ABSTRACT

Framed by a Foucauldian governmentality perspective, this article shows teachers’ different rights-teaching mentalities active in human rights education for children. The article draws on observation and interview data from fieldwork in three Year 1 classes in Swedish primary schools. In the holistic approach adopted, rights-learning is understood as learning about human rights as well as developing rights-conscious values and behaviours for human rights. This is enacted through human rights. Six rights-teaching mentalities were identified: Competent children learn rights from each other; Equal value in focus; Participation is a right; Respect is essential; Adult voices and interpretations are superior; and Competence and maturity determine access to rights. The analysis shows how the different rights-teaching mentalities support different forms of rights-learning.

摘要

本文以福柯的治理观为框架，展示了教师在儿童人权教育中的不同权利教育心态。这篇文章借鉴了瑞典小学三个一年级班级实地调查的观察和访谈数据。在所采用的整体方法中，权利学习被理解为学习人权以及发展具有权利意识的人权价值观和行为。这是通过人权制定的。确定了六种权利教育心态： 有能力的孩子互相学习权利；同等重视；参与是一种权利；尊重是必不可少的; 成人的声音和解释更胜一筹；能力和成熟度决定了对权利的访问。分析显示了不同的权利教育心态如何支持不同形式的权利学习。