5,463
Views
63
CrossRef citations to date
0
Altmetric
Features

Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

REFERENCES

  • Adami, R. (2014). Re-thinking relations in human rights education: The politics of narratives. Journal of Philosophy of Education,48, 293–307. doi:10.1111/1467-9752.12063
  • Alexander, M. (2012). The new Jim Crow: Mass incarceration in the age of color blindness. New York, NY: New Press.
  • Amnesty International. (n.d.). Human rights friendly schools project. Retrieved from http://www.amnesty.org/en/human-rights-education/projects-initiatives/rfsp
  • Appiah, K. A. (2007). Cosmopolitanism: Ethics in a world of strangers. New York, NY: Norton.
  • Au, W. (2009). High stakes testing and discursive control: The triple bind for non-standard student identities. Multicultural Perspectives,11(2), 65–71. doi:10.1080/15210960903028727
  • Bajaj, M. (2011). Human rights education: Ideology, location, and approaches. Human Rights Quarterly,33, 481–508. doi:10.1353/hrq.2011.0019
  • Bangstad, S. (2015). The racism that dares not speak its name: Rethinking neo-nationalism and neo-racism. Intersections: East European Journal of Society and Politics,1(1), 49–65.
  • Banks, J. A. (2004). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum,68, 296–305. doi:10.1080/00131720408984645
  • Barton, K. C., & Levstik, L. S. (2013). Teaching history for the common good. New York, NY: Routledge.
  • Bernath, T., Holland, T., & Martin, P. (2002). How can human rights education contribute to international peace-building? Current Issues in Comparative Education,2(1), 14–22.
  • Bhabha, H. J. (2003). On writing rights. In M. Gibney (Ed.), Globalizing rights: The Oxford Amnesty lectures (pp. 162–183). Oxford, England: Oxford University Press.
  • Bhabha, H. J. (2004). The location of culture (2nd ed.). New York, NY: Routledge.
  • Bhopal, K. (2004). Gypsy travellers and education: Changing needs and changing perceptions. British Journal of Educational Studies,52(1), 47–64. doi:10.1111/j.1467-8527.2004.00254.x
  • Bickmore, K. (2002). How might social education resist heterosexism? Facing the impact of gender and sexual ideology on citizenship. Theory & Research in Social Education,30, 198–216. doi:10.1080/00933104.2002.10473191
  • Bickmore, K. (2004). Discipline for democracy? School districts’ management of conflict and social exclusion. Theory & Research in Social Education,32, 75–97. doi:10.1080/00933104.2004.10473244
  • Bickmore, K. (2005). Teacher development for conflict participation: Facilitating learning for ‘difficult citizenship’ education. International Journal of Citizenship and Teacher Education,1(2), 2–16.
  • Bowring, B. (2012). Human rights and public education. Cambridge Journal of Education,42(1), 53–65. doi:10.1080/0305764X.2011.651206
  • Brah, A., & Phoenix, A. (2004). Ain’t I a woman? Re-visiting intersectionality. Journal of International Women’s Studies,5(3), 75–86.
  • British Broadcasting Corporation. (2013, August 27). Martin Luther King: I have a dream re-visited. BBC News Magazine. Retrieved from http://www.bbc.co.uk/news/magazine-23853578
  • Bromley, P. (2009). Cosmopolitanism in civic education: Exploring cross-national trends. Current Issues in Comparative Education,12(1), 33–34.
  • Bryan, A. (2009). The intersectionality of nationalism and multiculturalism in the Irish curriculum: Teaching against racism? Race, Ethnicity and Education,12, 297–317. doi:10.1080/13613320903178261
  • Butler, J. (2006). Precarious life: The powers of mourning and violence. New York, NY: Verso.
  • Camicia, S. P., & Bayon, A. (2012). Curriculum development collaboration between colonizer and colonized: Contradictions and possibilities for democratic education. In T. C. Mason & R. J. Helfenbein (Eds.), Ethics and international curriculum work: The challenges of culture and context (pp. 73–92). Charlotte, NC: Information Age.
  • Carter, C., & Osler, A. (2000). Human rights, identities and conflict management: A study of school culture as experienced through classroom relationships. Cambridge Journal of Education,30, 335–356. doi:10.1080/03057640020004496
  • Council of Europe’s Group of Eminent Persons. (2011). Living together: Combining diversity and freedom in 21st century Europe. Strasbourg, France: Council of Europe. Retrieved from http://www.theewc.org/uploads/content/Living%20Together%20%28The%20Group%29.pdf
  • Cowan, P., & Maitles, H. (2012). Teaching controversial issues in the classroom: Key issues and debates. London, England: Continuum.
  • Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 140, 139–167.
  • Crocco, M. (2002). Homophobic hallways: Is anyone listening? School districts’ management of conflict and social exclusion. Theory & Research in Social Education,30, 217–232. doi:10.1080/00933104.2002.10473192
  • Decara, C. (n.d.). Mapping of human rights education in Danish schools (Summary report in English). Copenhagen, Denmark: Danish Institute for Human Rights (Full study in Danishavailable at http://www.humanrights.dk/files/media/dokumenter/udgivelser/mapping_of_hre_in_danish_schools.pdf)
  • Delanty, G. (2003). Citizenship as a learning process: Disciplinary citizenship versus cultural citizenship. International Journal of Lifelong Education,22, 597–605. doi:10.1080/0260137032000138158
  • Dewey, J. (2002). Democracy and education: An introduction to the philosophy of education. In S. J. Maxcy (Ed.), John Dewey and American education (Vol. 3, pp. 97–114). Bristol, England: Thoemmes. (Original work published 1916)
  • DiAngelo, R., & Sensoy, O. (2010). “OK, I get it! Now tell me how to do it!” Why we can just tell you how to do critical multicultural education. Multicultural Perspectives,12(2), 97–102. doi:10.1080/15210960.2010.481199
  • Education Act. (1998). Act of 17 July no.61 relating to primary and secondary education and training (the Education Act). Reformulated with amendments as of 19 December 2008. Norway. Retrieved from http://www.ub.uio.no/ujur/ulovdata/lov-19980717-061-eng.pdf\
  • Eidsvoll 1814. (n.d.) Retrieved from http://www.eidsvoll1814.no/?aid=9067783
  • Eriksen, T. H. (2012). Xenophobic exclusion and the new right in Norway. Journal of Community & Applied Social Psychology,22, 206–209. doi:10.1002/casp.2104
  • Eriksen, T. H. (2013). Immigration and national identity in Norway. Washington, DC: Migration Policy Institute.
  • Fekete, L. (2012). The Muslim conspiracy theory and the Oslo massacre. Race & Class,53(3), 30–47. doi:10.1177/0306396811425984
  • Figueroa, P. (2004). Multicultural education in the United Kingdom: Historical development and current status. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 997–1026). San Francisco, CA: Jossey Bass.
  • Flowers, N. (2004). How to define human rights education? A complex answer to a simple question. In V. Georgi & M. Seberich (Eds.), International perspectives in human rights education (pp. 105–127). Gütersloh, Germany: Bertelsmann Foundation.
  • Foucault, M. (1995). Discipline and punishment: The birth of the prison. New York, NY: Vintage Books.
  • Gillborn, D., & Mirza, H. (2000). Educational inequality: Mapping race, class and gender. London, England: Ofsted.
  • Government of Norway. (2013, January 11). Centenary of women’s right to vote in Norway 1913–2013. Norwegian Embassy, Canada. Retrieved from http://www.emb-norway.ca/News_and_events/News/Centenary-of-Womens-Right-to-Vote-in-Norway-1913-2013/#.UlStub5wYic
  • Grant, C., & Sleeter, C. E. (1986). Race, class, and gender in education research: An argument for integrative analysis. Review of Educational Research,56, 195–211. doi:10.3102/00346543056002195
  • Grant, C., & Sleeter, C. E. (1988). Race, class, and gender and abandoned dreams. Teachers College Record,90(1), 19–40.
  • Gullestad, M. (2002). Invisible fences: Egalitarianism, nationalism and racism. Journal of the Royal Anthropological Institute,8(1), 45–63. doi:10.1111/1467-9655.00098
  • Gullestad, M. (2004). Blind slaves of our prejudices: Debating ‘culture’ and ‘race’ in Norway. Ethnos: Journal of Anthropology,69, 177–203. doi:10.1080/0014184042000212858
  • Hall, S. (2002). Political belonging in a world of multiple identities. In S. Vertovec & R. Cohen (Eds.), Conceiving cosmpolitanism (pp. 25–31). Oxford, England: Oxford University Press.
  • Hill Collins, P. (1990). Black feminist thought: Knowledge, consciousness and the politics of empowerment. New York, NY: Routledge.
  • Hooks, B. (1981). Ain’t I a woman: Black women and feminism. Boston, MA: South End Press.
  • Howe, R. B., & Covell, K. (2010). Miseducating children about their rights. Education, Citizenship and Social Justice,5, 91–102. doi:10.1177/1746197910370724
  • Kymlicka, W. (2003). Multicultural states and intercultural citizens. Theory and Research in Education,1, 147–169. doi:10.1177/1477878503001002001
  • Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice,34, 159–165. doi:10.1080/00405849509543675
  • Lile, H. K. (2011). FNs barnekonvensjon artikkel 29 (1)om formålet med opplæring: En rettssosiologisk studie om hva barn lærer om det samiske folk [UN Convention on the Rights of the Child. Article 29 (1) the purpose of education: A sociological study of what children learn about the Sami people] (Unpublished doctoral dissertation). University of Oslo, Oslo, Norway. Retrieved from http://www.jus.uio.no/smr/forskning/arrangementer/disputaser/hadi_lile.html
  • Lister, R. (1997). Citizenship: Feminist perspectives. Basingstoke, England: Macmillan.
  • Meyer, J. W., Bromley, P., & Ramirez, F. O. (2010). Human rights in social science textbooks: Cross-national analyses, 1970–2008. Sociology of Education,83, 111–134. doi:10.1177/0038040710367936
  • Mikkelsen, R., Fjeldstad, D. T., & Lauglo, J. (2011). Morgendagens amfunnsborgere. Norske ungdomsskoleelevers prestasjoner og svar pa° spørsma°l i den internasjonale demokratiundersøkelsen ICCS [Tomorrow’s citizens. Norwegian high school students’ performance and responses in the international democracy ICCS study] (International Civic and Citizenship Education Study 2009, Acta Didactica Oslo 2/2011). Oslo, Norway: Department of Education and School Research, University of Oslo.
  • Misco, T. (2008). “Nobody told us about what happened”: The current state of Holocaust education in Romania. International Education, 38(1), 5–38. Retrieved from http://trace.tennessee.edu/internationaleducation/vol38/iss1/15
  • Misco, T. (2012). The importance of context for teaching controversial issues in international settings. International Education,42(1), 69–84.
  • Mohanty, C. T. (1984). Under Western eyes: Feminist scholarship and colonial discourses. Boundary,12/13, 333–358.
  • Muižnieks, N. (2013, April 16). Report of Council of Europe Commissioner for Human Rights, following his visit to Greece, from 28 January to 1 February 2013. CommDH (2013)6. Strasbourg, France: Council of Europe. Retrieved from https://wcd.coe.int/ViewDoc.jsp?id=2053611
  • Murphy-Shigematsu, S. (2012). When half is whole: Multiethnic Asian American identities. Stanford, CA: Stanford University Press.
  • Nordic Council of Ministers (Norden). (n.d.). Nordic cooperation: Children and young adults. Retrieved from http://www.norden.org/en/about-nordic-co-operation/areas-of-co-operation/children-and-young-adults/nordic-co-operation-on-children-and-young-people
  • Norwegian Broadcasting Corporation (NKR). (2011, October 26). En av fire nordmenn ser på islam som en trussel [One in four Norwegians see Islam as a threat]. NRK.com. Retrieved from http://www.nrk.no/nyheter/norge/1.7847186
  • Norwegian Directorate for Education and Training. (2006). Læreplanverket for kunnskapsløftet i grunnskolen. (Kunnskapsløftet) (Quality framework) [Curriculum for quality framework in primary schools (Quality framework)]. Oslo, Norway: Norwegian Directorate for Education and Training. Retrieved from http://www.udir.no/Upload/larerplaner/Fastsatte_lareplaner_for_Kunnskapsloeftet/5/prinsipper_lk06_Eng.pdf?epslanguage=no
  • Nussbaum, M. C. (2006). Education and democratic citizenship: Capabilities and quality education. Journal of Human Development,7, 385–395. doi:10.1080/14649880600815974
  • Office of the High Commissioner for Human Rights (OHCHR). (2011). United Nations declaration on human rights education and training. Formal adoption by the General Assemby, 19 December. Retrieved from http://www.ohchr.org/EN/Issues/Education/Training/Pages/UNDHREducationTraining.aspx
  • Orange, R. (2012, April 15). “Answer hatred with love”: How Norway tried to cope with the horror of Anders Breivik. The Observer. Retrieved from http://www.theguardian.com/world/2012/apr/15/anders-breivik-norway-copes-horror
  • Osler, A. (1997). The lives and careers of Black teachers: Changing identities, changing lives. Buckingham, England: Open University Press.
  • Osler, A. (2009). Patriotism, multiculturalism and belonging: Political discourse and the teaching of history. Educational Review,61(1), 85–100. doi:10.1080/00131910802684813
  • Osler, A. (2011). Teacher interpretations of citizenship education: National identity, cosmopolitan ideals, and political realities. Journal of Curriculum Studies,43(1), 1–24. doi:10.1080/00220272.2010.503245
  • Osler, A. (2014a). Human rights, scholarship and action for change. In C. Grant & E. Zwier (Eds.), Intersectionality and urban education: Identities, policies, spaces & power (pp. 249–265). Charlotte, NC: Information Age.
  • Osler, A. (2014b). Identitet, demokrati og mangfold i skoler: Nasjonale og internasjonale perspektive [Identity, democracy and diversity in schools: National and international perspectives]. In J. Madsen & H. Biseth (Eds.), Må vi snakke om demokrati? Om demokratisk praksis i skolen [We must talk about democracy? On democratic practice in schools] (pp. 46–62). Oslo, Norway: Universitetsforlaget.
  • Osler, A. (in press). National narratives, conflict and consensus: Challenges for human rights educators in established democracies. In C. Lenz, S. Brattland, & L. Kvande (Eds.), Crossing borders: Combining human rights education and historical learning. Berlin: Lit Verlag.
  • Osler, A., & Lybaek, L. (2014). Educating ‘the new Norwegian we’: An examination of national and cosmopolitan education policy discourses in the context of extremism and Islamophobia. Oxford Review of Education,40, 543–566. doi:10.1080/03054985.2014.946896
  • Osler, A., & Starkey, H. (2003). Learning for cosmopolitan citizenship: Theoretical debates and young people’s experiences. Educational Review,55, 243–254. doi:10.1080/0013191032000118901
  • Osler, A., & Starkey, H. (2005). Changing citizenship: Democracy and inclusion in education. Maidenhead, England: Open University Press.
  • Osler, A., & Starkey, H. (2010). Teachers and human rights education. Stoke-on-Trent, England: Trentham/IOE Press.
  • Osler, A., & Yahya, C. (2013). Challenges and complexity in human rights education—Teachers’ understandings of democratic participation and gender equity in postconflict Kurdistan-Iraq. Education Inquiry,4(1), 189–210. doi:10.3402/edui.v4i1.22068
  • Osler, A., & Zhu, J. (2011). Narratives in teaching and research for justice and human rights. Education, Citizenship and Social Justice,6, 223–235. doi:10.1177/1746197911417414
  • Parekh, B. (2000). Rethinking multiculturalism: Cultural diversity and political theory. London, England: Macmillan.
  • Parliamentary Assembly of the Council of Europe. (2000). Recommendation 1438. Threat posed to democracy by extremist parties and movements in Europe. Retrieved from http://www.assembly.coe.int/ASP/XRef/X2H-DW-XSL.asp?fileid=16765&lang=EN
  • Parliamentary Assembly of the Council of Europe. (2003). Resolution 1344. Threat posed to democracy by extremist parties and movements in Europe. Retrieved from http://www.assembly.coe.int/ASP/XRef/X2H-DW-XSL.asp?fileid=17142&lang=EN
  • Popkewitz, T. S. (2007). Cosmopolitanism and the age of school reform: Science, education and making society by making the child. New York, NY: Routledge.
  • Reid, A., Gill, J., & Sears, A. (Eds.). (2009). Globalisation, the nation-state and the citizen: Dilemmas and directions for civics and citizenship education. New York, NY: Routledge.
  • Reimers, F. M., & Chung, C. K. (2010). Education for human rights in times of peace and conflict. Development,53, 504–510. doi:10.1057/dev.2010.82
  • Schaffer, K., & Smith, S. (2004). Human rights and narrated lives: The ethics of recognition. New York, NY: Palgrave.
  • Schwaller, N., & Døving, C. A. (Eds.). (2010). Minority narratives and national memory. Oslo, Norway: Unipub.
  • Smith, C. (1995). The development of Sami rights since 1980. In T. Brantenberg, J. Hansen, & H. Minde (Eds.), Becoming visible: Indigenous politics and self-government. Tromsø: University of Tromsø, Sámi dutkamiid guovddáš—Centre for Sámi Studies. Retrieved from http://www.sami.uit.no/girji/n02/en/105smith.html
  • Spivak, G. C. (1999). A critique of postcolonial reasons: Towards a history of the vanishing present. Cambridge, MA: Harvard University Press.
  • Tarrow, N. (1992). Human rights education: Alternative conceptions. In J. Lynch, C. Modgil, & S. Modgil (Eds.), Cultural diversity and the schools. Vol. 4: Human rights, education and global responsibilities (pp. 21–50). London, England: Falmer.
  • Tarrow, N. B. (1987). Human rights and education. Comparative & International Education series, 3. Riverside, NJ: Macmillan.
  • Tibbitts, F. (2008). Human rights education. In M. Bajaj (Ed.), Encyclopedia of peace education (pp. 99–108). Charlotte, NC: Information Age.
  • Todd, S. (2007). Promoting a just education: Dilemmas of rights, freedom and justice. Educational Philosophy and Theory,39, 592–603. doi:10.1111/j.1469-5812.2007.00310.x
  • Todd, S. (2010). Living in a dissonant world: Toward an agonistic cosmopolitics for education. Studies in Philosophy and Education,29, 213–228. doi:10.1007/s11217-009-9171-1
  • Tomlinson, S. (2009). Multicultural education in the United Kingdom. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 121–133). New York, NY: Routledge.
  • Torney-Purta, J., & Barber, C. (2005). Democratic school engagement and civic participation among European adolescents: Analysis of data from the IEA civic education study. Journal of Social Studies Education,4(3), 13–28.
  • Turda, M. (2007). Eugenics and the welfare state: Sterilization policy in Norway, Sweden, Denmark, and Finland (review). Bulletin of the History of Medicine,81, 894–895. doi:10.1353/bhm.2007.0113
  • UNESCO/UNICEF. (2007). A human rights-based approach to education for all. New York, NY: Authors.
  • United Nations. (1945). Charter of the United Nations. San Francisco, CA: Author. Retrieved from http://treaties.un.org/doc/Publication/CTC/uncharter.pdf
  • United Nations. (1948). Universal Declaration of Human Rights. Retrieved from http://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf
  • United Nations. (1966). International Covenant on Civil and Political Rights. Retieved from http://treaties.un.org/doc/Publication/UNTS/Volume%20999/volume-999-I-14668-English.pdf
  • United Nations. (1989). Convention on the rights of the child. Retrieved from http://www.ohchr.org/en/professionalinterest/pages/crc.aspx
  • United Nations Human Rights Committee. (2004). Communication No. 1155/2003. Geneva, Switzerland: Author.
  • Vassenden, A. (2010). Untangling the different components of Norwegianness. Nations and Nationalism,16, 734–752. doi:10.1111/j.1469-8129.2009.00438.x
  • Vesterdal, K. (2013, January). Norwegian teachers’ perspectives on human rights education. Paper presented in research seminar series Citizenship, Human Rights and Diversity in Education, Buskerud University College, Drammen, Norway, .
  • Yeban, F. I. (1995). Building a culture of human rights: Challenge to human rights education in the 21st century. In Asian Regional Resource Centre for Human Rights (ARRC) (Ed.), Human rights education pack (pp. 28–31). Bangkok, Thailand: ARRC.
  • Zembylas, M. (2011). Toleration and coexistence in conflicting societies: Some tensions and implications for education. Pedagogy, Culture & Society, 19, 385–402. http://dx.doi.org/10.1080/14681366.2011.600699

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.