Titlebook: Critical Human Rights Education; Advancing Social-Jus Michalinos Zembylas,André Keet Book 2019 Springer Nature Switzerland AG 2019 Universa

等待

Entwicklung ihrer Konstruktionsformens teaching and learning: ‘affect’ and ‘counter-conduct’. Both terms are at the heart of HRE approaches that aim at cultivating resistance in children and youth so that they respond in critically affective and action-oriented ways to human rights violations and social injustices in ‘the everyday’. Th

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Die Bewegung des Wassers in den Turbinene crises of our times. The interplay between crisis and critique, so this chapter argues, will open up new possibilities for emancipatory praxes within HRE that are better rooted within social reality. An enhancement of the social justice potential of HRE is also anticipated. Treating crisis and cri

不怕任性

Die Bewegung des Wassers in den Turbinenof human rights universals and advances the project of re-contextualising human rights in the historical horizon of modernity/coloniality. This alternative configuration of HRE as ‘critical’ and ‘transformative’ offers pedagogical and curricular possibilities that go beyond conventional forms of HRE

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Konstruktion der Leitradschaufel and pluriversal HRE. We argue that engaging in this project is an unfinished and ongoing endeavour of highlighting that the struggle for global social justice is inseparable from the struggle for enriching HRE policies and practices around the world. Our theorisation in this book, then, makes a mod

杂役

https://doi.org/10.1007/978-3-030-27198-5Universal Declaration of Human Rights; Universality of human rights; HRE; Human Rights Education; Renewa

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engrossed

2214-9759 ts education both theoretically and in praxis.Highlights the.This book engages with human rights and human rights education (HRE) in ways that offer opportunities for criticality and renewal. It takes up various ideas, from critical and decolonial theories to philosophers and intellectuals, to theor

确定

Wehre und Zuleitungen zu Kraftanlagenrks against the ‘critical’. Using Malabou’s concept of ‘plasticity’, a case is made that the regenerating HRE can best be conceived of on the level of ‘left over’ forms within which ‘critical hope’ is viewed as constitutive of its radicalisation.

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It Is Time: Critical Human Rights Education in an Age of Counter-Hegemonic Distrust,to the counter-hegemonic distrust in human rights that we experience today. Popular and dominant formulations of HRE, we argue, lack the conceptual and practical resources to be transformative, let alone emancipatory. Steering our reasoning through the historical development of HRE, we conclude that the time for . has arrived.