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| International humanitarian law and basic education | |
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| Author(s) |
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Sobhi Tawil |
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| Publisher |
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International Committee of the Red Cross |
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| Place of Publication |
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Geneva |
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| Year of Publication |
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2000 |
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| ISBN/ISSN |
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- |
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| Language(s) |
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English |
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| Keywords |
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article, school administrators, teachers, formal education, curriculum development, global education, international humanitarian law, right to education, International Committee of the Red Cross/Crescent (ICRC) |
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| Description |
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Article from the "International Review of the Red Cross" (No. 839) in which the author provides examples show that the content of educational initiatives on international humanitarian law (IHL) appears to respond to diverse educational concerns in very different social and political settings, concerns that range from the need for humanitarian preparedness in the event of armed conflict to less risky and more appropriate means of addressing issues of social and political violence. In post-conflict and transitional divided societies, education based on the exploration of humanitarian issues highlights the common human concerns that arise in times of armed conflict and are often obscured by politically and ideologically driven analyses. By developing a sense of global citizenship, the ethical explorations proposed by programmes, such as the ICRC's Exploring Humanitarian Law curriculum, contribute to the common core of basic education. In addition to this link between humanitarian law and the substance of basic education, IHL also enhances the legal protection of the right to education in times of armed conflict. As a result of these links at the pedagogical and legal levels, it may easily be argued that humanitarian law has a central role to play in international policy-making with regard to basic education. |
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| URL(s) |
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http://www.icrc.org/Web/eng/siteeng0.nsf/htmlall/5
7JQQ4?OpenDocument&View=defaultBody&style=custo_print English
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