小學人權教育教學之比較研究：探究台北與新德里社會科教師之角色 - 政大學術集成

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(1)Pedagogy of Human Rights Education in the Elementary Schools of Taipei and New Delhi: Probing the Role of Social Science Teachers. By. 立. 治政 Anamika 大. ‧ 國. 學. A dissertation submitted in partial fulfillment of the Requirements for. ‧. the degree of Doctor of Philosophy in Education. n. er. io. sit. y. Nat. al. iv. Advisors: Tung-Liao C Cheng, Ph.D. and U nTsao-Lin Fong, Ph.D.. hengchi. Department of Education National Cheng-chi University 2010.

(2) Pedagogy of Human Rights Education in the Elementary Schools of Taipei and New Delhi: Probing the Role of Social Science Teachers (Abstract). Education is an important institution that shapes our society through continuous socialization of pupils. It prepares future generations to participate in social change and. 政治大 Human rights education can be introduced at all levels of education. The elementary level 立. contributes to society‟s development. Moreover, it makes pupils aware of their rights.. Social Science education is crucial for the development of the concept of human rights. ‧ 國. 學. among adolescents. For the pupils of this age group, the guidance of teacher and the. ‧. pedagogy of human rights education are critical for a clear understanding of the concept.. sit. y. Nat. The pedagogy of human rights education can be a useful and effective way of inculcating. io. er. deliberative methods, humane and judicious values, and rational and critical thinking among pupils. The present study is an attempt to assess social science teachers and. n. al. Ch. i n U. v. explore their pedagogy in the context of human rights education. The issues that the. engchi. present research intends to raise are: (1) How the pedagogy of human rights education is perceived by Social Science teachers of the elementary school of Taipei and New Delhi in the context of their values, beliefs, attitudes, and ideals of human rights education? (2) How is the pedagogy of human rights education of Social Science teachers of Taipei and Delhi put into practice? (3) What is taught in human rights education in the social science classrooms of Taipei and New Delhi intentionally and unintentionally? (4) What are the.

(3) problems and obstacles faced by Social Science teachers during the process of teaching human rights? (5) Can there be a general pedagogy of human rights education, which can be applied across different educational settings? The issues are examined with two sets of three teachers of sixth grade and their classes in elementary schools of Taipei and New Delhi. The findings of this study suggest that the agency of the teacher is crucial for successful implementation of HRE; that a teacher has to have passion and commitment. 政治大 HRE must be context specific; 立 that the Universal Declaration of Human Rights can be. for HR; that the rights of students as individuals must be respected by the teacher; that. ‧ 國. 學. used as a universal standard to teach HR; and, finally, that the role of UN and national government is crucial. These two institutions provide with the framework and funding for. ‧. HRE. Last, but not the least, the role of NGOs and INGOs is gaining importance by the. n. al. er. io. sit. y. Nat. day and that they need to expand their network, both vertically and horizontally.. Ch. engchi. II. i n U. v.

(4) 小學人權教育教學之比較研究：探究台北與新德里社會科教師之角色（摘要）教育，是透過學生持續社會化的過程而形塑社會的重要機制。教育，為未來世代參與社會變遷預作了準備，並有助於社會發展。尤有甚者，教育使學生們意識到他們的權利。我們可以在各個教育階段裡引入人權教育。但是，小學階段的社會科教育對青少年的人權概念發展是具有決定性意義的。對此階段的學生而言，教師. 政治大. 的引導以及人權教育的教學對清楚理解人權概念是相當關鍵的。針對教導學生深思. 立. 熟慮的方法、人道與明智的價值、理性與批判的思考，人權教育教學可以是有助益. ‧ 國. 學. 且有效途徑。因此，本研究目的是在人權教育的脈絡下，評估社會科教師並探究他. ‧. 們的教學法。而本研究之研究問題是：（1）台北與新德里小學社會科教師在他們. sit. y. Nat. 人權教育的價值、信念、態度與觀念脈絡下，理解人權教育教學的方式為何？. io. al. er. （2）台北與新德里小學社會科教師在人權教育的教學實踐為何？（3）在台北與新. v. n. 德里小學社會科教室中，有意與無意的教學內容為何？（4）在人權教學的過程. Ch. engchi. i n U. 中，台北與新德里小學社會科教師所面臨的難題與阻礙為何？（5）可能存在一種可以應用在不同教育背景的普遍性人權教育教學嗎？因此，本研究針對台北與新德里小學，分別進行兩組各三位六年級教師及其班級的探究。本研究發現，教師是人權教育成功實行的重要關鍵。教師必須對人權有熱情與承諾；教師必須尊重學生做為個體的權利；人權教育必須有情境脈絡的特殊性；《世界人權宣言》可以做為人權教學的普遍標準；此外，聯合國與國家政府的角色. III.

(5) 亦關係重大，因為他們提供人權教育結構與資金。最後，值得一提的是 NGOs 與 INGOs 的角色越來越重要，他們有必要在橫向與縱向上拓展他們的網絡。. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. IV. i n U. v.

(6) Acknowledgements In the field of educational research two things are important. First, a theme which is socially and intellectually relevant and second, the methodology for conducting research and reaching probable solutions. Before I chose my topic I had already decided to use critical qualitative research methodology. I wish to thank my advisor Professor Cheng warmly for introducing me to the world of critical qualitative research. Professor Fong, my other advisor, navigated my search for the pedagogy of Human Rights. 政治大 I sincerely thank Professor. Education. Without their guidance and support I would not have been able to achieve the. 立. objectives of my research.. Chen, Peiying, my Ph.D.. ‧ 國. 學. committee member, who extended her helping hand in finding a school where I could conduct my fieldwork. Professor Jason Chan, also my Ph.D. committee member, was the. ‧. head of the department when I first joined the department of education as a research. sit. y. Nat. scholar. It was he who reposed confidence in my ability to successfully complete the. al. er. io. program. I would also like to thank Professor Tang, my Ph.D. committee member, who. v. n. introduced me to people and resources related to human rights education.. Ch. engchi. i n U. Dr. Huang-Yao Hong the youngest teacher in our department always instilled in me inspiration and motivation and many thanks are due to him. I can never forget the emotional and professional support provided by Professor Amy Roberts who I wish to thank profusely along with Jahna and little Nano. I would also like to express my sense of gratitude to our department‟s assistant Ms. Chiue who never gave up on me when he encouraged me to speak in Mandarin. I met Dr. Liu in India and that friendship continued. V.

(7) when I came to Taipei. He helped me in every possible way to make my stay comfortable in Taipei. I also want to thank Professor Vincent Chen, my teacher, and Mrs. Chen for their concern and care. I can never forget the affection I got from Professor Yang, Chingyao and his family. There are scholars in Taipei, New Delhi, and Japan who had given me their precious time to discuss my work. I am beholden to Professor Mab Huang, Professor Lin, Jia-fan, Professor Arjun Dev, Dr. Prasad, Ms. Anuradha Sen, Dr. Manish Jain and Mr. J. Plantilla.. 立. 政治大. I am indebted to my senior a-jun (Liao, Chih-heng) who helped me in completing. ‧ 國. 學. official formalities and boosting my morale during the final defense. I am grateful to all my friends who supported me in different ways at different time: Asha Kala, Ambika. ‧. Basu, Gauri Chugh, Vishal, Joyce (Chao Lao Shi), Pei-Ling, Wu Shien Sheng (Bin),. y. Nat. sit. Greg. During my stay in Taiwan Wendy Jie Jie and Lin Ta Ge made me a member of. n. al. er. io. their family. To Jie Jie and Ta Ge goes my heartfelt appreciation. I also want to thank. i n U. v. National Chengchi University‟s library staff for their efficient management of the library.. Ch. engchi. Books were always in the right place and that brought down the level of stress. Wrapping up the dissertation gives me a good opportunity to thank my teachers in the University of Delhi who encouraged me to publish. As a result, two articles have appeared in books edited by Mr. G. Balatchandirane, Professor Anita Sharma, and Professor Sreemati Chakrabarti („Higher Education Reform in Japan: Challenges and Perspectives in the Age of Knowledge Economy‟, Japan in Resurgent Asia, ed. G.. VI.

(8) Balatchandirane, 2010 and „Between Two Worlds: A Survey of Education in Taiwan‟, Taiwan Today, eds. A. Sharma and S. Chakrabarti, 2007). Dr. Alka Acharya, Professor Sabaree Mitra, and Professor Srikanth Kondapalli of Jawaharlal Nehru University offered good and useful advices and treated me with affection. I wish to thank them all. I am deeply indebted to my parents who did everything to make me happy. This work is dedicated to Ma and Papaji. I want to thank my sister Yamini, who did not fail to reminded me to finish the work as early as possible. My brothers (Vijay and Shyam). 政治大 to my niece and nephews 立(Priyanka, Rahul, Ayush, and Lucky) who cheered me up and deserve sincere thanks for not pressurizing me to hasten work. I have to say thanks a ton. ‧ 國. 學. filled me with tremendous energy. I also want to thank my sisters-in law Pushpa and Jyoti and brother-in-law Nitin who were very kind to me. I want to thank Ammi for her. ‧. support, love and presence in our lives. Gudiya Apa and Arshi have been kind,. sit. y. Nat. considerate and affectionate and they deserve plenty of thanks. Thanks a lot also Murtaza. al. er. io. and Zainab, my little angels. To Kobita Didi I will always remain grateful for taking care. v. n. of my household work that enabled me to finish this arduous project in good time.. Ch. engchi. i n U. I acknowledge the impossibility of thanking Dr. Najaf Haider, my husband, whose love and companionship has been a source of tremendous strength during a decade of peaks and valleys. Without him this project will never have reached fruition.. Anamika. VII.

(9) List of Content. Abstract……………………………………………………………………………………I Abstract (Mandarin)………………………………………………………………….......III Acknowledgement………………………………………………………………………..V List of Content………………………………………………………………………......VII List of Abbreviation………………………………………………………………….XVIII. 政治大 Agent of Change……………………………………………………………….1 立. Chapter 1: Evolution of Human Rights, Human Rights Education and Teachers as an. ‧ 國. 學. 1.1 Worldwide Status of Human Rights Education…………………………...2. 1.2 Human Rights Education in Taiwan……………………………………...14. ‧. 1.3 Human Rights Education in India…………………………………..........15 1.4 Why Social Science Teachers…………………………………………....15. Nat. sit. y. 1.5 Research Questions……………………………………………………....16. al. er. io. 1.6 Purpose and Significance of Study………………………………………17. n. 1.7 Scheme of Chapters………………………………………………………18. Ch. engchi. i n U. v. Chapter 2: Pedagogy of Human Rights Education: A Survey of Literature…….............20 Introduction………………………………………………………………….20 2.1 Universal Declaration of Human Rights…………………………………21 2.2 Definition of Human Rights……………………………………………...23 2.3 Human Rights Education and Fulfillment of Human Rights…………….24 2.3.1 What is Human Rights Education?................................................26 2.4 Three Agencies of HRE: UN and National Governments, NGOs &. VIII.

(10) INGOs, and Academicians………………………………………………27 2.5 On Pedagogy……………………………………………………………..37 2.6 A Word on Critical or Radical Pedagogy………………………………..39 2.7 Teacher and Pedagogy of Human Rights Education…………………….40 2.8 Teaching Human Rights…………………………………………………50 2.8.1 Guidelines for Teaching Human Right Education-UNESCO…...51 2.9 Goals, Objectives and Content of Human Rights Education…………….53 2.10 Approaches and Models of Human Rights Education………………….55 2.10.1 Holistic Values Approach………………………………………56. 政治大. 2.10.2 Historical Approach…………………………………………….57. 立. 2.10.3 An International Standards and Institutions Approach…………59. ‧ 國. 學. 2.10.4 Reconstructionist Approach…………………………………….59 2.10.5 Service Learning Approach…………………………………….60. ‧. 2.10.6 Value Awareness Model………………………………………..61. y. Nat. 2.10.7 Accountability Model…………………………………………..62. io. sit. 2.10.8 Transformational Model………………………………………..62. n. al. er. 2.11 Human Rights Education: Part of Social Science or Independent. i n U. v. Discipline or Integrated into School Curriculum………………………63. Ch. engchi. 2.12 Human Rights Education and Adolescents……………………………..66 2.12.1 Human Rights Education and Prospective Teacher Education and In-Service Program………………………………………69 2.13 Challenges for Human Rights Education………………………………72. Chapter 3: Methodology and Research Design…..……………………………………...76 3.1 Personal Ideological Standing and Becoming a Researcher……………..76 3.2 Research Design…………………………………………………………77. IX.

(11) 3.3 Critical Qualitative Research Method……………………………...........79 3.3.1 Critical Epistemology………………………………………….79 3.3.2 Research Questions……………………………………………81 3.4 Stage I: Compiling Primary Record……………………………..............82 3.4.1 The Procedure of Compilation of Primary and Secondary Data 83 3.5 Stage II: Preliminary Reconstructive Analysis…………………………..89 3.6 Stage III: Dialogical Data Generation…………………….……………..92 3.7 Stage IV: Describing System Relations……………………….................95 3.8 Stage V: System Relations as Explanation of Findings……….................96. 政治大. 3.9 A Note on Data Collection……………………………………………….97. 立. 3.10 Procedure of Selection of Schools in Taipei and New Delhi and Some. ‧ 國. 學. Extraordinary Research Experiences………………………………….100. 3.11 Micro Research Settings: Schools in Taipei and New Delhi………….104. ‧. 3.11.1 School in Taipei……………………………………………..104. y. Nat. 3.11.2 School in New Delhi………………………………………...106. io. sit. 3.12 Observation Schedule…………………………………………………110. n. al. er. 3.13 Observation Procedure………………………………………………..111. i n U. v. 3.14 A Note on the Procedure of Validity Check………………………….112. Ch. engchi. Chapter 4: Pedagogy of Human Rights Education and Social Science Teacher in the Elementary School of Taipei……………………………….115 4.1 Landscape and People…………………………………………………115 4.2 Literacy, Education and Knowledge in Taiwan: A Historical Overview………………………………………………………………116 4.2.1 Dutch Rule (1624-1662)……………………………………..117 4.2.2 Japanese Colonial Rule and Education (1895-1945)…………118. X.

(12) 4.2.3 Education under the ROC and Martial Law (1949-1987)……120 4.2.3.1 National Spirit Education, Identity and Sinicization…...123 4.2.3.1.1 Meilidao or Kaohsiung Incident………….128 4.2.4 Lee Teng-Hui Period (1987-2000)……………………………131 4.2.5 Education in a New Phase of Taiwanese Democracy (2000 to Present)……………………………………………...134 4.3 Educational Reform…………………………………………………….134 4.3.1 Basic Education Law (1999)……………………………….....135 4.3.2 ROC: Republic of Creativity………………………................136. 政治大. 4.4 Philosophical & Constitutional bases of Taiwanese Education………..137. 立. 4.5 Confucianism and HRE………………………………………………...138. ‧ 國. 學. 4.6 Education System……………………………………………….............139 4.6.1 Pre-school Education or Kindergarten………………………..139. ‧. 4.6.2 Nine-Year Compulsory Education……………………………139. sit. y. Nat. 4.6.3 Senior Secondary Education………………………………….140. io. er. 4.6.4 Higher Education……………………………………………..141. al. 4.7 HRE in Taiwan………………………………………………………….141. n. iv n C 4.7.1 Workshop h eonnHRE……………………………………………143 gchi U 4.7.2 National and International Conferences on HRE……………..144 4.7.3 MOE and HRE………………………………………………..145. 4.8 Organizational and Institutional Development in HRE………………...149 4.8.1 HRE Committee of MOE…………………………………….149 4.8.2 Centre for Law Related Education, Judicial Reform Education……………………………………………………..150. XI.

(13) 4.8.3 Taiwan Association of Human Rights (TAHR)………………151 4.8.4 Chang Fo-Chuan Centre for the Study of Human Rights…….152 4.9 HRE in Taiwan: A Part of Social Science or an Independent Discipline or Integrated into School Curriculum? ................................153 4.10 Social Science Teachers and HRE in Taipei School…………………155 4.11 Zhang, Zhen-Zhen: An Introduction…………………........................156 4.11.1 Why Teaching? .........................................................156 4.11.2 Teaching: A Means not an End……………………..158 4.11.3 Role of Familial Support ……………………….......158. 政治大. 4.11.4 Role of Colleagues…………………………………..160. 立4.11.5 Zhang‟s Perception of HR and HRE………………..161. ‧ 國. 學. 4.11.6 Pedagogy of HRE: Zhang‟s Praxis………………….162 4.11.7 Zhang as a Learner, Facilitator,. ‧. Observer, Mediator and Moderator………………….163. y. Nat. 4.11.8 Zhang with Students ………………………………..165. 4.11.10 Pedagogy of HRE: Problems and Challenges….......168. n. al. er. io. sit. 4.11.9 Zhang and Information Technology ………………..166. i n U. v. 4.12 Ma, Ai-Mei: An Introduction …………………………………………171. Ch. engchi. 4.12.1 Ma on Teaching……………………………………..172 4.12.2 Ma‟s Perception of HR and HRE …………………...173 4.12.3 Pedagogy of HRE: Ma‟s Praxis …………………….176 4.12.4 Ma and her Students ………………………………..181 4.1.2.5 Pedagogy of HRE: Problems and Challenges ……..183 4.12.6 Taiwanese Society ………………………………….183 4.12.7 Taiwanese Education System ………………………184 4.12.8 Knowledge base of HR……………………………...186. XII.

(14) 4.13 Xie, Mei-Zhen: An Introduction………………………………………187 4.13.1 Xie on Teaching Profession…………………………188 4.13.2 Xie on HR and HRE ……………..............................192 4.13.3 Xie‟s Pedagogy of HRE .……………………………194 4.13.4 “Alien” Becoming Local…………………………….194 4.13.5 Multimedia: Concretization of HRE...........................196 4.13.6 Critical Thinking: A Vehicle of HR…………………198 4.13.7 Xie with her Students………………………………..200 4.13.8 HRE: Problems and Challenge….…………………..202. 政治大. 4.13.9 Overprotective Taiwanese Parents…………………..202. 立4.13.10 Alien Nature of HR………………………………...204. ‧ 國. 學. Chapter 5: Pedagogy of Human Rights Education and Social Science Teacher. ‧. in the Elementary School of New Delhi………...………………………….205. sit. y. Nat. 5.1 Landscape and People .......……………………………………………..205. io. er. 5.2 Literacy, Education and Knowledge in India: A Historical Overview…206. al. 5.3 Education in Ancient India …………………………………………….206. n. iv n C 5.4 Medieval Indian Education……………………………………………..211 hengchi U 5.5 Education in Colonial India…………………………………………….213 5.6 Nationalist Vision of Indian Education…………………………………216 5.7 Gokhale„s Bill ………………………………………………………….217 5.8 Gandhi and his Basic Education………………………………………..218 5.9 Education in Independent India ………………………………………..220 5.10 Education & National Development:. XIII.

(15) Education Commission 1964-1966………………………..…………..221 5.11 National Policy on Education (1986)………………………………….222 5.12 Institutions, Organizations and Implementation of Education Policy...224 5.13 Central Advisory Board of Education………………………………....225 5.14 National Council of Educational Research and Training (NCERT)…..225 5.15 State Council of Educational Research and Training (SCERT)….…...225 5.16 Educational Structure………….………………………………………226. 治政大 years)……………………...227 5.16. 2 Elementary Stage (6-14 立. 5.16.1 Pre-primary stage (3-5 years)………………………..226. 5.16.3 Minimum Levels of Learning (MLL)……………….227. ‧ 國. 學. 5.16.4 Right to Education Act (RTE)………………………228. ‧. 5.16.5 Secondary School…………………………………...228 5.16.6 Senior Secondary School……………………………229. y. Nat. 5.16.8 Higher Education……………………………………230. n. al. er. io. sit. 5.16.7 National Open School (NOS)……………………….229. Ch. i n U. v. 5.17 HRE in India: Organizational and Institutional Development…………….231. engchi. 5.17. 1 MOE and HRE .…………………………………….231 5.17.2 National Human Rights Commission (NHRC)……..233 5.17.3 Justice and Peace Commission (JPC)……………….234 5.17.4 NGOs and HRE……………………………………..235 5.17.5 MelJol……………………………………………….236 5.17.6 Institute of Human Rights Education (IHRE)……....238. XIV.

(16) 5.17.7 Indian Institute for Peace, Disarmament and Environmental Protection (IIPDEP)………………...239 5.18 HRE in India: A part of Social Science or an Independent Discipline or Integrated into School Curriculum?.........................................................240 5.19 Delhi Teachers and Human Rights Education…………………………….244 5.20 Introducing Sara…………………………………………………………...247 5.20.1 Why Teaching? .........................................................247 5.20.2 Views on HR and HRE……………………………..250. 治政大 Praxis……………………252 5.20.3 Pedagogy of HRE: Sara‟s 立 5.20.4 Sara with Students………………………………….254. ‧ 國. 學. 5.20.5 Pedagogy of HRE: Problems and Challenges………255. ‧. 5.21 Introducing Sheela………………………………………………………...256 5.21.1 Why Teaching? ……………………………………..257. y. Nat. 5.21.3 Pedagogy of HRE: Sheela‟s Praxis………………….261. n. al. er. io. sit. 5.21.2 Position on HR and HRE …………………………...258. Ch. i n U. v. 5.21.4 Sheela‟s Students……………………………………264. engchi. 5.21.5 Pedagogy of HRE: Problems and Challenges ………266 5.22 Introducing Maya………………………………………………………….268 5.22.1 Teacher at Eleven……………………………………269 5.22.2 Perspective on HR and HRE………………………...273 5.22.3 Pedagogy of HRE: Praxis…………………………...275 5.22.4 Teacher Student Relationship……………………….278. XV.

(17) 5.22.5 Pedagogy of HRE: Problems and Challenges……….281 5.22.6 HRE: Lack of Integrated Approach………………....281 5.22.7 Nil or Insufficient Training in HRE…………………282 5.22.8 Discouraging Collegial Environment……………….283. Chapter 6: Pedagogy of Human Rights Education in Taipei and New Delhi Schools: A Comparative Analysis……………………………………………..……..286 6.1 Status of HRE…………………………………………………………..288. 政治大. 6.2 NGOs and HRE…………………………………………………….......289. 立. into School Curriculum………………………..............................290. 學. ‧ 國. 6.3 HRE: A Part of Social Sciences or an Independent Discipline or Integrated. 6.4 Human Rights Educators……………………………………………….292. ‧. 6.4.1 Teaching Profession as a Career……………………...293. y. Nat. 6.4.2 Role of Collaboration…………………………………293. 6.4.4 Institutionalized Communication……………………..296. er. io. sit. 6.4.3 Role of Information Technology (IT)………………...295. n. a6.4.5 iv and Praxis……...297 l CHR and HRE: Teachers‟nPerception U h Educators 6.4.6 HRe n g c handi Educates………………………….298. 6.4.7 HRE: Problems and Challenges………………………302 6.5 Concluding Remarks……………………………………………………304. Chapter 7: Pedagogy of Human Rights Education and Educators: A Discussion……...307 7.1 How Human Rights are Perceived by Teachers?.....................................308 7.2 Characteristics of Human Rights Educators…………………………....309. XVI.

(18) 7.3 How the Pedagogy of HRE is Perceived by Human Rights Educator?...310 7.4 How the Pedagogy of Human Rights Education put into Practice?.........312 7.5 What is taught in the Human Rights Education Classrooms?..................316 7.6 What are the Problems and Obstacles faced by HRE………………….. during the process of teaching Human Rights?........................................317 7.7 Can there be a General Pedagogy of HRE, which can be applied across different educational settings?.....................................321 7.8 System Relations as Explanations of Findings………………………….322 7.8.1 Governmental Support/Constrain…………………. …323. 政治大. 7.8.2 NGOs and INGOs Role……………………………….323. 立 7.8.3 Teacher‟s Authority and Power Relations…………….324. ‧ 國. 學. Chapter 8: Conclusion and Recommendations…………………………………………327. ‧. 8.1 Preconceived Notions Erased..................................................................328 8.2 Teacher as an Agency of Human Rights Educations…………………..329. Nat. sit. y. 8.3 Institutionalization of Human Rights Education………………………330. n. al. er. io. 8.4 Importance of Training in Human Rights Education………………….332. i n U. v. Bibliography…………………………………………………………………………...334. Ch. engchi. Appendix A Universal Declaration of Human Rights…………………………………365 Appendix B Developmental Sequence for Core Concepts and Content………………372 Appendix C Methodologies: Developmental and Conceptual Framework for HRE….373. XVII.

(19) List of Abbreviation AI. Amnesty International. AIP. Amnesty International Pilipinas. BAMS. Bachelor of Ayurvedic Medicine and Surgery. BCE. Before Common Era. BJP. Bhartiya Janata Party. BUMS. Bachelor of Unani Medicine and Surgery. CAHR. Chinese Associate for Human Rights. 治政 Center for Equity and Inclusion大立 Commission on Human Rights. CEQUIN. 學. ‧ 國. CHR. Civics and Human Rights Education. CHREF. Chung Hwa Rotary Education Foundation. CLREJRF. Center for Law Related Education Judicial Reform Foundation. al. y. sit. er. Center for Society and Religion. n. DECS. Center for the Study of Human Rights. io. CSR. Nat. CSHR. ‧. CHRE. i n U. v. Department of Education, Culture, and Sports. Ch. engchi. DPP. Democratic Progressive Party. ECCE. Early Childhood Care and Education. GSCASH. Gender Sensitization Committee Against Sexual Harassment. HHR. Home for Human Rights. HR. Human Rights. HRE. Human Rights Education. HREA. Human Rights Education Association. XVIII.

(20) ICCPR. International Covenant on Civil and Political Rights. ICESCR. International Covenant on Economic, Social, and Cultural Rights. ICT. Information and Communication Technology. IHR. Institute for Human Rights. IHRE. Institute of Human Rights Education. IIPDEP. Indian Institute for Peace, Disarmament & Environmental Protection. INGOs. International Non-Governmental Organizations. IT. Information Technology. 政治大 Justice and Peace Commission 立. JPC. Kuomintang. 學. ‧ 國. KMT. Korean National Commission for UNESCO. LGBT. Lesbian, Gay, Bisexual, and Transgender. LHRD. Lawyers for Human Rights and Development. al. y. sit. er. Bachelor of Medicine and Bachelor of Science. n. MDDR. Liberation Tigers of Tamil Eelam. io. MBBS. Nat. LTTE. ‧. KNCU. i n U. v. Movement for the Defense of Democratic Rights. Ch. engchi. MIRJE. Movement for Inter-Racial Justice and Equality. MLL. Minimum Levels of Learning. MOE. Ministry of Education. MOU. Memorandum of Understanding. NCERT. National Council of Educational Research and Training. NCF. National Curriculum Framework. ND. New Delhi. XIX.

(21) NGOs. Non-Governmental Organizations. NHRC. National Human Rights Commission. NICT. National Institute of Compilation and Translation. NIE. National Institute of Education. NOS. National Open School. NPE. National Policy on Education. PAHRA. Philippine Alliance of Human Rights Advocates. PASLRT. Planting Seeds of Law-Related Education in Taiwan. PETA. Philippine Educational Theater Association. PRC. People‟s Republic of China. RSS. Rashtriya Swayam Sevak Sangh Right to Education. ‧. ‧ 國. 學. RTE. 立. 政治大. State Council of Educational Research and Training. SLF. Sri Lanka Foundation. y. sit. io. Universal Declaration of Human Rights. al. n. UDHR. Taiwan Association for Human Rights. er. TAHR. Nat. SCERT. Ch. i n U. v. UHR. Universal Human Rights. UK. United Kingdom. UN. United Nations. UNDHRE. United Nations Declaration on Human Rights Education. UNESCO. United Nations Educational, Scientific, and Cultural Organization. USA. United States of America. USSR. Union of Soviet Socialist Republic. VHP. Vishwa Hindu Parishad. engchi. XX.

(22) Chapter One Evolution of Human Rights, Human Rights Education and Teachers as an Agent of Change Education is an important institution that shapes our lives through continuous socialization of pupils.cc It prepares future generations to participate in social change and contributes to society’s development. Moreover, education makes pupils aware of their rights as well as those of others, more so in the current century that has been termed as. 政治大. the age of rights (Baxi, 1997). HR are the rights an individual has by simply being human.. 立. discrimination,. universality,. interdependency,. 學. ‧ 國. There are eight principles that constitute HR, viz. human dignity, equality, nonindivisibility,. inalienability,. and. responsibility. These rights are fundamental to the dignified existence of an individual. ‧. and cannot be denied in any circumstances. Irrespective of that there are a number of. y. Nat. sit. instances where HR are being violated or denied on various occasions and at various. n. al. er. io. places. Sometimes, people are not aware that their HR are being denied and there are. i n U. v. times when a violator intentionally or unintentionally encroaches upon other’s HR. The. Ch. engchi. Universal Declaration of Human Rights serves as a legal foundation of HR. In the near future, there would further be a pressing need for greater awareness of human rights (HR) as well as of their advocates and activists (Reardon, 1995). HRE is an emerging field, and it is all encompassing in nature. It is more than educating students and people in HR, i.e. to know one’s right and respect others’. HRE addresses the developmental aspects of an individual in totality. It builds on cognition, attitude towards and skills required for establishing the HR in a society. HRE contributes.

(23) in an individual’s ability to think and act critically. The social and humane skills inculcated by HRE play a crucial role in assessing the circumstances of conflicts and possibilities of resolution. HRE helps establish harmony and unity in diversity. In a nutshell, HRE helps individuals to feel the importance of HR, internalize HR values, integrated them into their way of life, and gives a sense of responsibility for respecting and defending the rights of others. To serve this need, HRE has been included in the school curriculum of many Western countries. Now the Eastern countries are also taking. 治政大 that are selected in this section throw light on the status of HRE worldwide. The countries 立 keen interest in introducing HRE into their school education. The following section will. are those that have adhered to the decade of human right education, announced by the. ‧ 國. 學. United Nations (UN) in 1994. The purpose of including these case studies is to have a. ‧. better understanding of how HRE is being implemented in different contexts. Further, it would help us in assessing the nature of HRE in the case of Taipei and New Delhi (ND).. sit. y. Nat. n. al. er. io. 1.1 Worldwide Status of Human Rights Education. i n U. v. This section includes case studies from Europe, America (North and South or. Ch. engchi. Latin) and Asia. Europe aspires to be a continent of democratic states accepting [HR] as their basic principles (Osler and Starkey, 1994, p. 349). To serve this aspiration, the Council of Europe is actively promoting HRE in European countries since 1978. It is working on all aspects of HRE from framing curriculum to training teachers. The impetus HRE received in Europe is due to the efforts of the Council of Europe.. 2.

(24) In 1998, the Human Rights Act was introduced into UK law. The establishment of a Scottish Parliament and Welsh Assembly and the development of a new political settlement in Northern Ireland have led to increased interest and debate on what it means to be British (Osler and Vincent (2002, p. 53). Apart from vibrant political issues, the social and cultural composition of the UK led to a heated debate on how to bring unity in an ethnically, racially, linguistically and culturally diverse society. This diversity was the result of immigration from former colonies of Britain specifically from the Caribbean and. 治政大 curriculum of England in the education was included as a statutory subject in the National 立. the Indian subcontinent. A solution was sought in citizenship education. Thus, citizenship. year 2002. The purpose of introduction of citizenship education was to instill a sense of. ‧ 國. 學. patriotism, unity, and towards different communities. Interestingly, Britain passed the HR. ‧. Act in 1998 but until now there was no effort of initiating HRE or infused citizenship education with HR principles. Osler (2008a) observed that with a long and unbroken. y. Nat. io. sit. history of democracy, does not acknowledge [HR] as the values base for citizenship. er. education within the National Curriculum for England (p. 462).. al. n. iv n C h e n gforcthis What could be the explanation h itypeU of citizenship education? Though. England is following the Council of Europe’s guidelines on education for democratic citizenship it is minus HRE. It is clear that England adheres to a narrow definition of citizenship in which non-citizens, citizens by naturalization, and minorities are deliberately excluded and yet expected to be committed and loyal to the country. This bias is visible in the following quote from the Crick report:. 3.

(25) Majorities must respect, understand and tolerate minorities and minorities must learn to respect the laws, codes and conventions as much as the majority—not because it is useful to do so, but because this process helps foster common citizenship (Bernard Crick quoted in Osler, 2008a, p. 463).. The quote shows that minorities are not trusted and seen as law breaking people. It is difficult to imagine how mistrust can foster the bond of common citizenship based on mutual trust and respect. Thus, until there are concrete and honest steps in the. 政治大. direction of adopting HR principles as foundation of citizenship education, the dream of. 立. development of a common citizenship in England or UK would not become a reality. The. ‧ 國. 學. London bombing of 2005 led to a debate—on how successful is citizenship education— in media and among scholars. In 2006, the government formed a review committee under. ‧. Sir Keith Ajegbo to examine the ways in which the issue of diversity might be addressed. Nat. sit. y. within the citizenship curriculum and to consider the role of British history in teaching. n. al. er. io. for citizenship (Osler, 2008a, p. 463). This attempt has again bypassed HR and its. i n U. v. potential role in solving the problem it was dealing with. HR are dealt in informal. Ch. engchi. curriculum under global issues where diversity, conflict resolution, social justice and sustainable development are also included. The education policy reflects that HR principles do not make up the core of citizenship education and therefore attempts to deal with social crises do not meet with success. Denmark is an interesting case as far as HRE is concerned. The following discussion is not about policy or theoretical framework but practical aspects of HRE. This. 4.

(26) will show how Danish education system promotes democracy by practicing HR principles in the context of school. Denmark has institutionalized democracy at the school level by not only recognizing the rights of students, teachers and parents but also give them an opportunity to practice. Denmark has a strong tradition of support for [HR] and democracy (Osler and Vincent, 2002, p. 35). Denmark has also experienced strong waves of immigration especially from Asia and Africa which has made it a somewhat pluralist society. Denmark has a decentralized education system that was started in 1989. 治政 administrators, teachers, parents and students too. 大立. with the introduction of Folkeskole Act. It implies greater autonomy to schools,. ‧. ‧ 國. 學. The school is required to model democracy and teachers are advised not to restrict student decision-making to a timetabled class meeting but to use every possible opportunity to promote student participation in decisionmaking (Hahn quoted in Osler and Vincent, 2002, p. 37).. io. sit. y. Nat. n. al. er. The inclusion of students in decision making process at the school level is a sign. Ch. i n U. v. of respect towards children’s right to participate and have a say in their own development.. engchi. By recognizing students as responsible individuals, Denmark has tried to ensure an adult crop of responsible citizens. For that the Ministry of Education passed the Act on Democracy in the Education System in 2000. With the implementation of the Act, students have got more autonomy. They have the right to set up student councils and confirm their right to have representatives on the school board as well as any other committee set up by the school that deals with issues of interest to students in elementary. 5.

(27) and high schools (Osler and Vincent, 2002, p. 40). Kragh argues that the environment, where children are encouraged to develop their decision-making skills, also contributes to their psychological development, enabling them to become ‘active optimists’ (quoted in Osler and Vincent, 2002). This is evident from the recently held Copenhagen summit on Global Warming in December 2009. Though the outcome of the summit fell short of everybody’s expectation, active participation by the Danish people and their commitment to save the environment cannot be underestimated.. 政治大 ICCPR is replicated in the 立mechanisms it has established to promote the principles of HR. Canada’s commitment to the principles mentioned in the UDHR, ICESCR, and. ‧ 國. 學. (Magsino, 1987, p. 155). Canada is a melting pot of different ethnicities, cultures, religions and languages. Canadian history is the history of immigration. By keeping this. ‧. fact into consideration, the policy of multiculturalism was announced in 1971.. sit. y. Nat. Multiculturalism within the context of Canada is an aspect of [HR], and multicultural. er. io. education can be seen as an aspect of [HRE] (McLeod, 1991, p. 164). Multicultural. al. iv n C multicultural education has beenhinvolved i U awareness, sensitivity, and the e n g cin hdeveloping n. education in Canada is imbued with HR principles. McLeod (1991) argued that. implementation of [HR] and [HRE] regarding ethnicity, race, religion, national origin, citizenship, and such associated rights as equality before the law (p. 164). Masemann and Iram (1987) summarize the implication of multicultural education: The rights to multicultural development in Canada have great and varied implications for educational practice. The protection of group and individual rights to cultural. 6.

(28) development has led to the enormous proliferation of heritage language and culture classes and programs. The need to educate the entire school population concerning the multicultural diversity of Canada and about the need to protect every student from persecution has led to multicultural content in many curriculum areas, and intercultural and values education courses as well. The implications of these developments for school officials, administrators, teachers and resource staff have been profound as they have struggled to grapple with the ideal of a multicultural school environment. However, one sees in all of these changes in education an increasing awareness of group and individual rights to cultural development (p. 115).. 立. 政治大. ‧ 國. 學. The Canadian example of multicultural education to a great extent is a success story. The process of multiculturalism was not smooth. There were challenges to face,. ‧. especially on how to establish a truly multicultural environment. It is an interesting. sit. y. Nat. example of how multicultural education approach, instilled with HR principles, can attain. io. n. al. er. the desired goal of unity in diversity, tolerance and respect towards others.. i n U. v. Latin America is a linguistic term used for the countries in Central and South. Ch. engchi. America including Mexico where Spanish, Portuguese and French are spoken (The Hutchinson Encyclopedia, 1994, p. 605). The 1970s and 1980s were years of dictatorship in Latin America. This was the time when HRE started taking roots in Latin America. In many countries [HRE] started as an underground movement (Magendzo, 2005, p. 137). For autocratic governments, the talk or practice of HR or HRE in any form was considered to be a threat.. 7.

(29) In the 1980s Chile was a military state. The goal of the military regime was to destroy the old democratic order, reduce resistance to the new institutional system and create the behavior and thinking appropriate to it (Vergara and Estevez, 1994, p. 273). It was unthinkable to raise the question of HR during this period. Dieter (1994) opinioned that a vast number of [HR] violations was possible because there was a high degree of social acceptance of such violations (p. 241). In such fearsome situation a group of people started discussing about HR. Magendzo was an ardent activist and scholar of HRE. 治政 invited people who were victims of HR violations to大 share their experiences. Magendzo 立 from Chile who started working with this group. He organized many workshops and. claimed that it was an opportunity to deepen the subjective understanding of knowledge. ‧ 國. 學. of [HR] (2005, p. 138). In Chile HRE is aimed to institutionalize democracy at the. ‧. grassroots level. It is expected that dictatorship would never happen again (Never Again—Nunca más in Spanish) and HRE has been assigned with the responsibility to. y. Nat. er. io. sit. prevent the resurgence of authoritarianism.. al. iv n C h ise non gcontradiction Some scholars believe that there c h i U between the two. But there are a n. There is an ongoing debate on Asian values and whether HR is a western concept.. number of people who place the two in a contradictory position. However, the effort towards promoting HRE in Asian schools did not stop even though it received a lot of criticism from a section of Asian society who perceived HR as an alien, redundant and useless concept. The following section will trace the trajectory of HRE in Asian schools.. 8.

(30) Spanning the continents of Europe and Asia, Turkey forms a bridge between the two. Turkey is placed in Asia in the current study. The Turkish Constitution includes the principle of respect for HR. The Basic Law on Education stated specifically that the goal of the law is to bring up constructive, creative and efficient individuals who have the capacity to think freely and scientifically and who possess a broad vision and respect for [HR] (Kepenekci, 2005, p. 54). In Turkey, the Ministry of State is responsible for HR vigilance and implementation. In 1995 the Ministry of State and Ministry of National. 治政 this protocol, the course on Civics was revised and 大 HRE was included. The new course 立. Education signed a protocol to work out the modalities of HR course framework. Under. was named Civics and Human Rights Education (CHRE). It was introduced in primary. ‧ 國. 學. schools in the academic year 1998-1999. In Kepenekci’s case study of HRE in Turkey,. ‧. the teachers on account of its content and for other reasons considered CHRE courses inadequate. She suggested that in order to make the courses more effective, the. y. Nat. io. sit. curriculum should be rewritten in a way that allows critical thinking, participation,. n. al. er. collaboration, and cooperation skills to develop among students (p. 65). Hence, CHRE. Ch. i n U. v. courses in Turkey can effectively promote HRE if relevant changes in the curriculum can be introduced.. engchi. The Japanese society is perceived to be a homogeneous society. Japan has always worked in the direction make its society a homogenous unit (Mushakoji, 1998). The reality however is different. There is a community of Burakumin who are deliberately. 9.

(31) discriminated. 1 Apart from this, there are few more flagrant HR issues rampant in the Japanese society. For instance, indigenous people’s right (Ainu), women’s plight, discrimination against differently abled, child trafficking, etc. Among all these issues, Burakumin’s issue has been addressed frequently and substantially. The intensity of discrimination against the Buraku community can be summarized in an AfricanAmerican’s comparative perspective: “The discrimination you face in Japan is not based on differences. The discrimination we face here in the State is based on a difference in skin color. I get the impression that you can run away from your suffering and fit into the majority group hiding your Burakumin status. But you don’t hide away. You declare your identity as a discriminated Burakumin and address [HR] issues (Quoted in Osaka Prefectural Kunijima High School, 1998, p. 32).”. 立. 政治大. ‧. ‧ 國. 學. y. Nat. sit. The discrimination against Burakus is not based on difference. It is the. n. al. er. io. discrimination that creates the difference. One cannot make out from outward appearance. i n U. v. that one is from Buraku or non-Buraku community. It is because of the Buraku people are. Ch. engchi. listed — private institutions sell the list to Japanese companies and schools—and there is a family register of every Japanese citizen. These two sources are used to reveal the Buraku status of a person. The disclosure of identity is used to keep Buraku people out of. 1. Racially the Burakumin are Japanese but they are descendents of an outcaste population during the feudal period. They usually do menial jobs, especially leather work. They are compared with the Indian caste of “untouchables”. The practice of untouchability is unconstitutional and punishable offence in India but few instances are visible in remote areas.. 10.

(32) employment, admission or entry into reputed Japanese companies, colleges, schools and other institutions. In 1965, DOWA education came into being to address the Buraku issue widely. DOWA education is a policy for: 1) improving the education facilities and services in Burakumin controlled schools; 2) assigning additional teachers to such schools to provide complementary teaching; 3) providing support for community activities of children, youth and adults; 4) giving special financial aid to Buraku students; 5) distributing special curricular materials to teach the Burakumin history and the corresponding government measures to address the problem (Minoru and Hirasawa, 1998, p. 11; Akashi, 1999, p. 103).. 立. 政治大. ‧ 國. 學. In Japan DOWA education is considered equivalent to HRE. There is no national. ‧. policy on implementation of HRE in Japan. It is left to the local governments, schools. sit. y. Nat. and teachers to design and implement HRE programs in their jurisdiction. But due to. io. al. er. their limited resources, very few programs of HRE have been materialized (Nabeshima,. n. Akuzawa, Hayashi, and Park, 2000). In 1992, DOWA educators established an NGO called Human Rights. Ch Education. iv n introduction eNetwork. n g c hThei U. of HRE Network has. contributed to the development of the concept of HRE (Hayashi, 2003, p. 74). The Osaka City Education Board has been distributing a textbook on HRE called Ningen (Human Being) to all students in Osaka City for free. There is an attempt to incorporate international HR issues to domestic situation to classroom situations. The vital aspect is whether every teacher is incorporating this textbook in her/his daily curriculum.. 11.

(33) Heon (1999) noted that the HRE movement in Korea is different from that in Western states. In Korea HR issues are strongly tangled with efforts to develop democracy and overcome the division of North and South Korea (p. 72). The Korean War is a well-known phenomenon in the history of East Asia and the Cold War. The war divided Korea into the Democratic People’s Republic (North Korea) and the Republic of Korea (South Korea). The current section will examine the status of HRE in the Republic of Korea where the National Human Rights Commission came into existence in as late as. 治政大education (Kang, 1999, p. 61). To using terms such as values, moral or democratic-civic 立. 2001. Teachers in Korea are hesitant to use the term HRE and feel rather comfortable. instill the courage to break away from the past of military dictatorial regime and to. ‧ 國. 學. implement the Human Rights Law Act (2000), the Ministry of Education (MOE) and. ‧. Korea National Commission for UNESCO (KNCU) conducted a program to train teachers who could put HRE into practice in daily school life (Lee, 2000).. sit. y. Nat. er. io. In 1997 KNCU published a book entitled Human Rights Education: How to. al. iv n C of HRE (Park, 1999). The bookhise divided into ithree n g c h U sections: theory and techniques in n. Implement It. MOE provided funding for the book. It was a pioneering work in the field. HRE, analysis of textbooks and school life and lesson plans. As in the case of Philippines, NGOs are playing a vital role in Korea with KNCU as a shining example. From developing material to teacher education to spread public awareness, KNCU is setting up an example.. 12.

(34) The Philippines like Taiwan suffered from Martial Rule which was imposed in 1972 by the then President Ferdinand E. Marcos. It was only in 1986 the Marcos government was overthrown by a mass movement organized against it. After the reestablishment of democracy, it was made sure by Constitutional provisions that any HR violation would not take place in the future. The teaching of HRE was made mandatory in schools by Article II of the 1987 Constitution (popularly known as “Freedom Constitution”) and the Executive Order No. 27 (Claude, 1996). It shows the intensity of. 政治大 To implement HRE 立 policy, HR concepts and values have been incorporated in. the conviction for HR held by the government of Philippines.. ‧ 國. 學. social studies, value education and other subjects at the elementary and secondary levels (Losaria, 1998). In addition, in 1992, the Commission on Human Rights (CHR) and the. ‧. Department of Education, Culture and Sports (DECS) decided to work together in. sit. y. Nat. implementing HRE. The cooperation between the two covered various aspects of HRE. er. io. for instance, curriculum development, training and capability building, monitoring,. al. iv n C networking (Chauhan, Dalangin,h Santos, e n gandcReyes, h i U2000). n. research and evaluation, policy and legislative support, cooperative programs and. The Philippines government took a very special step to promote HRE. Apart from (internal) cooperation among its agencies, the government sought collaboration with NGOs. The government persuaded NGOs to sign a memorandum of understanding (MOU). These NGOs were Amnesty International (AI), Amnesty International Pilipinas (AIP), UNESCO, Jose W. Diokno Foundation, Philippine Educational Theater. 13.

(35) Association (PETA), Pamahayanan (urban housing organization), Philippine Alliance of Human Rights Advocates (PAHRA), and Likhaan (a women’s organization) (Atutubo, 1998; Soto, 2001). The collaborations resulted in the development of modules for teaching, conferences, seminars and training in HRE. 1.2 Human Rights Education in Taiwan HRE in Taiwan received impetus when the process of democratization got accelerated. It culminated when Taiwan adhered to the UDHRE in 1997. Taiwan was a. 政治大. little late in joining the decade program but it gradually speeded up its programs to catch. 立. up with other nations. The government, NGOs and academicians all had joined hands and. ‧ 國. 學. consequently various international seminars, workshops, and training programs on HRE came into being. There was a provision in the government policy which empowered. ‧. schools administration to further develop HR in their school setups. As a result of this. y. Nat. sit. policy, a lot more freedom was given in developing HRE. Some schools have started. n. al. er. io. teaching HR as an independent but co-curricular subject. Some of these schools have. i n U. v. very well realized the vitality of HRE, hence working in the direction of making HR an. Ch. i e n gThec hTaiwanese. integral part of their school culture.. scholars have expressed their. unshakable faith in HR culture and have persistently contributed through their writings, teaching and training to interns in creating and promoting HR culture based school tradition in Taiwan (Tang, 1999/March; Fong, 2004; Huang, 2006/March; Lin, 2007/March).. 14.

(36) 1.3 Human Right Education in India The project of HRE in India got impetus in the year 1995 after the announcement of the UN’s Decade for HRE in 1994. The National Curriculum Framework, 2005 (NCF2005) accepted “human dignity and rights” as a guiding principle for curriculum framework. In 1996 National Human Rights Commission (NHRC) in collaboration with the Canadian Human Rights Commission organized a seminar on HRE. There are a few NGOs that are working in the direction of promoting HR and HRE. A great srep forward. 政治大 Education ensures that every 立 child from age 6 to age 14 attends the school. This is the. in the sphere of HR is the right to compulsory elementary education. This Act of Right to. ‧ 國. 學. fundamental right and extremely important in accruing other rights. A bunch of Indian scholars who call themselves “Radical Humanists” hold a different opinion from the. ‧. education policy makers. They believe that HRE taught as an academic discipline would. sit. y. Nat. never lead to the desired objective of activism on the part of the learners. Thus, they vote. n. al. er. io. for HRE that is activism oriented. 1.4 Why Social Science Teachers?. Ch. engchi. i n U. v. The reason for selecting teachers trained in social sciences was the basic nature of the discipline. The Social Sciences learning area deals directly with society, social groups, and individuals as social entities. It also addresses the issues, such as how societies work and how people can participate in it as informed citizens or members of that society. The subjects covered in the social sciences discipline are history, political science, economics,. 15.

(37) sociology, anthropology and geography. The content of all these subjects have relations with HR and carry the potential towards a better, sound, and strong understanding of HR. It is not the intention here to judge the HR understanding of teachers from other disciplines such as languages, sciences or mathematics. Rather the argument is that social sciences teachers have an extra edge over others because of the nature of their discipline that is more conducive for incorporation of HRE. 1.5 Research Questions. 政治大. Q. 1. How the pedagogy of HRE is perceived by social science teachers of the. 立. elementary school of Taipei and ND in the context of their values, beliefs, attitudes, and. ‧ 國. 學. ideals towards HRE (Subjective category)?. ‧. Q. 2. How is the pedagogy of HRE of social science teachers of Taipei and Delhi. sit. y. Nat. put into practice (Objective category)?. al. er. io. Q. 3. What is taught in HRE in the social science classrooms of Taipei and ND. v. n. intentionally and unintentionally (Objective, subjective and normative category)?. Ch. engchi. i n U. Q. 4. What are the problems and obstacles faced by social science teachers during the process of teaching human rights (Objective and subjective category)? Q. 5. Can there be a general pedagogy of HRE, which can be applied across different educational settings (Objective and normative category)?. 16.

(38) 1.6 Purpose and Significance of Study The present study is aimed to explore the role of elementary school Social Science teachers in promoting HRE. The study also intends to describe how Social Science teachers of elementary school perceive HR and HRE. It also throws light on the praxis of HR educator. Further, it explores the obstacles faced by the Social Science teachers while putting HRE into practice. The premise of the study is that the pedagogical believes and praxis of a teacher are central to the successful implementation of HRE at. 政治大 HRE is taught in fragments 立 that spread across various subjects. Second, at this level. the elementary school level. Two reasons could be adduced to illustrate the point. First,. ‧ 國. 學. students are less equipped with cognition and skills to comprehend the concept of HR on their own. Students who are mostly adolescent need proper guidance, explanations and. ‧. instruction from the teacher to develop the comprehension of certain abstract concepts.. sit. y. Nat. The teacher therefore plays a key role in the successful implementation and promotion of. er. io. HRE. The present study focuses on social science teachers at schools in Taipei and ND to. al. iv n C hconduct recommendations for a successful e n gofcHRE h i inUinstitutions of learning. n. evaluate the objective, strategy and outcome of HRE. This study also proposes general. 17.

(39) 1.6 Scheme of Chapters This work consists of seven chapters. The first chapter introduces the purpose, significance, and limitations of the study as well as the main chapters themselves. The second chapter surveys the literature on the evolution of the concept of HR and HRE. The survey is organized around the following themes: definition of HR, role of UN and UDHR, role of national governments, NGOs and INGOs, definition of HRE, Pedagogy of HRE, goals and objective of HRE, approaches and models of HRE, HRE and Social. 政治大. Science, relationship between citizenship, peace and HR education, case studies, and. 立. challenges for HRE.. ‧ 國. 學. The third chapter provides an elaborate description of the research methodology and research design used in the study. In addition, it throws light on macro and micro. ‧. research settings. Macro settings provide a detailed description of socio-cultural milieu of. y. Nat. n. al. er. io. environments.. sit. Taiwan and India. Micro settings draw a picture of Taipei and ND schools and classroom. Ch. i n U. v. The theme of the fourth chapter discusses the educational history, policy, reforms,. engchi. institutional and organizational development of HRE in Taipei as well as the role of NGOs. The second section of the chapter focuses on six grade Social Science teacher’s pedagogical belief and practices of HRE. It also provides details of problems and challenges the teachers face while implementing HRE in their classrooms.. 18.

(40) The fifth chapter follows up the discussion of the preceding chapter in a different locale. It deals with the same questions and themes but in the context of ND teachers and schools. It also gives a historical background of Indian education and developmental stages of HRE. Chapter six compares, analyzes and synthesizes the data obtained from Taipei and ND elementary school teachers to arrive at a broader picture. The Seventh chapter is a discussion of results obtained from the perspective of research questions.. 立. 政治大. Chapter eight concludes the research while reaffirming hope in the pedagogy of. ‧ 國. 學. HRE. It also comes up with recommendations for the future implementation of HRE.. ‧. n. er. io. sit. y. Nat. al. Ch. engchi. 19. i n U. v.

(41) Chapter Two Pedagogy of Human Rights Education: A Survey of Literature. “Dear Teacher: I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers. Children poisoned by educated physicians…So I am suspicious of education. My request is: help your students become human.” (Haim Ginott quoted in Andreopoulos & Claude, 1997, p. xxii).. 立. Introduction. 政治大. ‧ 國. 學. Significant time has elapsed since the Holocaust but Ginott’s words can still send. ‧. a chill down the spine. The Holocaust is not merely an event in history, a bygone episode.. sit. y. Nat. Sometimes the intensity and validity of a concept can be demonstrated through an. io. er. extreme example. It is true that the scale of human rights (HR) violation in the Holocaust was extraordinary and perhaps no act of genocide in the history of human civilization can. al. n. iv n C incident.hThe point of interest e n g c h i U for. be equated with this. my study is however the. connection between HR and education. Ginott is convincing that general education has somehow failed to raise humanity to the level where it could not be violated. The failure reminds us forcefully of a specialized segment of education termed as human rights education (HRE) that is being evolved and invested with tremendous faith and hope. The. 20.