Session Information
ERG SES C 05, Interactive Poster Sessions
Interactive Poster Sessions
Contribution
The presented research project raises the issue of the respect for first-generation human rights in higher education, particularly for the right to freedom, dignity and equal and fair treatment. The subject of the research will be first-generation human rights which students, especially students of pedagogical studies, have. According to E. Malewska and W. Najmowicz (1990), the period of studying is crucial for shaping young people’s views and values. In this institution, they learn how to work and treat others, especially those who are in inferior position to them. The kind of experience they get from this will affect their further work. Therefore, it is important to conduct the proposed research – it may increase the awareness of higher education teachers and students in this matter.
Raising the issue of the respect for first-generation human rights in higher education can be justified pedagogically as well as socially. From the pedagogical perspective, it is about showing the importance of respecting the future teachers’ rights, for their personality and professional development. The foundation of first-generation human rights is freedom and this is why violating them is conducive to human enslavement and making a person a subject to domination structures which is subsequently reproduced in relations with other people, including pedagogical relations.
Social justification comes down to the issue of forming civil society which foundation is human rights. Not respecting them, especially in higher education, is conducive to educating people who are subordinate to oppression and are not characterized by civil attitude.
The subject matter of the research is the relation between the level of exercising first-generation human rights in higher education and students’ projections concerning the respect for those rights in the future pedagogical work. The essence of this problem is to diagnose the relation between academic teachers’ respect for first-generation human rights and students’ experience regarding their use, and students’ projections concerning their respect for their future students/pupils.
The issue of this research project is expressed in the following question: What is the relation between the level of respect for first-generation human rights in higher education and students’ experience regarding their use, and students’ projections concerning these rights in their future pedagogical work? A following hypothesis has been formulated: the lower the level of respect for first-generation human rights in higher education and the more negative students’ experience in this matter, the more pejorative students’ projections concerning human rights exercisingin the future pedagogical work will be.
The analysis of the collected empirical materialis going to be placed in the context of critical pedagogy. We would like to refer to Henry A. Giroux and Paulo Freire’s pedagogy in particular. During the analysis, we will also refer to the theory of communicative action created by Jürgen Habermas. We intend to present higher education as a place of dialogue between the group of the governing and the group of the governed and as a place which strongly affects students’ personalities by teaching them about what teachers they should be and how they should treat people subordinate to them.
Method
Expected Outcomes
References
Czerepaniak-Walczak, M. (1997). Źródła i aspekty profesjonalnej refleksji nauczyciela. Toruń: Wydawnictwo UMCS. Evert, G., (1993). Habermas i edukacja (Wpływ Habermasa na anglosaską literaturę pedagogiczną). W: Nieobecne dyskursy cz. III. Red. Z. Kwieciński. Toruń: Wydawnictwo Uniwersytetu Mikołaja Kopernika. Falk, R. A. (2000). Human Rights Horizons. The Persuit of Justice in a Globalizing World. New York: Routledge. Giroux, H. A. (1991). Reprodukcja. Opór i akomodacja. W: Nieobecne dyskursy cz. I. Red. Z. Kwieciński. Toruń: Wydawnictwo Uniwersytetu Mikołaja Kopernika. Giroux, H. A. (1991). W kierunku nowej sfery publicznej. W: Nieobecne dyskursy cz. I. Red. Z. Kwieciński. Toruń: Wydawnictwo Uniwersytetu Mikołaja Kopernika. Habermas, J. (1999). Teoria działania komunikacyjnego, T.I. Przekł. A. M. Kaniowski. Warszawa: Wydawnictwo Naukowe PWN. Habermas, J. (2002). Teoria działania komunikacyjnego, T.II. Przekł. A. M. Kaniowski. Warszawa: Wydawnictwo Naukowe PWN. McLaren, P. (1999). Schooling as a Ritual Performance: Towards a Political Economy of Educational Symbols and Gesture. Rowman & Littlefield, Inc. Uitto, M. (2011). Humiliation, Unfairness and Laughter: Students Recall Power Relations with Teachers. W: Pedagogy, Culture & Society. Vol. 19/2 Winston, M. (2007). Human Rights as Moral Rebellion and Social Construction. W. Journal of Human Rights. Vol. 6/3
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