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      International human rights, citizenship education, and critical realism

      research-article
      London Review of Education
      IOE Press
      CHILDREN'S RIGHTS, CRITICAL REALISM, EMBODIED RIGHTS, ETHICS, POLITICS, UNIVERSAL RIGHTS

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          Abstract

          Citizenship education invokes dilemmas even for the most committed teachers and students, researchers, and innovators. How can citizenship education advance equity and equal rights within highly unequal schools and societies? How can it support young people to feel they have the competence, confidence, and right to vote and to challenge injustice? How can we be sure international human rights are realities, not merely passing ideologies? This paper argues that rights really exist as expressions of visceral embodied human needs and moral desires that are integral to human relationships. Rights also serve as powerful legal structures that can help to prevent and remedy wrongs, and they work as enduring high standards and aspirations. The paper suggests how critical realism can help educators to resolve dilemmas in theoretical education about rights as knowledge, principles, and mechanisms, and in practical education that enables students to enjoy and exercise their rights and respect those of other people.

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          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          28 November 2016
          : 14
          : 3
          : 1-12
          Article
          1474-8460(20161128)14:3L.1;1- s1.phd /ioep/clre/2016/00000014/00000003/art00001
          10.18546/LRE.14.3.01
          7a823dae-a8d4-496d-a1ba-64da956bb9dd
          Copyright @ 2016
          History
          Categories
          Articles

          Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
          CRITICAL REALISM,UNIVERSAL RIGHTS,POLITICS,ETHICS,EMBODIED RIGHTS,CHILDREN'S RIGHTS

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