Title: Negotiating the Place for Human Rights in Education – Implications for Curricular Integration
Stream: Curriculum Design & Development
Presentation Type: Live-Stream Presentation
Authors:
Astha Saxena, Guru Gobind Singh Indraprastha University, India
Abstract:
Human rights have long been an area of concern and active research since the inception of the Universal Declaration of Human Rights (UDHR) in 1948. The World Programme for Human Rights Education (2005-2014) has also re-emphasized the need for integrating human rights in school education as well as in the professional training of teachers through its inclusion in the teacher education curriculum. The role of education in building a rights-based perspective among young learners is crucial for imbibing human rights, building requisite attitudes and skills, and seeking its day-to-day applications & relevance in one’s own life as well as the life of others. The main objective of the study is to collect and analyze pre-service educators’ perceptions about the curricular integration of human rights in the school curriculum. The sample for the present study includes pre-service educators who are pursuing master’s in education course at a university in Delhi, India. Lesson planning was used as a tool to collect and analyze pre-service educators’ perceptions about integrating human rights in different subject areas. The lesson plans constructed by the educators depict their perceptions and strategies for integrating human rights within different curricular areas at the school level. Some of the activities designed by these educators are presented in this paper as evidence of their understanding of human rights education and its integration into the curriculum. The paper has implications for teachers, teacher educators, curriculum developers, and textbook writers.
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