22 SES 01 D, Teaching, Learning and Assessment in Higher Education
Parallel Paper Session
Human Rights Education is becoming of a great importance globally. It has been defined as «training, dissemination, and information efforts aimed at the building of a universal culture of human rights through the imparting of knowledge and skills and the molding of attitudes».
The main objective of the studyis to find out the level of awareness ofGreek university students in the sphere of Human Rights (HR) as this is a part of the base of the "learning pyramid" of Human Rights Education (HRE) and how they would feel if their HR were violated .
The main research questions of the study are a) where do university students obtain information on HR from? b) with whom they talk about HR?, c) how would they feel if their HR were violated?
The United Nations (UN) declared 1995-2004 the Decade for Human Rights Education (HRE); as a follow-up initiated a HRE World Programme (2005-2009), aimed at the support and development of sustainable national strategies and programmes in (HRE). HRE is an emerging area of practice that aspires to promote and protect human dignity and encourages trainers to involve learners in what can be termed an «empowerment process». It is not merely about valuing and respecting human rights, but about fostering personal action in order to guarantee these conditions (Tibbits, 2005:107). HRE consists of three models: the "values and awareness model", which aims at knowledge, through data and a concept of human rights; the "accountability model" which aims at attitudes and values, through self respect and fair treatment; and the "transformational model" which aims at skills, both intellectual and action-based, informed by critical thinking and capacity building. These models can be presented like a "learning pyramid." "Values and awareness model" would be found at its base, "accountability model" in the middle and "transformational model" at the narrow top (Tibbits, 2002). This mixture of all three levels, which each one interacts with other, allows HRE to implement its aims in a successful way. Consequently, not only citizens are able to understand and state their HR and those of others, but also recognize HR’s violations, express their feelings against them, claim these rights and defend them if it necessary (Flowers, 2003; Mihr, 2004).
UN policies promoting HRE and the globalization in economic terms, which has led to more injustice all over the world, have driven many higher learning institutions and professional associations to seize upon the opportunity and incorporate into national curricula the philosophy, perspectives, and concepts of human rights. In Greece, HRE has been infused at some extent in some departments of the Schools of Humanities and Social Sciences (such as in the University of Crete, Thessaloniki, Patras, Ioannina) but in other Schools such as the School of Engineering and the School of Natural Sciences (in the University of Patras) has not been existed in their curriculum. According to above, we will try to give answers to research questions by examining if there is statistical difference in the given answers by the university students related to a) schools of universities and b) gender of participants.
Koenig, S. (1997). Foreword. In Andreopoulos, G. & Claude, R. P. (Eds.), Human rights education for the twenty-first century pp. xiii-xvii. Philadelphia: University of Pennsylvania Press. Lenhart, V & Savolainen, K. (2002). Human Rights Education as a field of practice and of theoretical reflection. International Review of Education. 48 (3-4) pp 145-158. Lister, I. (1991). The challenge of human rights for education. In H. Starkey (Ed.), The challenge of human rights education pp. 245–254. London: Cassell Educational. Lohrenscheit, C. (2002). International Approaches in Human Rights Education. International Review of Education. 48 (3-4) pp 173-185. Martin, J. P. (1997). Epilogue: The Next Step, Quality Control. In Andreopoulos, G. & Claude, R. P. (Eds.), Human rights education for the twenty-first century, pp. 559-609. Philadelphia: University of Pennsylvania Press. Flowers, N. (2003). What is Human Rights Education? (Published in A Survey of Human Rights Education (Bertelsmann Verlag, 2003). Mihr, A. (2004). Human Rights Education: Methods, Institutions, Culture and Evaluation. Institute for Political Science: University of Magdeburg. Stellmacher, J., Sommer, G. & Brahler, E. (2009). The Cognitive Representation of Human Rights: Knowledge, Importance, and Commitment. Peace and Conflict: Journal of Peace Psychology. Vol.11, No.3, pp. 267-292. Tibbits, F. (2008). Human Rights Education. In Bajaj, M (Eds.), Encyclopedia of Peace Education, pp. 159-171. Charlotte, NC: Information. Tibbits, F. (2005). Transformative learning and human rights education: taking a closer look. Intercultural Education. Vol. 16, No. 2, pp. 107-113. Tibbits, F. (2002). Understanding what we do: Emerging models for human rights education. International Review of Education. Vol. 48, No. 3-4, pp. 159-171. United Nations: Office of the High Commissioner for Human Rights. (1996) International Plan of Action for the Decade of Human Rights Education. Geneva, Switzerland: United Nations Office of the United Nations High Commissioner for Human Rights. (10 December 2004).World Programme for Human Rights Education (2005-ongoing).
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.