive Frameworks: The Pivotal Role of Leadership in Achieving Racial Equity

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