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Decolonizing Human Rights Education: Critical Pedagogy Praxis in Higher Education

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Title: Decolonizing Human Rights Education: Critical Pedagogy Praxis in Higher Education
Language: English
Authors: Woldeyes, Yirga Gelaw, Offord, Baden
Source: International Education Journal: Comparative Perspectives. 2018 17(1):24-36.
Availability: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Civil Rights, Critical Theory, Teaching Methods, Cultural Pluralism, Cultural Differences, Immigrants, Foreign Policy, Foreign Countries, Epistemology, Ethics, Correlation, Power Structure, Land Settlement
Geographic Terms: Australia
ISSN: 2202-493X
Abstract: This article tackles specific issues that arise in teaching human rights in a Western academic institution. As critical human rights scholars, we are concerned with a pedagogy of human rights that gives respect to cultural diversity and the cross-cultural applicability of concepts and social issues in ways that are not antithetical to the purpose of human rights itself. In the Australian context where we are located both as human rights educators and immigrants, our approach depends on giving critical attention to questions of colonialism and its aftermath; to how contemporary human rights are understood across diverse cultures and subjectivities; and how to enable decolonizing methodologies to ensure an ethical exchange and negotiation of human rights learning and teaching in a higher education context. This approach is significant since contemporary Australia is an immigrant nation, a settler colonial society that is located in the South and yet problematically dominated by ontological and epistemological orientations towards the North. We argue that a critical pedagogy of human rights involves a robust non-colonizing and ethical engagement that is both self-reflexive and aware of complicit power relations. We seek to interrogate power as understood through the relationship between lived experience, knowledge and education. In our article we examine, through examples in our own teaching practice, how we seek to create and enable a critical pedagogical space that allows such an ethical engagement to take place. [Note: The title on the website is "Enabling a Critical Pedagogy of Human Rights in Higher Education through De-Colonising Methodologies."]
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1180472
Database: ERIC
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  Data: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
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  Data: This article tackles specific issues that arise in teaching human rights in a Western academic institution. As critical human rights scholars, we are concerned with a pedagogy of human rights that gives respect to cultural diversity and the cross-cultural applicability of concepts and social issues in ways that are not antithetical to the purpose of human rights itself. In the Australian context where we are located both as human rights educators and immigrants, our approach depends on giving critical attention to questions of colonialism and its aftermath; to how contemporary human rights are understood across diverse cultures and subjectivities; and how to enable decolonizing methodologies to ensure an ethical exchange and negotiation of human rights learning and teaching in a higher education context. This approach is significant since contemporary Australia is an immigrant nation, a settler colonial society that is located in the South and yet problematically dominated by ontological and epistemological orientations towards the North. We argue that a critical pedagogy of human rights involves a robust non-colonizing and ethical engagement that is both self-reflexive and aware of complicit power relations. We seek to interrogate power as understood through the relationship between lived experience, knowledge and education. In our article we examine, through examples in our own teaching practice, how we seek to create and enable a critical pedagogical space that allows such an ethical engagement to take place. [Note: The title on the website is "Enabling a Critical Pedagogy of Human Rights in Higher Education through De-Colonising Methodologies."]
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      – SubjectFull: Immigrants
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      – SubjectFull: Foreign Policy
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