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Teaching And Learning Traditions In Children'S Human Rights Curriculum Emphases In Theory And Practice
Uppsala universitet.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
2017 (English)In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 25, no 2, p. 456-471Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to develop educational theoretical concepts for analyses and descriptions of the teaching and learning traditions in children's human rights and to illustrate its diversity. The paper suggests viewing human rights as a subject field for research and education and using curriculum theory - particularly the concept of curriculum emphases - as a tool for the analyses. Drawing on the results of a previous international study (Brantefors and Quennerstedt, 2016), four teaching and learning traditions of rights are identified: (1) the participation emphasis; (2) the empowerment emphasis; (3) the awareness of rights emphasis; and (4) the right respecting emphasis. With the curriculum emphases concept it is possible to define the main motives for teaching and learning, and also to see what is emphasised in education. In the last section, the traditions are applied and tested on empirical examples. The conclusion is that the emphases concept is a fruitful analytical instrument that makes the different traditions of the teaching and learning of children's human rights visible.

Place, publisher, year, edition, pages
2017. Vol. 25, no 2, p. 456-471
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-65974DOI: 10.1163/15718182-02502009ISI: 000419428100012OAI: oai:DiVA.org:kau-65974DiVA, id: diva2:1177681
Available from: 2018-01-25 Created: 2018-01-25 Last updated: 2018-07-04Bibliographically approved

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Thelander, Nina

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