| |
Everyone is in agreement in saying that knowledge of the legal foundations of education and instruction in human rights seems absolutely indispensable and necessary for understanding and incorporating the law in education. This has been quite rightly stated and affirmed by numerous educators and teachers of the social sciences and the humanities. We will not re-enter into this now. On the other hand, it will be convenient to examine other, complementary foundations of the legal issues of the question, but more with regard to the processes of apprenticeship and the social dimensions of the education. We will therefore take a look at the entirety of the scientific, curricular, socio-educational and political foundations of human rights education (HRE). More
This last month of April the UN General Assembly has created the Human Rights Council - replacing the extinguished Human Rights Commission – through Resolution 60/251. The Resolution describes the mandate of the Council in paragraphs 2 to 5. § 2 and 4 are reminders of the general principles which must guide the Council, such as fairness, non-discrimination, universality, impartiality, etc. § 3 gives the Council its first mandate, i. e. addressing situations of violations of human rights, including gross and systematic violations, and promoting mainstreaming of human rights whithin the United Nations system.. More
In the United States, it can be observed that the number of rules imposed on adolescents is increasing. This is the observation of “The Association for Supervision and Curriculum Development”. Protecting adolescents against danger – including terrorism – and improving their educational performance are a number of the motives invoked to justify this tightening of adult authority within schools.
In certain educational establishments in Iowa, for example, students have assigned places to eat at noon; in others, they are forbidden to have bottles of water in their possession for fear that these will serve to camouflage alcohol. Backpacks are also forbidden for reasons of security. And in certain cases the desire for control of the educational authorities overflows into private life after class hours in order to make up for the presumed deficiencies in parental supervision. More
