Talking about rights without talking about rights: on the absence of knowledge in classroom discussions

Journal article


Jerome, L., Liddle, A. and Young, H. (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. https://doi.org/10.7577/hrer.3979
AuthorsJerome, L., Liddle, A. and Young, H.
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 nature of 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.

Keywordshuman rights education, knowledge, curriculum, epistemology, classroom discussion, deliberation
Year2021
JournalHuman Rights Education Review
Journal citation4 (1), pp. 8-26
PublisherUniversity of South-Eastern Norway
Digital Object Identifier (DOI)https://doi.org/10.7577/hrer.3979
Web address (URL)https://journals.oslomet.no/index.php/human/article/view/3979
Publication dates
Print11 Mar 2021
Publication process dates
Accepted21 Jan 2021
Deposited11 Mar 2021
Publisher's version
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File Access Level
Open
Accepted author manuscript
File Access Level
Controlled
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https://openresearch.lsbu.ac.uk/item/8w4w1

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