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Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship.
List of contents
Acknowledgements. Preface. Part 1: Human Rights, International Agreements and Shared Values 1. Human Rights as Universal Standards 2. Taking Children’s Rights Seriously: Implementing the UN Convention on the Rights of the Child 3. The Council of Europe and Human Rights Education Part 2: Human Rights Education and Political Realities 4. Challenging Racism, Xenophobia and Intolerance 5. Education for Citizenship and Democracy 6. Teachers’ and Student Teachers’ Understandings of Human Rights, Citizenship and Identities Part 3: Human Rights and the Curriculum 7. Curriculum Development in Teacher Education 8. Human Rights and the Professional Development of Teachers 9. Human Rights and the School Curriculum 10. Looking to the Future. Appendices 1. The United Nations Universal Declaration of Human Rights 2. Summary of UN Convention on the Rights of the Child 3. Recommendation R(85)7. Bibliography. Index.
About the author
Audrey Osler, Hugh Starkey
Summary
Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young people’s awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum.
The book will benefit teacher trainers, teachers and education policy makers concerned with race, gender and special needs: undergraduate and postgraduate student teachers and educational researchers.
