This essay investigates the role of non-governmental organizations in Turkey that work with minority rights. The purpose of this study is to get a better understanding on how domestic NGOs understand and prioritize human rights and how different social structures are restricting NGOs from engaging in human rights of the Kurdish minority. To answer this question this study utilizes a qualitative content analyses of the published research on human rights and NGOs. The analysis has been conducted from a postcolonial perspective. The finding has shown that even if Turkish human right defenders are restricted on how they can work with human rights violations in the society there still is an engagement in trying to work with these social problems. This essay concludes that Kurds have been restricted from working with human rights by means of the Turkish anti-terror law, which may have negatively affected the visibility of Kurdish activist, but not stopped them from engaging in social issues. However, there is still a need for development in the Turkish NGO regime, but the westerniza- tion project may not be the answer for Turkish human right development. This essay argues that the human rights education projects in Turkey should be conducted by domestic NGOs own understanding of human rights and only then there will be potential for real human rights development.

Syftet med denna studie är att få mer kunskap om hur lärare i F-3 kan arbeta systematiskt i ämnet samhällskunskap för att implementera och förankra Barnets rättigheter hos eleverna. Ansatsen är kvalitativ och våra teoretiska perspektiv är pragmatismen och sociokulturella med utgångspunkt John Dewey och Lev Vygotskij. Resultaten visar att det finns en stark vilja bland lärare att förmedla färdigheter till sina elever som rättighetsbärare. Slutsatsen är att det verkar finnas brist på stöd av material för att implementera och förankra Barnets rättigheter hos eleverna. Lärare verkar av den anledning undervisa utifrån erfarenhet och externa material och arbetar enbart med barnkonventionens artiklar vid tillfällen som FN-dagen och internationella barndagen. / The purpose of this study is to gain more knowledge about how primary school teachers can work systematically with children's rights in the subject social studies to implement and anchor the Child’s rights in pupils. The approach is qualitative, and our theoretical perspectives are pragmatism and sociocultural based on John Dewey and Lev Vygotsky. The results show that there is a strong will among teachers to impart skills to their pupils as rights holders. The conclusion is that there seems to be a lack of support for materials to implement and anchor the Child’s rights in pupils. For this reason, teachers seem to teach based on their experience and external materials and only work with the articles of the convention on occasions such as UN-Day and International Children's Day.

The aim of this research is to explore education policies through Tibbitts’ human rights education (HRE) models and to explore the practices in teaching HRE through education policies (i.e., civic education curriculum - CEC) and Tibbitts’ three models of HRE. For the aim to be reached CEC was analyzed and three primary school teachers were interviewed. These led to conclusions that, in regard to the models Vales and Awareness Model seems to take the most space in teaching with some implications of Transformation Model. The CEC is used to a varying degree and its usage seems to depend on the subject. As such, compatibility of teachers’ practices with CEC varies. In developing their understanding, knowledge, and pedagogical tools teachers strongly rely on their personal values and self-study. Additionally, the school environment calls for some improvements for it to become truly rights-respecting.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-07-25T17:21:30Z No. of bitstreams: 1 Simone Stefani da Silva.pdf: 1639108 bytes, checksum: f356cdc4a7e3c44b1a76758891e3750e (MD5) / Made available in DSpace on 2016-07-25T17:21:30Z (GMT). No. of bitstreams: 1 Simone Stefani da Silva.pdf: 1639108 bytes, checksum: f356cdc4a7e3c44b1a76758891e3750e (MD5) Previous issue date: 2016-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The theme of Human Rights and its close connection with school education becomes an indispensable element in the proposition of public policies in Brazil. In this sense, this work aims to analyze how the National Plan of Education on Human Rights conceives training for citizenship and, more precisely, an education to human rights in school. From historical perspectives that see different generations of human rights in the world and also directly related to the educational field, the research seeks to identify and discuss how the PNEDH features and conceives its objectives in relation to the educational process linked to an education in rights human within Primary education taking aims to distinguish between the understanding of education as a human right and the meaning of human rights education - to be extended to the entire education process. The research is based on literature and document analysis research - and seeks to address some limits and possible consequences of the Plan in the context of the organization of the national basic education. / A temática dos Direitos Humanos e sua estreita ligação com a educação escolar se converte em elemento indispensável na proposição das políticas públicas no Brasil. Nesse sentido, esta dissertação tem como objetivo analisar como o Plano Nacional de Educação em Direitos humanos concebe a formação para a cidadania e, mais precisamente, uma educação voltada aos direitos humanos em ambiente escolar. A partir das perspectivas históricas que enxergam diferentes gerações dos direitos humanos no mundo e, também, relacionadas diretamente ao campo educacional, a pesquisa busca identificar e discutir como o PNEDH apresenta e concebe seus objetivos em relação ao processo de escolarização atrelado a uma educação em direitos humanos no âmbito da Educação Básica tendo em vista a distinção entre a compreensão da educação como um direito humano e o significado de uma educação em direitos humanos ¿ a ser estendida a todo o processo de escolarização. A investigação se apoia na pesquisa bibliográfica e análise documental - e procura abordar alguns limites e eventuais desdobramentos do referido Plano no contexto da organização da Educação Básica Nacional.

本研究乃鑒於台灣的學校教育，未因台灣的民主化讓訓育式教育的力量消失，人權教育的落實就更顯重要。然而人權的概念源於民主理論，所以欲從Dahl與Sartori的民主理論著手釐清。 從人權教育的發展脈落可以發現，人權教育所應包含的核心價值，即平等、自由與民主三者—(1)平等方面：平等不在於外在的平均主義，而在於個人內在的價值上，這種平等的判斷方法稱為「內在平等」原則；(2)民主方面：民主一詞源於古希臘雅典城邦，但現在的民主，指的是一種以有限多數的有效參與、充分知情和議程控制，以及公平選舉與代表權轉移的政治制度，用以保證其公民的基本權利不受侵害；(3)自由方面：十七至十九世紀的古典自由主義思想，為的是防止政府權利對個人的戕害，到十九世紀，更進一步要求政府為人民謀福利，成為所謂的新自由主義。並且平等、民主與自由三者間，可歸納出「以民主達成自由，並以自由完成平等」的關係。 經過分析後，提出幾點對人權教育的建議：(1)釐清人權教育核心概念的意義；(2)涵蓋內在平等原則的人權教育；(3)學習並運用有效的民主議程；(4)諮詢相關專家的重要性；(5)視人權教育是民主社會的根基。如此才能使台灣人權教育的落實更為徹底。 / Because of the importance of human rights education in Taiwan, it is needed to make the meaning of human rights more clear. However, the value of human rights is relating to the history of democracy. This study is intended to search for the construction on human rights education through democracy theory, especially by the view of Robert A. Dahl and Giovanni Sartori, to set up the theoretical foundation. According to the context of the development of human rights education, it could be found out that equality, democracy and liberty are important concepts. After analyzing, we can discover that: (1) Equality is not equalitarianism but “intrinsic equality.” (2) Classical Greece is the source of “democracy”, but the democracy of nowadays is not totally the same to the classical one. (3) The thought of liberty comes from liberalism, and it is in order to prevent the people from the invasions of the government. On the basis of Dahl and Sartori’s writings, democracy is the strategy to achieve liberty, and the liberty is the condition to achieve equality. At the end, the following conclusions are made: (1) The understanding of the equality, democracy and liberty are important. (2) “Intrinsic equality” must be taught in class. (3) The efficient agenda of democracy must be learned. (4) It is needed to consult the experts. (5) We should take human rights education as the base of the democratic society. These above could be helpful to human rights education in Taiwan.

Student Number : 7905085 - PhD thesis - School of Education - Faculty of Humanities / This thesis is based on an exploration of human rights (in) South African education. In order to do so, however, it has been necessary to explore the origins of the notion of human rights in both its philosophical and legal senses. It covers the ways in which the claim of an equality of all human beings has developed historically and the ways in which they are articulated in the Universal Declaration of human rights and in the “new” South African Constitution. However, the argument in this thesis is that human rights tend to be generalised and universalised, and as such do not adequately address the ways in which human rights are experienced in specific social formations and in the contexts of particular people’s lives. In order to make human rights more specific and personal, I apply a sociology of human rights using Stuart Hall’s “theory of articulation” and demonstrate what this sociological analysis means in the context of South Africa under apartheid. In addition, to prevent reifying social categories and privileging particular types of human identity, I explore human rights under apartheid in relation to ‘race’, gender and sexual orientation. Throughout, I point to ways in which these identities and social categories interconnect with each and balance micro and macro approaches to an analysis of apartheid. Methodologically this thesis uses Sarah Lawrence-Lightfoot’s approach of “portraiture” in order to capture personal lives within a macro context and I provide accounts in this respect of Nelson Mandela and Simon Nkoli. I have also used a combination of quantitative and qualitative approaches in my investigation of experiences of human rights in South African education. Teachers’ and learners’ questionnaires were conducted in schools in the Western Cape, KwaZulu-Natal and Gauteng in South Africa between 1996 and 1998. In addition, individual interviews with Grade 9 teachers were conducted and group interviews with Grade 9 learners in these schools were also done. Classroom observations in three schools, one in each of the provinces, were also conducted, and individual interviews with two gay learners also form part of the empirical data of this study. A national survey of what human rights programmes were used by educational institutions and organisations was also conducted. The thesis also contextualises the sampled schools experiences within the post-apartheid dispensation in South Africa, providing an account of how human rights are framed in South Africa generally and in the South African educational system in particular. Approaches to human rights (in) education are also covered, as are the principles of a human rights education. The conclusions that I arrive at in this thesis are that there are interventions in regard to human rights in South African education which tend to be located within legalistic and integrated approaches. In addition, experiences of racism in the sampled schools are prevalent within an assimilationist mode. In regard to sexual orientation, sex, gender and sexuality are conflated but the provision of human rights in terms of sexual orientation has had a positive impact on the sampled gay learners in this study. Finally, I argue that the sociological approach to human rights is useful and generative and has enabled this study to access an understanding of human rights in generalised macro terms and in specific contexts of people’s experiences.

O presente trabalho trata de democracia, direitos humanos e educação, a partir de uma perspectiva teórica sugerida por autores identificados com a Teoria Crítica tendo como mote principal a discussão sobre emancipação e uma reflexão sobre as potencialidades da Educação em Direitos Humanos se constituir enquanto um projeto emancipatório. Educação aqui é entendida como formação para o exercício de uma vida plena, com autonomia e liberdade, assim como a realização do princípio fundamental dos direitos humanos, que é a dignidade. Parte também de uma avaliação sobre o Brasil real, suas potencialidades tão grandes quanto os problemas cruciais das desigualdades sociais e regionais e, acima de tudo, a permanência do poder oligárquico e de costumes e mentalidades herdeiros de uma história marcada a ferro e fogo por séculos de escravidão. Os pressupostos que serviram como princípios norteadores, são: i) democracia e direitos humanos são indissociáveis, um não existe sem o outro e ambos são processos históricos e dinâmicos; ii) o fundamento dos direitos humanos é o reconhecimento da dignidade intrínseca a todo ser humano; iii) falar em emancipação supõe, sempre, a ampliação e o aprofundamento de democracia e da cidadania ativa; iv) a pedagogia da emancipação exige a ação do Estado (políticas públicas que garantam a vida digna para todos) mas também a atuação da sociedade em termos de valorização da comunidade e do acesso aos bens e serviços culturais, tanto como fruição como quanto produção. A tese associa direitos humanos e educação numa perspectiva de compreender como, através dessa associação, possa constituir-se uma nova gramática emancipatória. / This work addresses democracy, human rights and education, from a theoretical perspective suggested by authors identified with the Critical Theory having as main motto the discussion about the empowerment and reflecting on the potentiality of human rights education to constitute itself an emancipatory project. Education is understood here as a training exercise for a full life, with autonomy and freedom as well as the realization of the fundamental principle of human rights, which is dignity. Also part of an evaluation of the real Brazil, its potential is as large as the crucial problems of social and regional inequalities and, above all, the permanence of oligarchic power and customs and mentalities inherited by a history marked by blood and iron for centuries of slavery. The assumptions that served as guiding principles, are: i) democracy and human rights are inextricably linked, one does not exist without the other and both are a dynamic historical processes; ii) the foundation of human rights is the recognition of the dignity inherent in every human being; iii) speak of emancipation presupposes always, the broadening and deepening of democracy and active citizenship; iv) the pedagogy of emancipation requires state action (public policies that guarantee a dignified life for all) but also the role of society in terms of valuing community and access to cultural goods and services, as well as enjoyment and as production. The thesis combines human rights and education in order to understand how, through this association, may constitute a new emancipatory grammar.

台灣教育體系的發展在傳統倫理觀念、集體管理主義、升學與粗廉主義等歷史因素交相影響下，始終無法脫離僵化的惡性循環，校園中充滿大量的管制規範與獎懲制度，不僅有礙於人權教育的推展，更為管制文化的生根提供茁壯的土壤。 本研究從校園制度層面著手，結合校規演變與人權教育進行探討，首先透過歷史溯源，探詢相關校園規範之教育法令與校規的演變，探析演變的因素與過程，以及在演變的過程中，學校教育、教師圖像與學生主體的關係呈現何種變化？期望藉此研究重新反省教育人員的定位，並企圖探索教育人員能否從中檢討自身所處社會的、文化的與實際的環境，並能批判並澄清其在合法化政治、經濟、社會、利益上的角色。 其次，透過文件分析與比較分析，探析城鄉兩所不同學校校園規範與校園生態之實際情形，探究在相同的歷史發展脈絡下，兩校所呈現出的校園規範與校園文化是否有所不同。研究結果發現，面對校園民主化的到來，兩校於制度層面均能順應社會期待，但在心態上，是否有所積極與消極做為則觀乎其對於學校教育、教師專業倫理與學生本質之不同預設而有不同。 整體而言，我國校園規範之發展，係由國家教育權與義務本位觀，逐漸朝向國民為教育權之主體以及權利義務觀的方向發展。校園的民主化與整體教育法制及文化政治相互影響，校園規範的演變促動了校園文化的改變，在民主化的進程中，受到人權思潮的影響，顯現出「人」的自覺與反省與大環境的相互辯證關係。 校園規範牽涉到權威、正義、隱私、責任等相關人權教育的價值，因此，民主的開放性不僅給于學校有自主的可能，同時也是希望教師有創造、轉化的可能，在體會到「人民為教育權之主體」後，學校方才能轉化其教育環境，改變其教育心態與行動，彰顯其目的性與任務性。 / The development of the education system in Taiwan could not break away from the rigid vicious circle under the influence factor between the traditional ethics idea, collective managerialism, proportion of students entering schools of a higher grade and thick inexpensive principle. There are lots of obstruct the implementation of human rights education but also offer a field for the growing of culture of control. The argument in this study combine the development of school regulations and human rights education that probe into the legal system of education. First, the research start analyzing through history background of the development of the school regulations and the education in campus the probe into the legal system. During the process of developing, what kind of change of the relation happened between school education, teacher’s picture, student’s subject appear？ Expect through this study to introspect educator’s location and examine educational environment. Attempt to explore whether a teacher can criticize one’s own role in legalizing the politics, economy, society and interests. Secondly, through text analysis and comparative analysis, analyze the school regulation and reality of two different schools in urban and rural area. Discuss the difference between the school regulation and culture of the two schools in the same historical background. The result of the study discovered two schools can both comply with the society’s expect on the system aspect facing the arrival of democratization. But on the change of mindset, it’s should depend on the school education, teacher professional ethics and student essence. Treating the wholeness as single conclusion, the development of the school regulations in our country in the beginning are dominated by nationalism, then gradually democratized. In fact, democratization of campus and the legal system of education are influence each other. The development of school regulations promote the change on campus culture. In the process of democratization, influenced by human rights, display people’s conscientious and introspection with the dialectical relation of the environment. The school regulations of education value involves authority, justice, privacy, responsibility and human rights, etc. Therefore, The openness of democracy not merely gives independent possibility for the school, But make the teacher possible to create and transform at the same time. When school realize ‘people are the main body of education’. It same will be able to change the education environment, Education attitude and action, and then reflect its purpose and task.

A Educação em Direitos Humanos como princípio educativo é objeto de análise nesta pesquisa, a partir das propostas do Plano Nacional de Educação em Direitos Humanos - PNEDH, de 2007, apresentado e desenvolvido pelo governo Federal, pela Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO) e contando com a contribuição de pesquisadores e professores universitários. A Pedagogia da Libertação, com base na pedagogia da Autonomia foi uma das molas propulsoras deste trabalho na busca de estudar a proposta de Educação que tenha por princípio os Direitos Humanos como um instrumento para alcançar a grande diversidade multicultural que temos hoje, buscando a formação de um ser humano mais afeto a tolerância e a convivência pacífica em sociedade. Problematizou-se o anunciado no PNEDH nos aspectos relativos aos direitos humanos, currículo, multiculturalidade, religião, educação e sociedade, com o objetivo de compreender as razões de expansão dessa tendência que vincula direitos humanos à educação analisando as atuais políticas educacionais voltadas à desigualdade social. Apresentaram-se breves aspectos da origem histórica dos Direitos Humanos no Brasil para a construção da cidadania, a importância da religião na proteção dos Direitos Humanos. Na análise, utilizou-se o método científico dedutivo-indutivo, explorando-se dialeticamente os estudos de diversos autores relativos à temática Educação em Direitos Humanos. / The Human Rights Education as an educational principle is the object of analysis in this research, according to the proposals of the National Plan for Human Rights Education - PNEDH, 2007, presented and developed by the Federal Government, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and with input from researchers and academics. The Pedagogy of Liberation, based on The Pedagogy of Liberation, based on the pedagogy of autonomy was one of the drivers of this work in the quest to study the proposal of Education which has the principle Human Rights as a tool to achieve great multicultural diversity we have today, seeking educational attainment more sensitive to tolerance and peaceful coexistence in society. It has problematized be announced in the PNEDH the aspects relating to human rights, curriculum, multiculturalism, religion, education and society, in order to understand the reasons for this expansion trend that links human rights to education analyzing the current educational policies geared to social inequality. It has presented brief aspects of the historical origin of human rights in Brazil for the construction of citizenship, the importance of religion in the protection of human rights. In the analysis, we used the deductive-inductive scientific method by exploiting dialectically studies of various authors on the theme Human Rights Education.

O objetivo deste estudo é fazer uma abordagem sobre a educação em direitos humanos a partir do cinema. Para isto, busca apoio no tripé pesquisa, ensino e extensão, priorizando a abordagem qualitativa ao revisar trabalhos acadêmicos sobre Cinema e Direito, mas também ao apresentar registros realizados de 2013 a 2015, a partir de observações e interações presentes relatórios (anexos) usando a técnica de cunho etnográfico da observação-participante, já que a pesquisadora estava inserida no objeto de pesquisa observado como educadora em Direitos Humanos a partir de obras cinematográficas. Ainda apresenta um breve estudo sobre a Legislação pertinente à Educação em Direitos Humanos, a incorporação dos Tratados de Direitos Humanos, as metas para a Década da Educação para os Direitos Humanos, os Planos Nacionais de Educação para os Direitos Humanos, para, então, partir a abordar a problemática educação em Direitos Humanos no Brasil, apresentar os projetos e experiências práticas que envolvem o tema Direitos Humanos e Cinema: Cine Jurídico; Cine Cárcere; Mostra de Cinema e Direitos Humanos; Democratizando: inventar com a diferença; Cinema pela Verdade; a Lei 9.394 de Diretrizes e Bases da Educação Nacional sobre a inclusão da exibição de filmes como atividade obrigatória nas Escolas. / The purpose of this study is to make an approach on the human rights education from the cinema, for it seeks support in research tripod, education and extension, prioritizing qualitative approach to review academic papers on Cinema and law, but also to present records conducted from 2013 to 2015 from observations and interactions present reports (attached) using the technique of ethnographic observation participant, since the researcher was inserted into the research object observed as educator in human rights from films. Also presents a brief study of the relevant legislation to Human Rights Education, the incorporation of human rights treaties, the targets for the Decade of Education for Human Rights, the National Plan of Education for Human Rights, to thereafter address the problem Education in Human Rights in Brazil, present the projects and practical experience involving the theme Cinema and Human Rights: Legal Cine; Cine Prison; Exhibition of Cinema and Human Rights; Democratizing: invent with a difference; Cinema for Truth, the 9394 Law of Directives and Bases of National Education on the inclusion of film screenings as a mandatory activity in schools.