The Origins and Ends of Human Rights Education: Enduring Problematics, 1948-2018

L. F Gearon; A Kuusisto; Marisa Musaio

The Origins and Ends of Human Rights Education: Enduring Problematics, 1948-2018

L. F Gearon
, A Kuusisto
, Marisa Musaio

Risultato della ricerca: Contributo in libro › Capitolo

Abstract

[Ita:]Il capitolo fornisce una valutazione analitica della problematica dei diritti universali a partire dalla fondazione della Dichiarazione dei diritti umani da 1948 fino ai giorni nostri, nell'anno del suo settantesimo anniversario e sostiene che tali problemi si rispecchiano nel stesse origini moderne e nei fini dell'educazione ai diritti umani. Il contributo identifica tre problematiche specifiche sia per i diritti umani sia per i diritti umani educazione: proliferazione, priorità e pluralismo. Questi tre ambiti hanno suggerito problematiche molto reali non semplicemente per l'implementazione dell'educazione ai diritti umani ma anche per le implicazioni nel campo teorico più ampio in relazione a problematiche multidisciplinari rilevanti per la filosofia dei diritti umani, delle leggi, della politica sociale e della governance. .

Lingua originale	Inglese
Titolo della pubblicazione ospite	Metaphysics of Human Rights 1948-2018. On the Occasion of the 70th Anniversary of the UDHR
Editor	E Grimi, L Di Donato
Pagine	213-235
Numero di pagine	23
Volume	2019
Stato di pubblicazione	Pubblicato - 2019

Keywords

Human rights
diritti umani
human rights education
securitisation
security

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abstract = "This chapter provides an analytical assessment of the enduring problematics of universal rights from the United Nations{\textquoteright} founding Universal Declaration of Human Rights in 1948 to the present day, in the year of its seventieth anniversary, and argues that such problematics are mirrored in the same modern origins and ends of human rights education. It identifies three such problematics specific to both human rights and human rights education: proliferation, prioritisation and pluralism. These three suggested problematics present very real issues not simply for the implementation of rights through human rights education but raise too in the theoretical realm a wider series of multi-disciplinary problematics relevant to the philosophy of human rights, law and social policy, politics and governance. These three problematics are, however, themselves framed by a larger, problematic grand narrative. This is a coda of existential threat. It is this which draws human rights and human rights education into the arena of security in relation to the protection of rights from a diversity of threats. Indeed, the origins and ends of human rights and human rights education are encircled both in historical settings and contemporary contexts by a story of security against threat and a narrative of protection.",

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N2 - This chapter provides an analytical assessment of the enduring problematics of universal rights from the United Nations’ founding Universal Declaration of Human Rights in 1948 to the present day, in the year of its seventieth anniversary, and argues that such problematics are mirrored in the same modern origins and ends of human rights education. It identifies three such problematics specific to both human rights and human rights education: proliferation, prioritisation and pluralism. These three suggested problematics present very real issues not simply for the implementation of rights through human rights education but raise too in the theoretical realm a wider series of multi-disciplinary problematics relevant to the philosophy of human rights, law and social policy, politics and governance. These three problematics are, however, themselves framed by a larger, problematic grand narrative. This is a coda of existential threat. It is this which draws human rights and human rights education into the arena of security in relation to the protection of rights from a diversity of threats. Indeed, the origins and ends of human rights and human rights education are encircled both in historical settings and contemporary contexts by a story of security against threat and a narrative of protection.

AB - This chapter provides an analytical assessment of the enduring problematics of universal rights from the United Nations’ founding Universal Declaration of Human Rights in 1948 to the present day, in the year of its seventieth anniversary, and argues that such problematics are mirrored in the same modern origins and ends of human rights education. It identifies three such problematics specific to both human rights and human rights education: proliferation, prioritisation and pluralism. These three suggested problematics present very real issues not simply for the implementation of rights through human rights education but raise too in the theoretical realm a wider series of multi-disciplinary problematics relevant to the philosophy of human rights, law and social policy, politics and governance. These three problematics are, however, themselves framed by a larger, problematic grand narrative. This is a coda of existential threat. It is this which draws human rights and human rights education into the arena of security in relation to the protection of rights from a diversity of threats. Indeed, the origins and ends of human rights and human rights education are encircled both in historical settings and contemporary contexts by a story of security against threat and a narrative of protection.

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KW - securitisation

KW - security

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KW - diritti umani

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KW - securitisation

KW - security

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BT - Metaphysics of Human Rights 1948-2018. On the Occasion of the 70th Anniversary of the UDHR

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ER -

The Origins and Ends of Human Rights Education: Enduring Problematics, 1948-2018

Abstract

Keywords

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