I. Human Rights and Democratic Movements in Armenia - Human Rights as an “Attractor” of Europeanization Processes of Transcaucasian “Neither War nor Peace Societies” (Artur Mkrtichyan) - Human Rights Defender’s Office Armenia (Larisa Alaverdyan) - The Factor of Human Rights Protection as Criteria for the Development in the Social System (Hovhannes Hovhannisyan) - Two Priorities and Two Suggestions in Leading the Way to Human Rights Protection (Gevork Manoukian) - Intrastate Mechanisms of the Protection of Human Political Rights and Freedoms in Armenia (Ashot A. Alexanyan) - The Future of Democracy in Armenia: Institutional and Mass Beliefs Perspectives (Alexander Markarov) II. Human Rights and Education in Armenia - Human Rights in the System of Civic Education Values (Valery Poghosyan) - The Role of Academic Knowledge in Maintaining Tolerance (Ani Muradyan) - Rights of a Child or Duties of Adults...? (Mira Antonyan) - The Right to Education for Children with Special Needs: Inclusive Education in Armenia (Marina Hovhannissyan) - Human Rights Awareness and UNDP Evaluation in Armenia (Kristina Henschen) - Human Rights Education in Armenia – A Base Line Study (Litit Umroyan; Lucig Danielian) III. Human Rights and Minorities in Armenia - Human Rights, Minorities and Human Rights Education in Armenia: An External Perspective (Claudia Mahler; Anja Mihr; Reetta Toivanen) - Minorities and Identity in Armenia (Tatevik Margaryan) - Legal and Real Opportunities for the National Minorities Residing on the Territory of the Republic of Armenia (Hranush Kharatyan)

Reforming the education system to reflect a new vision of society is part of many peacebuilding efforts in post-conflict societies. Accordingly, the Kurdistan Regional Government (KRG) is currently implementing a wide range of reforms in the education system in Iraqi Kurdistan. This research is a qualitative study of the KRG’s efforts to implement a peace education curriculum. It uses critical discourse analysis to investigate the Human Rights Education (HRE) textbooks content for Grades 5 and 7 (ages 11 and 13) and the History Education (HE) textbooks content for Grades 5, 6, 7 and 8 (age 11 to 14). The study also focuses on the policy and strategies of the Ministry of Education (ME) in implementing these subjects; the teaching methods used; and how effectively the knowledge, values and skills involved have been disseminated. The approach adopted by the ME to peace education is top down and experiences significant resistance from teachers and parents. Moreover, the curriculum reforms lacked consideration of the hidden and null curricula. The research highlights how HRE contents are primarily focused on cognitive development of awareness of rights and responsibilities rather than acquiring social skills and a critical approach, and that the content was not contextualised to the reality of Iraqi Kurdistan. Furthermore, the research found that the HE curriculum focuses on the history of Iraq, Kurdistan and Islamic history and presents a message that glorifies war; it is not open to different narratives or interpretations and does not foster critical debate or an enquiry-based approach. The curriculum contents included concepts and statements that appear to instigate violence and build divisions between Muslims and non-Muslims. Despite the achievements of the ME in improving the education system there are many challenges such as weak infrastructure, lack of professional development and resistance through the wider cultural context. The methods of teaching are what Freire terms the ‘banking system’, authoritarian and not learner-centred, which largely reflects the social fabric of Kurdish society. The research identified many challenges facing teachers including the level of their commitment, skills, specialization and capacity-building. However, it also found positive support for HRE among students and teachers.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 115-118).

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of&nbsp / human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.&nbsp / </p>

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of&nbsp / human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.&nbsp / </p>

The rights of all persons to be granted equal access to higher education are espoused in the Universal Declaration of Human Rights. More recently, attention has focused on the provision of inclusive education specifically for students with disabilities. In, amongst others, the United Nation’s Convention on the Rights of Persons with Disabilities (CRPD), inclusive education has been promoted as an appropriate vehicle to realise equal participation of students with disabilities in all levels of education. Following a history of exclusivity of educational opportunities in South Africa, higher education practitioners and policymakers should critically engage in strategic efforts that address barriers against students with disabilities to promote diversity and inclusion consistent with international human rights instruments. Furthermore, an in-depth intersectional analysis of the myriad of factors that hinder the full inclusion of students with disabilities is required. Utilising critical disability theory as a theoretical approach, this study's main aim was to analyse how students with disabilities are included in the disability policy and in praxis of South African research-intensive universities in accordance with the 4-A Framework. This Framework's markers, namely availability, accessibility, acceptability, and adaptability, were operationalized for the higher education context and expanded to include a fifth marker, affordability. A deductive qualitative thematic analysis, using a protocol based on these markers was used to analyse disability policies of South African Tier 1 universities and the perceptions of students with disabilities registered at these institutions. Results suggest that the disability policies made mention of provisions related to availability, accessibility, and acceptability. Policy provisions related to adaptability were not uniformly mentioned. Affordability was neglected and not given due regard. Overall, participants perceived their universities as being available. Many of the indicators relating to accessibility, acceptability were not mentioned in the participants’ responses. Adaptability was generally perceived to be met, and participants were ambivalent in their responses relating to affordability. Students with disabilities appear to have limited expectations regarding their rights to be realised (internalised ableism). The thesis ends by discussing the implications of the findings and recommendations for future research. / Thesis (PhD (Augmentative and Alternative Communication))--University of Pretoria, 2021. / Centre for Augmentative and Alternative Communication (CAAC) / PhD (Augmentative and Alternative Communication) / Unrestricted

Submitted by Clebson Anjos (clebson.leandro54@gmail.com) on 2016-01-26T17:50:15Z No. of bitstreams: 1 arquivototal.pdf: 1202138 bytes, checksum: 713c516d2cde1ab3b7ff7e1cf6873571 (MD5) / Made available in DSpace on 2016-01-26T17:50:15Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1202138 bytes, checksum: 713c516d2cde1ab3b7ff7e1cf6873571 (MD5) Previous issue date: 2015-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research's mais goal is to analyze the normatives policies that guide the Education in Human Rights on the Global, National and Regional Plan, as well as its application in the scope of Basic Education in Marista Network of Education, and how it has been worked by the teachers and the Education in Human Rights as a curricular component in Marista Pio X School. As the specific goals, it was sought to understand the fundamental aspects of Marista Network of Basic Education's history and the process of forming the Marista Institute in France and its coming to Brazil, to learn the educational-historic context of Marista Institute with the human rights actions and to investigate the associated elements to pedagogical and curricular practice of Education in Human Rights subject in Marista Pio X School. To achieve this aim, a timeline was built following the international standards, reaching the Education in Human Rights policy in Brazil. Categories of historic-educational analysis of space/time ("scholarly architecture ", territory, place, simbology), curriculum (Giroux), viable unprecendent and emancipation (Freire), transdisciplinarity (Morin) and the interculturality (Candau) were used. In this context are located the oficial documents of Marista Institute and Marista Union of Brasil - UMBRASIL, specially the Educational Project of Marista Brazil and Marista Curricular Matrix, both from 2010, important references for including Education in Human Rights as a curricular subject in Marista Network of Basic Education, reaching the central matter of this research, with a bibliographic -documental character, when the experience of EDH in Marista Pio X School will be analyzed , in João Pessoa (PB), taught at 9th grade of Fundamental School since 2012. From the propositions raised, some hypotheses were formulated: the founding documents of Marista Institute demonstrate the commitment with the defense of education right as a fundamental human right; the pedagogical and management actions developed in the scope of Marista Pio X School, before legal standards of EDH, are already present conceptions and practices substantiated in Human Rights that estimulate the citizen participation of persons under law. The relevance of the theme proposed is justified before the urgency of educating in human rights, adopting a theoretical intercultural perspective, with a critical view of the processes, curriculum and individuals. As a comparative analysis device of this research, the reference documents in the Action Plan of World Program of Education in Human Rights as well as the curricular and methodological proposal of the Inter-American Institute of Human Rights - IIDH and national policy documents were collated. Research results indicate a coeherence between EDH principles and Marista Network of Basic Education's educatives principles, and the need of progress in their socio-educational practices present in pastoral, cultural and sports activities, that experiences the dimension of education in human rights as a systematic and multidimensional process. / A pesquisa analisou as políticas normativas que orientaram a Educação em Direitos Humanos (EDH) no plano global, regional e nacional, bem como a aplicação destas no âmbito da Educação Básica na Rede Marista de Educação e, a forma como vêm sendo trabalhadas pelos professores no componente curricular da EDH no Colégio Marista Pio X. Procurando compreender os aspectos fundamentais da história da Rede Marista de Educação Básica, buscamos apreender o contexto histórico-educacional do Instituto Marista com as ações de direitos humanos e investigar os elementos relacionados à prática pedagógica e curricular da disciplina de educação em direitos humanos no Colégio Marista Pio X. Para alcançar esse fim, construímos uma linha do tempo com as normativas internacionais, chegando até a política de Educação em Direitos Humanos no Brasil. Utilizamos as categorias a priori de análise histórico-educacional de espaçostempos (“arquitetura escolar”, território, lugar, simbologia), currículo (Giroux), inédito viável e emancipação (Freire) e a interculturalidade (Candau). É neste contexto que se localizam os documentos oficiais do Instituto Marista e da União Marista do Brasil – UMBRASIL, em especial, o Projeto Educativo do Brasil Marista e as Matrizes Curriculares Maristas, ambos de 2010; referências importantes para a inclusão da Educação em Direitos Humanos como disciplina curricular na Rede Marista de Educação Básica, chegando à questão central de nossa pesquisa, de caráter bibliográfico-documental, quando analisamos a experiência da EDH no Colégio Marista Pio X, em João Pessoa (PB), ministrada no 9º ano do Ensino Fundamental desde 2012. A partir das premissas levantadas, encontramos alguns pressupostos de que os documentos fundantes do Instituto Marista demonstram o compromisso com a defesa do direito à educação como direito humano fundamental; nas ações pedagógicas e de gestão desenvolvidas no âmbito do Colégio Marista Pio X, antes das normativas legais de EDH, já estão presentes concepções e práticas fundadas nos Direitos Humanos que estimulam a participação cidadã de sujeitos de direitos. A relevância da temática proposta justifica-se diante da urgência de educar em/para direitos humanos, adotando uma perspectiva teórica intercultural, de visão crítica dos processos, do currículo e do sujeito. Como instrumento de análise comparativa desta pesquisa, cotejamos os documentos de referência no Plano de Ação do Programa Mundial de Educação em Direitos Humanos da ONU para a Educação Básica, bem como a proposta curricular e metodológica do Instituto Interamericano de Direitos Humanos – IIDH e os documentos da política nacional em EDH. Os resultados da pesquisa indicam uma coerência nos princípios da EDH com os princípios educativos da Rede Marista de Educação Básica, e também a necessidade de se avançar em suas práticas socioeducativas presentes nas atividades pastorais, culturais e esportivas, que vivenciam a dimensão da educação em direitos humanos como processo sistemático e multidimensional.

The purpose of this research is to conduct a concept analysis and conceptual historical analysis as well as to develop a conceptual cartography of the concept of Human Rights Education (HRE) with reference to human rights in education. HRE has evolved into a burgeoning pedagogical formation that sources its currency from the perceived consensus on human rights universals. However, the proliferation of HRE is paradoxically not matched by a sustained and meaningful theoretical analysis of HRE though it has far-reaching implications for educational systems worldwide. This study provides a comprehensive theoretical analysis of HRE by examining the meanings that organise and construct the conceptual structure of HRE. The origins of the concept of HRE and its changing meanings are traced over time and paradigmatically analysed across a variety of theoretical orientations. This study also shows that HRE is a concept that is subjected to an unexplored and unexplained conceptual eclecticism that hampers its pedagogical potential as a counter-measure to human rights violations and human suffering. Amongst all the conceptual possibilities that could have been developed as an analytical interplay between the conceptual cartography, models, approaches and typologies of HRE, this study demonstrates that the dominant conceptual structure of HRE has grown into a declarationist, conservative, positivistic, uncritical, compliance-driven framework that is in the main informed by a political literacy approach. Consequently, this study develops alternative conceptual principles buttressed by a non-declarationist conception of HRE that stands in a critical and anti-deterministic relationship with human rights universals. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

Department of Educational Management / DEd