Governmentality, democratic state, and education in human rights

Espinel, Óscar

doi:10.1080/00131857.2016.1204734

Cited by 3 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, picture books are an appropriate tool to teach positive attitudes toward interculturality. These attitudes are psychologically related to the acquisition of certain values (Village & Francis, 2016) based on moral commitment to others (Higham & Djohari, 2018) and on human rights (Espinel Bernal, 2017;Féron, 2014;Gordon, 2018). By showing characters who belong to different races, ethnicities, and cultures, picture books provide an opportunity to think critically about discrimination and social justice (Lysaker & Sedberry, 2015;Seidel & Rokne, 2011).…”

Section: The Importance Of Picture Books For An Intercultural Educationmentioning

confidence: 99%

Values and Intercultural Experiences Through Picture Books

Tomé‐Fernández¹,

Fernández²,

Ruiz‐Martín³

2019

The Reading Teacher

View full text Add to dashboard Cite

The authors searched for picture books that are useful for intercultural education and for discovering students’ perceptions about the values and intercultural experiences conveyed through the books. To do so, the authors selected two books by following established criteria and analyzed students’ responses through semistructured interviews. The data were obtained after reading the books aloud to 30 fifth‐grade students in a school located in the south of Spain and reflecting on the books’ contents. As a main conclusion, the authors found that students’ answers revealed the presence of some positive values, such as helpfulness, friendship, and empathy, through questions about the experiences of characters in the books. Thus, prejudices were dismantled and positive intercultural experiences in school were fostered.

show abstract

Section: The Importance Of Picture Books For An Intercultural Educationmentioning

confidence: 99%

Values and Intercultural Experiences Through Picture Books

Tomé‐Fernández¹,

Fernández²,

Ruiz‐Martín³

2019

The Reading Teacher

View full text Add to dashboard Cite

show abstract

Human rights education as a human right – A logical analysis based on Kanger’s theory of rights

Bacher

2024

Educational Philosophy and Theory

View full text Add to dashboard Cite

Collateral human rights learning situations: what are they?

Isenström

2021

Cambridge Journal of Education

View full text Add to dashboard Cite

This article furthers pedagogical knowledge on educating children about their human rights, specifically in school contexts, with the aim of elucidating the features and the collateral learning of educative situations through which children are supported to grow as rights-holders. The data, obtained from fieldwork in three Year 1 classes in Swedish schools, were analysed drawing on John Dewey´s theory of experience, growth and collateral learning. The findings show that, in everyday classroom interactions, teachers' actions have implications for human rights learning. Four categories of collateral content were identified: a) Experience and respect equal value; b) Form, express and respect opinions; c) Take part and participate in individual and collective matters; d) Demonstrate understanding, and tolerance. It is argued that teachers' pedagogical actions support children's human rights learning in various everyday situations in the classroom, often in unintended and unplanned ways.

show abstract

Governmentality, democratic state, and education in human rights

Cited by 3 publications

References 1 publication

Values and Intercultural Experiences Through Picture Books

Values and Intercultural Experiences Through Picture Books

Human rights education as a human right – A logical analysis based on Kanger’s theory of rights

Collateral human rights learning situations: what are they?

Contact Info

Product

Resources

About