Toward a critical hermeneutical approach of human rights education. Universal ideals, contextual realities and teachers' difficulties.

Autor/inn/en	Zembylas, Michalinos; Charalambous, Panayiota; Charalambous, Constadina; Lesta, Stalo
Titel	Toward a critical hermeneutical approach of human rights education. Universal ideals, contextual realities and teachers' difficulties.
Quelle	In: Journal of curriculum studies, 49 (2017) 4, S. 497-517Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2016.1188156
Schlagwörter	Pädagogik; Gesellschaft; Konflikt; Lehrer; Lehrerin; Menschenrechte
Abstract	The present paper takes the approach of critical hermeneutics in human rights education (HRE) that has been developed theoretically and tries to operationalize it in pedagogical practice. In particular, a group of Greek-Cypriot teachers were trained in a series of workshops on how critical hermeneutical approach (CHA) could be taught in the context of HRE. The paper explores teachers' difficulties with and perspectives of CHA during the training designed and offered by the authors. The findings show how, in addition to epistemological issues involved concerning the meaning and implications of the CHA, the particularities of the local context (ethnic conflict, pedagogic traditions, educational structures) influenced the uptake of this approach. The implications are discussed in relation to the need to identify the difficulties teachers have with specific pedagogical approaches of HRE as they become manifest contextually, and the need to design teacher training in which teachers have opportunities to reflect upon and engage with these difficulties through a critical interpretive lens.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2017/4