‘They Should be Grateful to God’: Challenging Children’s Pre-Conceptions of the Global South through Human Rights Education

This article proposes the value of using human rights as a foundation for exploring development issues in the classroom. The article draws on research exploring children’s engagement with issues of global justice. The research was conducted with seven to nine year olds in three school settings in...
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Gespeichert in:

Autor*in:	Rowan Oberman [verfasserIn] Fionnuala Waldron [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	Human Rights Education Development Education Universalism Research with Children Stereotypes Emphatyhy Education and Poverty Empathy

Übergeordnetes Werk:	In: Policy and Practice: A Development Education Review - Centre for Global Education, 2018, 25(2017), Seite 9-33
Übergeordnetes Werk:	volume:25 ; year:2017 ; pages:9-33

Links:	Link aufrufen Link aufrufen Journal toc Journal toc

Katalog-ID:	DOAJ001446274

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allfields	(DE-627)DOAJ001446274 (DE-599)DOAJd17badcbcefd468cbb39a45c7056f10c DE-627 ger DE-627 rakwb eng LC8-6691 Rowan Oberman verfasserin aut ‘They Should be Grateful to God’: Challenging Children’s Pre-Conceptions of the Global South through Human Rights Education 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article proposes the value of using human rights as a foundation for exploring development issues in the classroom. The article draws on research exploring children’s engagement with issues of global justice. The research was conducted with seven to nine year olds in three school settings in the Dublin area. The research explored children’s responses to photographs set in different global contexts and to the concepts of money, fairness, decision making and the environment. The findings highlight a tendency amongst the participant children to characterise poverty as extreme deprivation, to marry their understandings of poverty and of developing countries so that one is synonymous with the other and to perceive the relationship between Ireland and developing countries principally in charitable terms. The findings further indicate that, for some children, there was an expectation that people living in developing countries should show gratitude where they have basic facilities, perceiving these facilities as exceptional in developing contexts. Human Rights Education (HRE) provides a basis from which to address these problematic assumptions and perspectives. Promoting universal entitlement to civil, political, cultural, social as well as economic rights, it provides a premise against which these preconceptions can be challenged. This article proposes that HRE might be used to re-orientate children’s conceptualisations of ‘developing countries’, advancing perspectives rooted in solidarity and universalism. Human Rights Education Development Education Universalism Research with Children Stereotypes Emphatyhy Education and Poverty Empathy Special aspects of education Fionnuala Waldron verfasserin aut In Policy and Practice: A Development Education Review Centre for Global Education, 2018 25(2017), Seite 9-33 (DE-627)614813921 (DE-600)2528196-3 20534272 nnns volume:25 year:2017 pages:9-33 https://doaj.org/article/d17badcbcefd468cbb39a45c7056f10c kostenfrei https://www.developmenteducationreview.com/issue/issue-25/%E2%80%98they-should-be-grateful-god%E2%80%99-challenging-children%E2%80%99s-pre-conceptions-global-south kostenfrei https://doaj.org/toc/2053-4272 Journal toc kostenfrei https://doaj.org/toc/2053-4272 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 25 2017 9-33
spelling	(DE-627)DOAJ001446274 (DE-599)DOAJd17badcbcefd468cbb39a45c7056f10c DE-627 ger DE-627 rakwb eng LC8-6691 Rowan Oberman verfasserin aut ‘They Should be Grateful to God’: Challenging Children’s Pre-Conceptions of the Global South through Human Rights Education 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article proposes the value of using human rights as a foundation for exploring development issues in the classroom. The article draws on research exploring children’s engagement with issues of global justice. The research was conducted with seven to nine year olds in three school settings in the Dublin area. The research explored children’s responses to photographs set in different global contexts and to the concepts of money, fairness, decision making and the environment. The findings highlight a tendency amongst the participant children to characterise poverty as extreme deprivation, to marry their understandings of poverty and of developing countries so that one is synonymous with the other and to perceive the relationship between Ireland and developing countries principally in charitable terms. The findings further indicate that, for some children, there was an expectation that people living in developing countries should show gratitude where they have basic facilities, perceiving these facilities as exceptional in developing contexts. Human Rights Education (HRE) provides a basis from which to address these problematic assumptions and perspectives. Promoting universal entitlement to civil, political, cultural, social as well as economic rights, it provides a premise against which these preconceptions can be challenged. This article proposes that HRE might be used to re-orientate children’s conceptualisations of ‘developing countries’, advancing perspectives rooted in solidarity and universalism. Human Rights Education Development Education Universalism Research with Children Stereotypes Emphatyhy Education and Poverty Empathy Special aspects of education Fionnuala Waldron verfasserin aut In Policy and Practice: A Development Education Review Centre for Global Education, 2018 25(2017), Seite 9-33 (DE-627)614813921 (DE-600)2528196-3 20534272 nnns volume:25 year:2017 pages:9-33 https://doaj.org/article/d17badcbcefd468cbb39a45c7056f10c kostenfrei https://www.developmenteducationreview.com/issue/issue-25/%E2%80%98they-should-be-grateful-god%E2%80%99-challenging-children%E2%80%99s-pre-conceptions-global-south kostenfrei https://doaj.org/toc/2053-4272 Journal toc kostenfrei https://doaj.org/toc/2053-4272 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 25 2017 9-33
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title_sort	‘they should be grateful to god’: challenging children’s pre-conceptions of the global south through human rights education
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title_auth	‘They Should be Grateful to God’: Challenging Children’s Pre-Conceptions of the Global South through Human Rights Education
abstract	This article proposes the value of using human rights as a foundation for exploring development issues in the classroom. The article draws on research exploring children’s engagement with issues of global justice. The research was conducted with seven to nine year olds in three school settings in the Dublin area. The research explored children’s responses to photographs set in different global contexts and to the concepts of money, fairness, decision making and the environment. The findings highlight a tendency amongst the participant children to characterise poverty as extreme deprivation, to marry their understandings of poverty and of developing countries so that one is synonymous with the other and to perceive the relationship between Ireland and developing countries principally in charitable terms. The findings further indicate that, for some children, there was an expectation that people living in developing countries should show gratitude where they have basic facilities, perceiving these facilities as exceptional in developing contexts. Human Rights Education (HRE) provides a basis from which to address these problematic assumptions and perspectives. Promoting universal entitlement to civil, political, cultural, social as well as economic rights, it provides a premise against which these preconceptions can be challenged. This article proposes that HRE might be used to re-orientate children’s conceptualisations of ‘developing countries’, advancing perspectives rooted in solidarity and universalism.
abstractGer	This article proposes the value of using human rights as a foundation for exploring development issues in the classroom. The article draws on research exploring children’s engagement with issues of global justice. The research was conducted with seven to nine year olds in three school settings in the Dublin area. The research explored children’s responses to photographs set in different global contexts and to the concepts of money, fairness, decision making and the environment. The findings highlight a tendency amongst the participant children to characterise poverty as extreme deprivation, to marry their understandings of poverty and of developing countries so that one is synonymous with the other and to perceive the relationship between Ireland and developing countries principally in charitable terms. The findings further indicate that, for some children, there was an expectation that people living in developing countries should show gratitude where they have basic facilities, perceiving these facilities as exceptional in developing contexts. Human Rights Education (HRE) provides a basis from which to address these problematic assumptions and perspectives. Promoting universal entitlement to civil, political, cultural, social as well as economic rights, it provides a premise against which these preconceptions can be challenged. This article proposes that HRE might be used to re-orientate children’s conceptualisations of ‘developing countries’, advancing perspectives rooted in solidarity and universalism.
abstract_unstemmed	This article proposes the value of using human rights as a foundation for exploring development issues in the classroom. The article draws on research exploring children’s engagement with issues of global justice. The research was conducted with seven to nine year olds in three school settings in the Dublin area. The research explored children’s responses to photographs set in different global contexts and to the concepts of money, fairness, decision making and the environment. The findings highlight a tendency amongst the participant children to characterise poverty as extreme deprivation, to marry their understandings of poverty and of developing countries so that one is synonymous with the other and to perceive the relationship between Ireland and developing countries principally in charitable terms. The findings further indicate that, for some children, there was an expectation that people living in developing countries should show gratitude where they have basic facilities, perceiving these facilities as exceptional in developing contexts. Human Rights Education (HRE) provides a basis from which to address these problematic assumptions and perspectives. Promoting universal entitlement to civil, political, cultural, social as well as economic rights, it provides a premise against which these preconceptions can be challenged. This article proposes that HRE might be used to re-orientate children’s conceptualisations of ‘developing countries’, advancing perspectives rooted in solidarity and universalism.
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title_short	‘They Should be Grateful to God’: Challenging Children’s Pre-Conceptions of the Global South through Human Rights Education
url	https://doaj.org/article/d17badcbcefd468cbb39a45c7056f10c https://www.developmenteducationreview.com/issue/issue-25/%E2%80%98they-should-be-grateful-god%E2%80%99-challenging-children%E2%80%99s-pre-conceptions-global-south https://doaj.org/toc/2053-4272
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‘They Should be Grateful to God’: Challenging Children’s Pre-Conceptions of the Global South through Human Rights Education

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