Det sena genombrottet för mänskliga rättighetsutbildningar

Roth, Hans Ingvar

doi:10.48059/uod.v24i1.1029

Cited by 3 publications

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“…The importance of HRE in general education has grown in the last decade; however, its implementation has been very slow (Roth, 2015), calling for familiarisation with and practice of the concept in teacher training and at schools (Olsson, 2020;Robinson, Phillips, & Quennerstedt, 2020). According to previous studies, teaching human rights in teacher education is a sensitive and somewhat difficult topic, as many people have misconceptions about it.…”

Section: Hre In Teacher Educationmentioning

confidence: 99%

Touching the Untouchables

Paksuniemi

Körkkö

Korte

et al. 2022

Advances in Human Services and Public Health

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This chapter discusses pre-service teachers' views about the United Nations (UN) Convention on the Rights of the Child and how teachers perceive their connection to the educational context and their work. The authors argue that pre-service teachers' perceptions determine how successfully human rights education is implemented in practice. The data were collected from workshops and focus group discussions conducted with 82 primary school pre-service teachers in Northern Finland. The participants noted that children's rights are important and deeply connected to their work. However, they were insufficiently familiar with HRE concepts, and they were uncertain about whether it was acceptable to physically restrain children to protect them or others, as this could undermine a child's rights. To adhere to the principles in the UN Convention on the Rights of the Child, the topic must be included in the pre-service study syllabus, more clearly added to the curriculum, and implemented in teacher practice.

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Section: Hre In Teacher Educationmentioning

confidence: 99%

Touching the Untouchables

Paksuniemi

Körkkö

Korte

et al. 2022

Advances in Human Services and Public Health

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show abstract

“…The significance of HRE in general education has evolved within last ten years period. At the same time, its implementation has been very slow (Roth, 2015), calling for familiarisation with and practice of the concept in teacher training at schools (Olsson, 2020;Robinson et al, 2020). Based on the information from the previous studies, delivering the knowledge on human rights in teacher education is a sensitive and particularly difficult topic, due to the fact that many people have misconceptions about it.…”

Section: Hre In Teacher Educationmentioning

confidence: 99%

Several aspects related to the teachers’ views on the rights of the child based on focus group discussions on the example of Finland

Chitadze¹

2022

JEBS

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The paper was prepared within the project Advancing European Values and Standards in Georgian Schools supported by Erasmus + JeanMonet program of the European Union. One of the main purposes of this project was to study the school education system of the leadingEU member states by the team members. The author was involved in researching the school education system of Finland determining theviews of school teachers in Finland related to schoolchildren’s human rights protection. As it is known, this country has the leading positionrelated to the introduction of the new and modernized system of education in school and providing maximum protection of children’shuman rights, particularly those of schoolchildren.In general, this paper discusses pre-service teachers’ views concerning the United Nations (UN) Convention on the Rights of the Childand the ways teachers perceive their connection to the educational context and their work. The author argues that pre-service teachers’perceptions determine how successfully human rights education is implemented in practice. The data were collected from workshopsand focus group discussions conducted with approximately 100 primary school pre-service teachers in Northern Finland. The participantsnoted that children’s rights are important and deeply connected to their work. However, they were insufficiently familiar with human rightseducation (HRE) concepts, and they were uncertain about whether it was acceptable to physically restrain children in order to protect themor others, as this could undermine a child’s rights. To adhere to the principles in the UN Convention on the Rights of the Child, the topicmust be included in the pre-service study syllabus, more clearly added to the curriculum, and implemented in teacher practice.

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Children's rights in Swedish teacher education

Olsson

2020

HRER

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In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children’s rights among professionals at all levels. This article explores the presence and status of children’s rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children’s rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

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Det sena genombrottet för mänskliga rättighetsutbildningar

Cited by 3 publications

References 0 publications

Touching the Untouchables

Touching the Untouchables

Several aspects related to the teachers’ views on the rights of the child based on focus group discussions on the example of Finland

Children's rights in Swedish teacher education

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