Dear All Thanks for the fascinating debates: Two quick points: a) On designations and names: HRE and Civic/Citizenship Education: The designation of a particular pedagogical formation is important but in a field like the one we are working in it can become paralyzing and add to conceptual muddle. I suggest that working around exit-level outcomes-objectives (those skills, values and attitudes) aimed for at the end of a programme is probably a bit more useful. In short ... what I am suggesting is that we need to construct designations around exit level outcomes on various levels of a learning process. b) On neutrality and objectivity: A braham is of course right but ....once again: the ultimate objective or contribution that a pedagogical activity is claiming to make and it real thrust towards this objective determine its stance. For instance, if 'social justice' is the vision, will the kind of non-neutrality of HRE be appropriate??? Or do we look for something else??? HRE has long been constructing its own non-neutral stance ... in whose interest???... Also ... please find a paper I delivered at the International Conference on the Right to Education in Amsterdam late last year. Some ideas about HRE are also reflected. Two more writings will be circulated soon: a) A report on Democracy HRE in the SADC region (a project of the Electoral Institute of Southern Africa) b) A report on HRE in South Africa (curriculum constructions; conceptual frameworks and two case studies) Warm regards to all Andre Keet Director National Centre for Human Rights Education and Training South African Human Rights Commission.
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