Talking about rights without talking about rights: on the absence of knowledge in classroom discussions
Jerome, Lee ORCID: https://orcid.org/0000-0003-0278-6986, Liddle, Anna and Young, Helen
ORCID: https://orcid.org/0000-0002-6021-3513
(2021)
Talking about rights without talking about rights: on the absence of knowledge in classroom discussions.
Human Rights Education Review, 4
(1)
.
pp. 8-26.
ISSN 2535-5406
[Article]
(doi:10.7577/hrer.3979)
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Abstract
This article reports on research in three secondary schools in England where students were engaged in deliberative discussion of controversial issues. The teaching resources used illustrated rights-based dilemmas and the data analysis focused on the natureof the talk and the types of knowledge the students drew upon to inform their discussions. The article shares four insights: (i) there is a need to be more explicit about what constitutes human rights knowledge; (ii) human rights education requires the development of political understanding, which moves beyond individual empathy; (iii) educators need to value the process of deliberative discussions and avoid a push for conclusive answers; (iv) students need support to draw on knowledge from a range of disciplines.If these issues are not addressed, some students are able to engage in rights-based discussions with little knowledge and understanding of rights.
Item Type: | Article |
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Additional Information: | Vol. 4 No. 1 (2021): Special issue International Conference on Education and Democratic Citizenship (ICEDC) |
Research Areas: | A. > School of Health and Education > Education |
Item ID: | 32298 |
Notes on copyright: | Copyright (c) 2021 Lee Jerome, Anna Liddle, Helen Young
Creative Commons License: This work is licensed under a Creative Commons Attribution 4.0 International License |
Useful Links: | |
Depositing User: | Lee Jerome |
Date Deposited: | 31 Mar 2021 14:40 |
Last Modified: | 07 Sep 2021 03:54 |
URI: | https://eprints.mdx.ac.uk/id/eprint/32298 |
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