Modes of discourse about education, peace and human rights in the 1974 UNESCO Recommendation.

Saved in:

Bibliographic Details
Title:	Modes of discourse about education, peace and human rights in the 1974 UNESCO Recommendation.
Authors:	Savolainen, Kaisa¹ kaisa.savolainen@kolumbus.fi, Torney-Purta, Judith² jtpurta@umd.edu
Source:	Prospects (00331538). Dec2011, Vol. 41 Issue 4, p581-596. 16p.
Subject Terms:	Education, Teachers, Human rights, Peace
Company/Entity:	UNESCO
Abstract:	How do culturally, politically, and economically different actors define education in the UNESCO 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms? This exploration of the document aims to increase understanding of the work of organizations such as UNESCO, as well as stimulating new attention to the area of education for international understanding, peace, and human rights. The text of the Recommendation is analysed discursively, and five repertoires are identified: instruction, principled, factual, stand-taking, and adjusting, as well as a wider discourse of rationality. Repertoires construct positions for the speaker, here the General Conference of UNESCO, and for those to whom the Recommendation is addressed (member states). The adjusting discourse, in which member states are given opportunities to define alternative modes of implementation, is especially important. Identifying the modes of discourse used in the document helps to explain implicit aspects of the normative texts drafted by UNESCO and by international organizations generally. This analysis also provides a basis for reflection on the interaction between international organizations, education policy makers, and educators in this area. [ABSTRACT FROM AUTHOR]
	Copyright of Prospects (00331538) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	How do culturally, politically, and economically different actors define education in the UNESCO 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms? This exploration of the document aims to increase understanding of the work of organizations such as UNESCO, as well as stimulating new attention to the area of education for international understanding, peace, and human rights. The text of the Recommendation is analysed discursively, and five repertoires are identified: instruction, principled, factual, stand-taking, and adjusting, as well as a wider discourse of rationality. Repertoires construct positions for the speaker, here the General Conference of UNESCO, and for those to whom the Recommendation is addressed (member states). The adjusting discourse, in which member states are given opportunities to define alternative modes of implementation, is especially important. Identifying the modes of discourse used in the document helps to explain implicit aspects of the normative texts drafted by UNESCO and by international organizations generally. This analysis also provides a basis for reflection on the interaction between international organizations, education policy makers, and educators in this area. [ABSTRACT FROM AUTHOR]
ISSN:	00331538
DOI:	10.1007/s11125-011-9209-3