Synthesizing participatory human rights education and critical consciousness in Australian schools: Possibilities and challenges for educators developing a model of human rights education

Keith Heggart

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Synthesizing participatory human rights education and critical consciousness in Australian schools

Possibilities and challenges for educators developing a model of human rights education

于Politics, Participation & Power Relations

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Keith Heggart

Keith Heggart Faculty of Arts and Social Sciences University of Technology Sydney

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类型:: 章节

Page Range:: 83–100

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Human rights education is currently a popular topic amongst educators and academics. The emphasis on education reflects a departure from a strictly legal understanding of human rights and a move towards an emphasis on pedagogy and social justice. However, the history of human rights education in Australia is a limited and fragmentary one; in the past, civics and citizenship educational programs have generally been seen as more important. These programs ostensibly seek to develop informed and active citizens through formal schooling curricula. However despite their lofty aims, these programs are taught in a way that emphasizes didactic teaching, content knowledge and understanding of the historyof democracy, all of which maintains the status quo and the attendant oppression on the bases of class, race and gender, rather than equipping students with the knowledge, skills and attitudes to actively seek out and unmask oppression andthen challenge that oppression. The problems identified by educators with the current model provide valuable information for the development of a model of human rights education in Australia. It is crucial that such a model not only addresses education about citizenship and human rights, but more precisely education through and for human rights.

This chapter explores the theoretical and practical considerations behind the development of such a model, identifying the problems and challenges for educators. It also identifies the way different models of citizenship education, including those of Dewey, McLaughlin (1992), and Westheimer and Kahne (2004) might be synthesized with Freire’s (1970) model of Popular Education to create a more fitting structure of human rights education for schools. In addition, this chapter also seeks to identify the links between civics and citizenship education and human rights education, especially in the context of global citizenship.

This chapter highlights the efforts of a number of human rights education programs in Australian schools, including one such effort to establish a critical citizenship program, whereby students are encouraged to actively take on a role in the democratic leadership of both the school and the community. This program,based in part upon Freire’s model of Popular Education, involves school students of all ages in democratic consensus-building and problem solving, where students have had the opportunity to identify the dominant ideology of endemic racism in Western Sydney, and then, through organizing a social movement of their own, and involving the local and global community, challenging this representation of racism and creating a more just community.

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Politics, Participation & Power Relations

Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community

丛编： Critical Issues in the Future of Learning and Teaching, 卷： 4

Cover Politics, Participation & Power Relations

ISBN:: 9789460917431

出版社:: Brill

印刷出版日期:: 01 Jan 2012

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- Education
  - Educational Theory

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Synthesizing participatory human rights education and critical consciousness in Australian schools

Possibilities and challenges for educators developing a model of human rights education

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Politics, Participation & Power Relations

Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community

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