Using a mixed quantitative and qualitative analysis of 42 South African textbooks from the postapartheid era, we seek to understand how global human rights discourses manifest in South African textbooks across different subjects and whether these discourses may have changed over time. By employing a two-dimensional framework that examines the vertical flow of human rights knowledge from global to local, as well as the horizontal pedagogical application of this knowledge in textbooks, we offer a novel way of analyzing human rights education (HRE). We find that certain subjects are more likely to contain human rights language: life orientation books exhibit the highest proportion of human rights mentions, followed by social studies books, with history having the lowest proportion of mentions. In our qualitative content analysis of our sample of 16 textbooks, we find that the books generally focus on human rights discourse within a global and national context, using various pedagogical frameworks. As one of the most progressive constitutional democracies in the world, South Africa offers important lessons for transitional countries grappling with HRE and curriculum reform in the context of historical injustices.

中文翻译：

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南非的人权教育：意识形态转变和课程改革

通过对后种族隔离时代的 42 部南非教科书进行定量和定性混合分析，我们试图了解全球人权话语如何在不同学科的南非教科书中体现出来，以及这些话语是否会随着时间的推移而发生变化。通过采用二维框架来检查人权知识从全球到地方的垂直流动，以及这些知识在教科书中的横向教学应用，我们提供了一种分析人权教育 (HRE) 的新方法。我们发现某些科目更可能包含人权语言：生活取向书籍的人权提及比例最高，其次是社会研究书籍，历史书籍的提及比例最低。在我们对 16 本书样本的定性内容分析中，我们发现这些书通常使用各种教学框架关注全球和国家背景下的人权话语。作为世界上最进步的宪政民主国家之一，南非为转型国家在历史不公正的背景下应对人力资源教育和课程改革提供了重要的经验教训。