[hr-education] Re: Theoretical framework, legal bases and history of HRE

I am responding to Abraham Magendzo's helpful contribution to this debate.
I feel that he has expressed the essence of HRE when he states that:
'Human rights are the normative and ethical support for peace and
citizenship education. HRE is par excellence political education'.

He then refers to the different contexts in which HRE developed. In Chile
it was possible to speak about peace education but not HRE which was
considered too political.

The opposite was the case in Britain. In the 1980s the (Cold War)
political climate was such that it became very difficult to promote peace
education. Powerful political forces, including sections of the media,
ridiculed antiracism. Attempts to counter homophobia in schools were
banned. Some of us turned to HRE as providing a potentially protected
space within this adverse political climate.

HRE promotes 'freedom justice and peace in the world' (UDHR preamble)
through education. Although this agenda is the agenda of the United
Nations and should therefore be uncontroversial, in practice it is often
perceived as politically threatening.

HRE has two strategic advantages.

1. It is based on human rights instruments that governments across the
world have signed up to. In promoting HRE we are helping our governments
to fulfil their international obligations and undertakings.

2. We can benefit from international solidarity so that our efforts to
provide education for a more just and peaceful world are not in isolation.
Inter-governmental organisations such as UNESCO and Council of Europe
support and promote HRE and enable the sharing of experience. This is
complemented by the work of international NGOs, including, of course,
HREA.

Good wishes

Hugh Starkey
Course leader for MA Citizenship /History Education by distance
learning
University of London Institute of Education
Website:
{http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4591&4591_0=9919 }

 

 
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