Human rights literacies : future directions /

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Bibliographic Details
Imprint:	Cham, Switzerland : Springer, [2019]
Description:	1 online resource (xix, 300 pages)
Language:	English
Series:	Interdisciplinary studies in human rights ; volume 2 Interdisciplinary studies in human rights ; v. 2.
Subject:	Human rights. Civil rights. Civil rights. Human rights.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/12455828

Hidden Bibliographic Details
Other authors / contributors:	Roux, Cornelia, 1950- editor. Becker, Anne, editor.
ISBN:	3319995677 9783319995670 9783319995687 3319995685 9783319995663 3319995669
Digital file characteristics:	text file PDF
Notes:	Includes bibliographical references. Online resource; title from digital title page (viewed on February 07, 2019).
Summary:	This book adds impetus to the nexus between human rights, human rights education and material reality. The dissonance between these aspects is of growing concern for most human rights educators in various social contexts. The first part of the book opens up new discourses and presents new ontologies and epistemologies from scholars in human rights, human rights education and human rights literacies to critique and/or justify the understandings of human rights' complex applications. Today's rapidly changing social contexts and new languages attempting to understand ongoing dehumanization and violations, put enormous pressure on higher education, educators, individuals working in social sciences, policy makers and scholars engaged in curricula making. The second part demonstrates how global interactions between citizens from different countries with diverse understandings of human rights (from developed and developing democracies) question the link between human rights and it's in(ex)clusive Western philosophies. Continuing inhumane actions around the globe reflect the failure of human rights law and human rights education in schools, higher education and society at large. The book shows that human rights education is no longer a blueprint for understanding human rights and its universal or contextual values presented for multicomplexial societies. The final chapters argue for new ontologies and epistemologies of human rights, human rights education and human rights literacies to open-up difficult conversations and to give space to dissonant and disruptive discourses. The many opportunities for human rights education and literacies lies in these conversations.
Other form:	Print version: Roux, Cornelia. Human Rights Literacies : Future Directions. Cham : Springer, ©2018 9783319995663
Standard no.:	10.1007/978-3-319-99567-0

Table of Contents:

Intro; Foreword: Why (Re)search? And, Human Rights Literacies?; Why from South Africa?; Why Now?; Epistemological Communities; Democratic Iterations and Human Rights Literacies; To Hear One Another Out; To Conclude ... ; References; Preface; Why this book?; Reference; Contents; About the Authors; Part I: Setting the Scene; The 'Literacy Turn' inHuman Rights andHuman Rights Education; 1 Introduction; 2 Human Rights andCultures ofRemembrances; 2.1 A Culture ofRemembrance fortheRaced andColonial Other; 2.2 A Culture ofRemembrance oftheReligious Other
3 Human Rights Education: Reimagining Transformation or Performing inCircles3.1 Reimagining Epistemological Transformation; 3.2 More Than Reimagining Transformation; 3.3 Working inCircles or Searching forNew Beginnings; 4 The Literacy 'Turn' inHuman Rights; 4.1 Human Rights Literacies asNexus; 4.2 Human Rights Literacies asCognitive Skill and/or Social Practice; 5 Conclusion; References; (Re)Framing theSubject(s) ofRights; 1 Introduction; 2 The Crisis for andof theSubject; 3 Ontological andEpistemological In(ex)clusions: TheStruggle tobeRecognised asSubjects ofRights
4 The Ethical Shift andtheHumanitarian Paradigm: ThePolitical Struggle toBecome Subjects ofRights5 Constructing Human Rights Literacies WithinIn(ex)clusionary Human Rights Discourses; 6 Risking Political andPedagogical Subjectification toBecome Subjects; 7 (Re)Framing Subjects ofRights inEducation, Human Rights Education andHuman Rights Literacies; References; Unconditionally Human? Decolonising Human Rights; 1 Introduction; 2 Where Are Weinthe World withRespect toHuman Rights?; 3 Unconditionality's Conditions: Conditionally Human?; 4 Breaking Dominance
4.1 In Making Sense of Critical Race Theory and Decoloniality: The Body Politic5 Conclusion; References; Human Rights Literacies Research: (Re)think Approaches andMethodologies; 1 Introduction; 2 The Shifting Positioning ofHuman Rights Education; 3 Human Rights Literacies: Approaches, Goals, Target Groups; 4 Categories of, Approaches to, andPossibilities forHuman Rights Education andLiteracies Research; 5 Global Discourses, Human Rights andHuman Rights Literacies Research: Globalisation, Development andPost-colonialism/decolonialisation
5.1 Globalisation: Global Citizenship Education, Holocaust andPeace Education5.2 Development andEradicating Poverty: Neo-liberalism andCapitalism; 5.3 Colonialisationand Post-colonialism Discourses; 6 Human Rights Literacies Research: (Re)thinking Approaches andMethodologies; 6.1 Critical Approaches andMethodologies; 6.2 The Thing AboutTheory: Production, Consumption, Aversion andResistance; 6.3 Posthumanism andHuman Rights Literacies; 7 Conclusion; References; Part II: Possibilities and Probabilities; Subjects andFailed Subjects inPlace-Space-Time: TheQuest forMeaning

Human rights literacies : future directions /

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