624
Views
11
CrossRef citations to date
0
Altmetric
Articles

The Teaching of Patriotism and Human Rights: An uneasy entanglement and the contribution of critical pedagogy

References

  • Amsler, S. (2011). From ‘therapeutic’ to political education: The centrality of affective sensibility in critical pedagogy. Critical Studies in Education, 52, 47–63.
  • Archard, D. (1999). Should we teach patriotism? Studies in Philosophy and Education, 18, 157–173.
  • Bajaj, M. (2011). Human rights education: Ideology, location, and approaches. Human Rights Quarterly, 33, 481–508.
  • Baxi, U. (1997). The promise of the third millennium. In G. J. Andreopoulos, & R. P. Claude (Eds.), Human rights education for the 21st century (pp. 142–154). Philadelphia, PA: University of Pennsylvania Press.
  • Bekerman, Z., & Zembylas, M. (2012). Teaching contested narratives: Identity, memory and reconciliation in peace education and beyond. Cambridge: Cambridge University Press.
  • Ben-Porath, S. (2006). Citizenship under fire: Democratic education in times of conflict. Princeton, NJ: Princeton University Press.
  • Ben-Porath, S. (2007). Civic virtue out of necessity: Patriotism and democratic education. Theory and Research in Education, 5, 41–59.
  • Bhabha, H. (1999). The postcolonial and the postmodern: The question of agency. In S. During (Ed.), The cultural studies reader (pp. 189–208). London: Routledge.
  • Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge.
  • Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding differences. In P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social justice (pp. 110–136). New York: Routledge.
  • Brighouse, H. (2006). Should schools teach patriotism? In H. Brighouse (Ed.), On education (pp. 95–114). London: Routledge.
  • Callan, E. (1997). Creating citizens. Oxford: Clarendon.
  • Callan, E. (2006). Love, idolatry and patriotism. Social Theory and Practice, 32, 525–546.
  • Chakrabarty, D. (2000). Provincializing Europe: Postcolonial thought and historical difference. Princeton, NJ: Princeton University Press.
  • Christie, P. (2010). The complexity of human rights in global times: The case of the right to education in South Africa. International Journal of Educational Development, 30, 3–11.
  • Donnelly, J. (2003). Universal human rights in theory and practice (2nd ed.). Ithaca, NY: Cornell University Press.
  • Douzinas, C. (2000). The end of human rights: Critical legal thought at the turn of the century. Oxford: Hart.
  • Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–324.
  • Evans, T. (Ed.). (1998). Human rights fifty years on. A reappraisal. Manchester: Manchester University Press.
  • Foucault, M. (1983). The subject and power. In H. Dreyfus, & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics (pp. 208–226). Chicago, IL: University of Chicago Press.
  • Foucault, M. (1994). Truth and juridical forms. In J. Faubion (Ed.), Power. Essential works of Foucault 1954–1984, Volume 3 (pp. 1–89). New York: New Press.
  • Gordon, C. (1994). Introduction. In J. Faubion (Ed.), Power. Essential works of Foucault 1954–1984, Volume 3 (pp. xi–xli). New York: New Press.
  • Gutmann, A. (2002). Civic minimalism, cosmopolitanism and patriotism: Where does democratic education stand in relation to each? In S. Macedo, & Y. Tamir (Eds.), Moral and political education (pp. 23–57). New York: New York University Press.
  • Habermas, J. (1992). Citizenship and national identity: Some reflections on the future of Europe. Praxis International, 12, 1–19.
  • Habermas, J. (1998). Between facts and norms: Contributions to a discourse theory of law and democracy. Cambridge, MA: MIT Press.
  • Habermas, J. (2001). Remarks on legitimation through human rights. In J. Habermas (Ed.), The postnational constellation: Political essays (pp. 113–130). Cambridge: Polity Press.
  • Hamilton, L. A. (2003). The political philosophy of needs. Cambridge: Cambridge University Press.
  • Hand, M. (2011). Should we promote patriotism in schools? Political Studies, 59, 328–347.
  • Hand, M., & Pearce, J. (2009). Patriotism in British schools: Principles, practices and press hysteria. Educational Philosophy and Theory, 41, 453–465.
  • Hunt, L. (2004). The 18th-century body and the origins of human rights. Diogenes, 203, 41–56.
  • Ignatieff, M. (2001). Human rights as politics and idolatry. Princeton, NJ: Princeton University Press.
  • Keet, A. (2009). Reflections on the colloquium within a human rights discourse. In M. Nkomo, & S. Vandeyar (Eds.), Thinking diversity, building cohesion: A transnational dialogue on education (pp. 211–220). Amsterdam: Rozenberg.
  • Keet, A. (2010). Human rights education: A conceptual analysis. Saarbrucken: Lambert Academic Publishers.
  • Keet, A. (2012). Discourse, betrayal, critique. In C. Roux (Ed.), Safe spaces: Human rights education in diverse contexts (pp. 7–28). Rotterdam: Sense.
  • Knowles, D. R. (2003). Political philosophy. In J. Shand (Ed.), Fundamentals of philosophy (pp. 326–350). London: Routledge.
  • Kodelja, Z. (2011). Is education for patriotism morally required, permitted or unacceptable? Studies in Philosophy and Education, 30, 127–140.
  • Lindquist, J. (2004). Class affects, classroom affectations: Working through the paradoxes of strategic empathy. College English, 67, 187–209.
  • Lummis, D. C. (1996). Radical democracy. Ithaca, NY: Cornell University Press.
  • Manokha, I. (2009). Foucault’s concept of power and the global discourse of human rights. Global Society, 23, 429–452.
  • Merry, M. (2009). Patriotism, history and the legitimate aims of American education. Educational Philosophy and Theory, 41, 378–398.
  • Mutua, M. (2002). Human rights: A political and cultural critique. Philadelphia, PA: University of Pennsylvania Press.
  • Nathanson, S. (1993). Patriotism, morality, and peace. Lanham, MD: Rowman and Littlefield.
  • Pickett, B. (2000). Foucaultian rights? Social Science Journal, 37, 403–421.
  • Primoratz, I. (2002). Patriotism—Morally allowed, required, or valuable. In I. Primoratz (Ed.), Patriotism (pp. 187–199). Amherst, NY: Humanity Books.
  • Primoratz, I. (2007). Patriotism and morality: Mapping the terrain. In I. Primoratz, & A. Pavkovic (Eds.), Patriotism: Philosophical and political perspectives (pp. 17–35). Aldershot: Ashgate.
  • Schmitt, C. (1996). The concept of the political. Chicago, IL: University of Chicago Press.
  • Spivak, G. (2004). Righting wrongs. South Atlantic Quarterly, 103(2/3), 523–581.
  • Stenberg, S. (2011). Teaching and (re)learning the rhetoric of emotion. Pedagogy: Critical Approaches to Teaching Literature, Composition and Culture, 11, 349–369.
  • Taylor, C. (1997). Nationalism and modernity. In R. McKim, & J. McMahan (Eds.), The morality of nationalism (pp. 31–55). Oxford: Oxford University Press.
  • Tibbitts, F. (2002). Understanding what we do: Emerging models for human rights education. International Review of Education, 48, 159–171.
  • Vincent, A. (2009). Patriotism and human rights: An argument for unpatriotic patriotism. Journal of Ethics, 13, 347–364.
  • Viroli, M. (1995). For love of country. Oxford: Clarendon Press.
  • Viroli, M. (1998). On civic republicanism: Reply to Xenos and Yack. Critical Review: A Journal of Politics and Society, 12, 187–196.
  • Viroli, M. (2001). Republicanism. New York: Hill and Wang.
  • Ward, I. (2004). Introduction to critical legal theory. London: Cavendish.
  • Westheimer, J. (2006). Politics and patriotism in education. Phi Delta Kappan, 87, 608–620.
  • White, J. (1996). Education and nationality. Journal of Philosophy of Education, 30, 327–343.
  • White, J. (2001). Patriotism without obligation. Journal of Philosophy of Education, 35, 141–151.
  • Worsham, L. (2001). Going postal: Pedagogic violence and the schooling of emotion. In H. Giroux, & K. Myrisides (Eds.), Beyond the corporate university (pp. 229–265). New York: Rowman & Littlefield.
  • Yoon, K. H. (2005). Affecting the transformative intellectual: Questioning ‘noble’ sentiments in critical pedagogy and composition. JAC: A Journal of Rhetoric, Culture & Politics, 25(4), 717–759.
  • Zembylas, M. (2008). The politics of trauma in education. New York: Palgrave MacMillan.
  • Zembylas, M. (2012). Citizenship education and human rights in sites of ethnic conflict: Toward critical pedagogies of compassion and shared fate. Studies in Philosophy and Education, 31, 553–567.
  • Zembylas, M. (2012b). Critical pedagogy and emotion: Working through ‘troubled knowledge’ in posttraumatic contexts. Critical Studies in Education. iFirst article.
  • Zembylas, M. (in press). The ‘crisis of pity’ and the radicalization of solidarity: Towards critical pedagogies of compassion. Educational Studies: A Journal of the American Educational Studies Association.
  • Zembylas, M., & Boler, M. (2002). On the spirit of patriotism: Challenges of a ‘pedagogy of discomfort’. Special issue on Education and September 11. Teachers College Record On-line. Retrieved from http://tcrecord.org

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.