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Individual and Collective Social Justice Education: Comparing Emphases on Human Rights and Social Movements in Textbooks Worldwide
Comparative Education Review ( IF 2.037 ) Pub Date : 2019-11-01 , DOI: 10.1086/705428
Nadine Skinner , Patricia Bromley

Strategies for promoting social justice include both individualistic approaches, rooted in the universalistic philosophy of human rights, and collectivist approaches, such as group- or issue-specific rights advocated by various social movements. The expansion of human rights education is well documented, but less attention has been given to education for or about other social movements. Drawing on a content analysis of 556 secondary school textbooks from 80 countries between 1950 and 2011, we compare and contrast the rise of emphases on social movements and human rights. Our analyses reveal a marginalized emphasis on social movements in secondary school civics and social studies curricula, while history books are more likely to include discussions of social movements. An implication of these findings is that in formal structures of education, such as textbooks, emphases on social movements may be relegated to matters of historical record, rather than treated as part of contemporary, active citizenship.

中文翻译:

个人和集体社会正义教育:比较全球教科书对人权和社会运动的重视

促进社会正义的战略既包括植根于普世人权哲学的个人主义方法,也包括集体主义方法,例如各种社会运动倡导的针对特定群体或特定问题的权利。人权教育的扩大是有据可查的,但对其他社会运动的教育或关于其他社会运动的教育却很少受到关注。通过对 1950 年至 2011 年间来自 80 个国家的 556 部中学教科书的内容分析,我们比较和对比了对社会运动和人权的重视的兴起。我们的分析揭示了中学公民和社会研究课程中对社会运动的边缘化强调,而历史书籍更可能包含对社会运动的讨论。这些发现的一个含义是,在正规的教育结构中,
更新日期:2019-11-01
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