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020 _a9783030271985
024 7 _a10.1007/978-3-030-27198-5
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
082 0 4 _a370.1
_223
100 1 _aZembylas, Michalinos.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aCritical Human Rights Education
_h[electronic resource] :
_bAdvancing Social-Justice-Oriented Educational Praxes /
_cby Michalinos Zembylas, André Keet.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aXI, 154 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Philosophies and Theories in Education,
_x2214-9759 ;
_v13
505 0 _a1. Introduction: Does Human Rights Education Exist? -- 2. It is Time: Critical Human Rights Education in an Age of Counter-Hegemonic Distrust -- 3. The Political and Pedagogical Renewal of Human Rights Education -- 4. Towards an Agonistic Account of Human Rights Education -- 5. Capital Rights: Human Rights Education and Neoliberal Pedagogies -- 6. Political Depression, Cruel Optimism and Pedagogies of Reparation -- 7. Plasticity, Critical Hope and the Regeneration of Human Rights Education -- 8. Affect and Counter-Conduct: Cultivating Action for Social Change -- 9. Crisis and Critique: Critical Theories and the Renewal of Citizenship-, Democracy-, and Human Rights Education -- 10. Decolonial Strategies and Pedagogical/Curricular Possibilities -- 11. Conclusion: An Unfinished Project.
520 _aThis book engages with human rights and human rights education (HRE) in ways that offer opportunities for criticality and renewal. It takes up various ideas, from critical and decolonial theories to philosophers and intellectuals, to theorize the renewal of HRE as Critical Human Rights Education. The point of departure is that the acceptable “truths” of human rights are seldom critically examined, and productive interpretations for understanding and acting in a world that is soaked in the violations these rights try to address, cannot emerge. The book cultivates a critical view of human rights in education and beyond, and revisits receivable categories of human rights to advance social-justice-oriented educational praxes. It focuses on the ways that issues of human rights, philosophy, and education come together, and how a critical project of their entanglements creates openings for rethinking human rights education (HRE) both theoretically and in praxis. Given the persistence of issues of human rights worldwide, this book will be useful to researchers and educators across disciplines and in numerous parts of the world.
650 0 _aEducation—Philosophy.
650 0 _aSocial justice.
650 0 _aHuman rights.
650 0 _aPhilosophy and social sciences.
650 1 4 _aEducational Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650 2 4 _aSocial Justice, Equality and Human Rights.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X33070
650 2 4 _aPhilosophy of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E25000
700 1 _aKeet, André.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030271978
776 0 8 _iPrinted edition:
_z9783030271992
776 0 8 _iPrinted edition:
_z9783030272005
830 0 _aContemporary Philosophies and Theories in Education,
_x2214-9759 ;
_v13
856 4 0 _uhttps://doi.org/10.1007/978-3-030-27198-5
942 _2ddc
_cEBOOK