Critical Human Rights, Citizenship, and Democracy Education Entanglements and Regenerations

Michalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus, Cyprus. He is Visiting Professor and Research Fellow at the Institute for Reconciliation and Social Justice, University of the Free State, South Africa, and Research Associate at Nelson Mandela University (NMU) - Chair, Critical Studies in Higher Education Transformation, South Africa.André Keet holds the Chair in Critical Studies in Higher Education Transformation at Nelson Mandela University, South Africa. He is a Visiting Professor at the Centre for Race, Education and Decoloniality, Carnegie School of Education at Leeds Beckett University, UK. Prior to this he served as the Director of the Institute for Reconciliation and Social Justice at the University of the Free State, South Africa.

Critical Human Rights, Citizenship, and Democracy Education presents new scholarly research that views human rights, democracy and citizenship education as a critical project. Written by an international line-up of contributors including academics from Canada, Cyprus, Ireland, South Africa, Sweden, the UK and the USA, this book provides a cross-section of theoretical work as well as case studies on the challenges and possibilities of bringing together notions of human rights, democracy and citizenship in education. The contributors cultivate a critical view of human rights, democracy and citizenship and revisit these categories to advance socially just educational praxis and highlight ground-breaking case studies that redefine the purposes and approaches in education for a better alignment with the justice-oriented objectives of human rights, democracy and citizenship education. A critical response, reflecting on the issues raised throughout the book, provides a conclusion. This is essential reading for those researching these pedagogical forms and will be valuable to practitioners and activists in fields as diverse as education, law, sociology, health sciences and social work and international development.

Includes a critical response essay from renowned education scholar, Lis Lange

Editors' IntroductionPart I: Key Theoretical Issues in Education for Human Rights, Democracy and Citizenship1. Unearthing the Transformative Potential of Human Rights Education: Power, Knowledge and Ideology CritiqueJoanne Coysh (Warwick University, UK)2. The Hermeneutics of Human Rights Education For Deliberative Democratic CitizenshipFuad Al-Daraweesh and Dale Snauwaert (University of Toledo, USA)3. Criticism and Critique: Critical Theory and the Renewal of Citizenship, Democracy and Human Rights EducationAndre Keet (University of the Free State, South Africa)4. The Critical Potential of Using Counter Narratives in Human Rights EducationRebecca Adami (Stockholm University, Sweden)5. The Pitfalls of Cheap Sentimentality: The Role of Emotion in Developing a Critical Orientation of HREMichalinos Zembylas (Open University of Cyprus, Cyprus)6. Fostering Harmony and Dealing with Difference in Education: A Critical Review of Perspectives on Intergroup RelationsJoanne Hughes & Rebecca Loader (Queens University Belfast, Ireland)7. Universal Values: Origins, Debates and Renewal and SchoolingFelisa Tibbitts (Columbia University, USA)Part II: Case Studies8. Children's Rights in India: Critical Insights on Policy and PracticeMonisha Bajaj (University of San Francisco, USA)9. Towards a Multiplicity: Human Rights and other Vocabularies of Justice in PakistanShenila Khoja-Moolji (University of Pennsylvania, USA)10. Citizenship Education in Northern Ireland: Blunting the Cutting Edge of Human Rights?Lesley Emerson (Queens University Belfast, Ireland) and Alan McCully (Ulster University, Ireland)11. The Limits of Human Rights Education: The Case of South AfricaKayum Ahmed (Columbia University, USA)12. Rights-Based Schooling: The Hampshire ExperienceKatherine Covell (Cape Breton University, Canada)13. Critical Human Rights Education as Democratic Praxis in Diverse US SchoolsCarol Anne Spreen, Chrissie Monaghan and Anna Hillary (New York University, USA)Critical Response by Lis Lange (University of the Free State, South Africa)Index