Algunas perspectivas investigativas internacionales contemporáneas sobre formación y pedagogía de los derechos humanos

La pedagogía en derechos humanos cobra cada vez mayor fuerza, en especial en el área de la investigación de programas de posgrado. El objetivo de este texto es ilustrar el estado actual de las investigaciones sobre el campo de la formación y la pedagogía de los derechos humanos desde una perspectiva internacional. En vista de la escasa documentación que exponga sus campos de estudio, se han identificado tres: 1) Estudios relacionados con derechos humanos y cultura, 2) Enfoques diferenciales sobre sujetos de derechos humanos y 3) Estudios de caso sobre países en particular. La investigación internacional en derechos humanos es amplia y diversa, supera las visiones clásicas de los conflictos armados y expone nuevas experiencias que pueden ser emuladas nacionalmente.

keywords: Pedagogía de los Derechos Humanos, Didáctica de los Derechos Humanos, Enseñanza de los Derechos Humanos, Investigación en Derechos Humanos

Al-Nakib, R. (2012). Human rights, education for democratic citizenship and international organisations: findings from a Kuwaiti UNESCO ASPnet school. Cambridge Journal of Education, 42(1), 97-112. https://doi.org/10.1080/0305764X.2011.652072

Andreopoulos, G. (2002). Human Rights Education and Training for Professionals. International Review of Education, 48(3-4), 239-249. https://doi.org/10.1023/A:1020326030923

Austin, W. C., McDowell, T., & Sacko, D. H. (2006). Synergy Across the Curriculum: Simulating the Institution of Postwar Iraqi Government. Journal of Political Science Education, 2(1), 89-112. https://doi.org/10.1080/15512160500484127

Baccouche, T. (2002). L’experience regionale arabe en matiere d’education aux droits de l’homme dans les situations d’apprentissage informel. International Review of Education, 48(3-4), 217-228. https://doi.org/10.1023/A:1020364131311

Bajaj, M. (2004). Human rights education and student self-conception in the Dominican Republic. Journal of Peace Education, 1(1), 21-36. https://doi.org/10.1080/1740020032000178285

Bajaj, M. (2011). Teaching to transform, transforming to teach: exploring the role of teachers in human rights education in India. Educational Research, 53(2), 207-221. https://doi.org/10.1080/00131881.2011.572369

Bengs, B. L., & Augustin, B. J. (2010). Right Bombs, Right Target: Law of Armed Conflict Instruction for United States Air Force Officer Candidates. Journal of Applied Security Research, 5(3), 397-413. https://doi.org/10.1080/19361611003601231

Bowie, B. (2012). Human rights education and the post secular turn. Journal of Beliefs & Values, 33(2), 195-205. https://doi.org/10.1080/13617672.2012.694062

Burke, K. M. (2007). Human rights and the rights of the child, a panoramic view. Globalisation, Societies and Education, 5(3), 333-349. https://doi.org/10.1080/14767720701662048

Çayır, K., & Bağli, M. T. (2011). ‘No‐one respects them anyway’: secondary school students’ perceptions of human rights education in Turkey. Intercultural Education, 22(1), 1-14. https://doi.org/10.1080/14675986.2011.549641

Day, L. E., Vandiver, M., & Janikowski, W. R. (2003). Teaching the ultimate crime: Genocide and international law in the criminal justice curriculum. Journal of Criminal Justice Education, 14(1), 119-131. https://doi.org/10.1080/10511250300085691

Druba, V. (2002). The Problem of Child Soldiers. International Review of Education, 48(3-4), 271-278. https://doi.org/10.1023/A:1020309527289

Gearon, L. (2008). Freedom from repression: some thoughts on totalitarianism for religious, spiritual and citizenship/human rights education. International Journal of Children’s Spirituality, 13(1), 5-14. https://doi.org/10.1080/13644360701834791

Gundara, J. (2000). Religion, human rights and intercultural education. Intercultural Education, 11(2), 127-136. https://doi.org/10.1080/713665241

Hart, S. N. (2002). Making Sure The Child’s Voice Is Heard. International Review of Education, 48(3-4), 251-258. https://doi.org/10.1023/A:1020373914085

Hung, R. (2012). Being human or being a citizen? Rethinking human rights and citizenship education in the light of Agamben and Merleau-Ponty. Cambridge Journal of Education, 42(1), 37-51. https://doi.org/10.1080/0305764X.2011.651202

Inagaki, A. (2002). Teaching Human Rights Education in Indonesian Schools. International Review of Education, 48(3-4), 279-280. https://doi.org/10.1023/A:1020365712268

Jawoniyi, O. (2011). Children’s rights and religious education in state-funded schools: an international human rights perspective. The International Journal of Human Rights, 16(2), 337-357. https://doi.org/10.1080/13642987.2011.563512

Khoja-Moolji, S. (2014). Producing neoliberal citizens: critical reflections on human rights education in Pakistan. Gender and Education, 26(2), 103-118. https://doi.org/10.1080/09540253.2014.898025

Leung, Y. W. (2008). An ‘action‐poor’ human rights education: a critical review of the development of human rights education in the context of civic education in Hong Kong. Intercultural Education, 19(3), 231-242. https://doi.org/10.1080/14675980802078590

Liebel, M. (2002). Child Labour and the Contribution of Working Children’s Organisations in the Third World. International Review of Education, 48(3-4), 265-270. https://doi.org/10.1023/A:1020328610451

Magendzo, A. (2005). Pedagogy of human rights education: a Latin American perspective. Intercultural Education, 16(2), 137-143. https://doi.org/10.1080/14675980500133549

Nazzari, V., McAdams, P., & Roy, D. (2005). Using transformative learning as a model for human rights education: a case study of the Canadian Human Rights Foundation’s International Human Rights Training Program. Intercultural Education, 16(2), 171-186. https://doi.org/10.1080/14675980500133614

Parra Ávila, E. (2016). Temas y tendencias internacionales contemporáneas en investigación sobre pedagogía de los derechos humanos. Actualidades Pedagógicas, (67), 15-30. http://dx.doi.org/10.19052/ap.3454

Print, M., Ugarte, C., Naval, C., & Mihr, A. (2008). Moral and human rights education: the contribution of the United Nations. Journal of Moral Education, 37(1), 115-132. https://doi.org/10.1080/03057240701803726

Reardon, B. A. (2002). Human Rights and the Global Campaign for Peace Education. International Review of Education, 48(3-4), 283-284. https://doi.org/10.1023/A:1020369813176

Ross, J. I., & Rothe, D. L. (2007). Swimming Upstream: Teaching State Crime to Students at American Universities. Journal of Criminal Justice Education, 18(3), 460-475. https://doi.org/10.1080/10511250701705446

Rukanda, M. (2002). Education for Human Rights Democracy in Southern Africa: A Pilot Project in Mozambique, Namibia and Zimbabwe. International Review of Education, 48(3-4), 285-286. https://doi.org/10.1023/A:1020321930015

Starkey, H. (2012). Human rights, cosmopolitanism and utopias: implications for citizenship education. Cambridge Journal of Education, 42(1), 21-35. https://doi.org/10.1080/0305764X.2011.651205

Takeda, S. (2012). Human rights education in Japan: an historical account, characteristics and suggestions for a better-balanced approach. Cambridge Journal of Education, 42(1), 83-96. https://doi.org/10.1080/0305764X.2011.651203

Vithal, R. (2005). Gender justice, human rights and measurement in the mathematics classroom. International Journal of Mathematical Education in Science and Technology, 36(8), 827-841. https://doi.org/10.1080/00207390500084914

Zembylas, M. (2013). The Teaching of Patriotism and Human Rights: An uneasy entanglement and the contribution of critical pedagogy. Educational Philosophy and Theory, 46(10), 1143-1159. https://doi.org/10.1080/00131857.2013.803238

license

How to Cite

Parra Ávila, E. (2019). Algunas perspectivas investigativas internacionales contemporáneas sobre formación y pedagogía de los derechos humanos. Análisis Jurídico Político, 1(1), 73-92. https://doi.org/10.22490/26655489.3214

Download Citation

Almétricas

No metrics available.

see details

Metrics

Archivos descargados

268