Human rights and citizenship education: re-positioning the debate

Kiwan, Dina

doi:10.1080/0305764x.2011.652402

Cited by 5 publications

(7 citation statements)

References 10 publications

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“…We choose to use the two terms interchangeably for both theoretical and empirical reasons. Theoretically, the two concepts are highly contested and their relationship is a topic under heated debate in recent scholarship (for reviews, see Kiwan, 2012). Our position is in line with the argument that the concept of human rights implies a universal aspiration and the concept of citizenship implies rights accorded to members of a political community.…”

supporting

confidence: 64%

Promote Democratic Citizenship among Rural Women: A Chinese NGO’s Two Models

Zhao¹,

Haste²

2012

ucbgse_bre

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A Beijing-based non-governmental organization (NGO) strives to empower rural Chinese women and migrant girls by increasing their awareness of constitutional rights and promoting their capacities to exercise their civil and political rights. This article reports the NGO leaders' perceptions of the goals, strategies, and challenges in their citizenship endeavor, and analyzes their educational activities in theoretical and cultural contexts. By reporting a tension between the two founding leaders and unpacking the different approaches they take to engaging rural women, we demonstrate how the conceptualization of human rights education in the rural Chinese context is influenced by three approaches to human rights-the Confucian emphasis of rites, the Western tradition of emphasizing law, and the "human functional capacities" approach-and how the implementation process is constrained by China's political framework, the social conditions of rural women, and the NGO leaders' vantage points.

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supporting

confidence: 64%

Promote Democratic Citizenship among Rural Women: A Chinese NGO’s Two Models

Zhao¹,

Haste²

2012

ucbgse_bre

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“…For example, if there are strong inter-group perspectives privileging the 'homogenized' us, inter-personal aspects of rights promoting respect of the 'human' might provide more balance over time and emphasize the universality of human rights in everyday practice (Kiwan, 2012). Although more emphasis on inter-personal aspects of rights will most certainly not 'resolve' the challenge, it might shift the focus by reframing back the human rights problematic as part of global and cosmopolitan citizenship.…”

Section: Discussionmentioning

confidence: 98%

“…As Tibbitts (2002) and Bajaj (2011a) point out, human rights and human rights teaching signal different things to different communities; thus the tensions and challenges must be exposed and critically analyzed and alternative trajectories may need to be highlighted. For example, if there are strong inter-group perspectives privileging the 'homogenized' us, inter-personal aspects of rights promoting respect of the 'human' might provide more balance over time and emphasize the universality of human rights in everyday practice (Kiwan, 2012). Although more emphasis on inter-personal aspects of rights will most certainly not 'resolve' the challenge, it might shift the focus by reframing back the human rights problematic as part of global and cosmopolitan citizenship.…”

Section: Discussionmentioning

confidence: 99%

Human rights and the ethno—nationalist problematic through the eyes of Greek-Cypriot teachers

Zembylas

Charalambous

et al. 2016

Education, Citizenship and Social

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The present article aims to examine the interplay between the transnational discourses of human rights and the particularities of local constructions and conceptualisations of human rights within the context of an ethnically divided society, Cyprus. Specifically, this interplay is examined through a qualitative study of Greek-Cypriot primary school teachers' understandings of human rights and human rights teaching in GreekCypriot schools, focusing on the tensions that seem to arise between transnational and ethno-nationalist discourses of human rights. The findings show that Greek-Cypriot teachers seem to 'reframe' universalist perspectives of human rights in response to local demands that foreground conflict-related violations suffered by the Greek-Cypriot community, while backgrounding human rights violations experienced by 'others'. A few teachers, though, realize how conflict may limit understandings of human rights and project a different interpretation that acknowledges the suffering of the 'Other'. The implications for human rights teaching are discussed, especially in the context of conflict-affected societies.

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“…Relative justice conceptions take justice to be dependent on factors like regional context, substantive equality for minority groups, and popular opinion (see e.g. Forst 1996;Kiwan 2012;Kymlicka 1995;Lister 1997;Sandel 1999;Tully 2014;Turner 1993).…”

Section: Theoretical Conflict Linesmentioning

confidence: 99%

Citizenship from below: exploring subjective perspectives on German citizenship

Maier

2021

Political Research Exchange

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Citizenship is a contested and multifaceted concept. This article introduces a research design to explore individual perspectives on citizenship in Germany. Its emphasis is on capturing broad perspectives on citizenship in a wide array of variations and terms. To achieve this, the article proceeds in two steps: First, a concourse on citizenship is constructed. To populate the concourse, I draw on citizenship theory and the German-speaking Twitter discourse on citizenship. Second, that concourse is used for a further, systematic empirical investigation of perspectives on citizenship in Germany. Results from an online Q-methodological survey with 294 German citizens from autumn 2020 are presented. Four factors emerge from the Q-survey: critical ethno-culturalists, active democrats, liberal democrats, and cosmopolitans. While all associate different concepts of belonging, participation, and equality with citizenship, all four conceptualizations share the view that citizenship is more than a status and connect it to obligation. Obligation takes different forms, namely common tradition, political participation, liberal institutions, and humanist connection. The article combines the most distinctive conflict lines in citizenship studies by drawing on both theoretical and empirical approaches. It thereby contributes a novel methodology and relevant deeper insight into the complexities of citizenship.

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Human rights and citizenship education: re-positioning the debate

Cited by 5 publications

References 10 publications

Promote Democratic Citizenship among Rural Women: A Chinese NGO’s Two Models

Promote Democratic Citizenship among Rural Women: A Chinese NGO’s Two Models

Human rights and the ethno—nationalist problematic through the eyes of Greek-Cypriot teachers

Citizenship from below: exploring subjective perspectives on German citizenship

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