Ben Cislaghi
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781474419796
- eISBN:
- 9781474445139
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474419796.003.0002
- Subject:
- Political Science, Political Theory
Advocates for new approaches to development have increasingly called for people-led implementations. However, many models have failed, being both weak in the theory framing them, and in the practice ...
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Advocates for new approaches to development have increasingly called for people-led implementations. However, many models have failed, being both weak in the theory framing them, and in the practice that actualised them in the ground. This chapter weaves together theories to analyse critical flaws in how human rights and human development are enacted in the field. It advocates for human rights education interventions that engage people’s imaginative collaborative potential as they aspire toward the common good. Chapter 2 investigates the challenges of integrating human rights, as international instruments, in the local (especially non-western) setting. It is suggested that Human Rights Education (HRE) can play a key role in their contextualisation. The chapter also explores how individual and collective behaviours are influenced by both cognitive and social factors, drawing on two social science theories, cognitive schema theory and social norms theory. Drawing on key literature on gender and power, the last section offers an analysis of the structural conditions that shape what people think to be possible and achievable; that is: their aspirations and capabilities.Less
Advocates for new approaches to development have increasingly called for people-led implementations. However, many models have failed, being both weak in the theory framing them, and in the practice that actualised them in the ground. This chapter weaves together theories to analyse critical flaws in how human rights and human development are enacted in the field. It advocates for human rights education interventions that engage people’s imaginative collaborative potential as they aspire toward the common good. Chapter 2 investigates the challenges of integrating human rights, as international instruments, in the local (especially non-western) setting. It is suggested that Human Rights Education (HRE) can play a key role in their contextualisation. The chapter also explores how individual and collective behaviours are influenced by both cognitive and social factors, drawing on two social science theories, cognitive schema theory and social norms theory. Drawing on key literature on gender and power, the last section offers an analysis of the structural conditions that shape what people think to be possible and achievable; that is: their aspirations and capabilities.
Ben Cislaghi
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781474419796
- eISBN:
- 9781474445139
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474419796.003.0005
- Subject:
- Political Science, Political Theory
Chapter 5 analyses in detail what happened during the HRE part of Tostan programme in the village. It analyses the different learning strategies used in class and show how they allowed participants ...
More
Chapter 5 analyses in detail what happened during the HRE part of Tostan programme in the village. It analyses the different learning strategies used in class and show how they allowed participants to ground the abstract human rights knowledge into their concrete daily life. This chapter also gives an understanding of classroom dynamics and analyse how participants made sense of their experience in class. Chapter 5 might be particularly relevant for practitioners interested in implementing indirect development programmes through HRE, and to scholars studying what works in human development.Less
Chapter 5 analyses in detail what happened during the HRE part of Tostan programme in the village. It analyses the different learning strategies used in class and show how they allowed participants to ground the abstract human rights knowledge into their concrete daily life. This chapter also gives an understanding of classroom dynamics and analyse how participants made sense of their experience in class. Chapter 5 might be particularly relevant for practitioners interested in implementing indirect development programmes through HRE, and to scholars studying what works in human development.
Ben Cislaghi
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781474419796
- eISBN:
- 9781474445139
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474419796.003.0006
- Subject:
- Political Science, Political Theory
This chapter analyses community members’ experiences during and after the programme. It uncovers a shift in participants’ attitudes, knowledge, intentions, and behaviour. The chapter also provides ...
More
This chapter analyses community members’ experiences during and after the programme. It uncovers a shift in participants’ attitudes, knowledge, intentions, and behaviour. The chapter also provides evidence of how human rights education contributed to empowering the rural community as a whole. It looks at how the new knowledge about human rights expanded participants’ capabilities, especially as they created new social norms and abandoned ones that they found hindered their growth and development.Less
This chapter analyses community members’ experiences during and after the programme. It uncovers a shift in participants’ attitudes, knowledge, intentions, and behaviour. The chapter also provides evidence of how human rights education contributed to empowering the rural community as a whole. It looks at how the new knowledge about human rights expanded participants’ capabilities, especially as they created new social norms and abandoned ones that they found hindered their growth and development.
