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Sommario
Editors' Introduction, PART ONE: ALTERNATIVE RATIONALES AND CONCEPTUALIZATIONS, 1. Human Rights Education: Alternative Conceptions, 2. Gender and Education in a Global Context, 3. Law-related Education: An Overview, 4. Education for Economic Responsibility: Towards a Definition and Rationale, 5. Cultural Diversity and Minority Rights: A Consummation Devoutly to Be Demurred, PART TWO: TEACHING HUMAN RIGHTS: APPROACHES AND STRATEGIES, 6. Teaching for Human Rights and Social Responsibility, 7. To Begin at a Beginning: Teaching for Human Rights, 8. Some Problems in Teaching Human Rights, 9. Teaching for Human Rights, 10. Conflict or Compromise? The Dilemma for Religious and Moral Education, PART THREE: HUMAN RIGHTS TEACHING IN A GLOBAL CONTEXT, 11. Political Education for Global Citizenship, 12. Strategies for Learning Peace, 13. International Studies and Moral Responsibility, 14. Education for World Awareness: Teaching Strategies for Worldmindedness, 15. Ethnic and Cultural Diversity and Educational Policy in an International Context, PART FOUR: LINKING MULTICULTURAL EDUCATION AND GLOBAL ISSUES, 16. Linking Multicultural and Development Education to Promote Respect for Persons and Cultures: A Canadian Perspective, 17. Educational Policy and International Understanding: A Case Study, 18. University Teaching around the World, 19. Urbanism and Cultural Diversity: A Major Challenge for Education, EPILOGUE: The Challenge: Education for Human Rights and International Citizenship, Author Index, Subject Index
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Edited by James Lynch, Celia Modgil, Sohan Modgil
Riassunto
First published in 1992. This is Volume 4 of a series of four on Cultural Diversity and the Schools and focusses on Human Rights, Education and Global Responsibilities. One of the major problems facing societies in almost all parts of the world is the inadequate accommodation of social equity with cultural diversity. The crisis emanating from neglect of this issue can be seen in societies as different and wide apart as the Soviet Union, India, Pakistan, the United States and the United Kingdom. This series seeks to contribute, through joint publication and the stimulation of greater discourse, to identify the pathways to a less selfish and parochial response to the continuing dilemma of equity and diversity, not solely within the nation state, but also internationally.
