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‘British Values Are Also Values All Around the World’: Teaching Fundamental British Values through a Human Rights Lens
Journal of Human Rights Practice ( IF 0.9 ) Pub Date : 2020-12-11 , DOI: 10.1093/jhuman/huaa042
Alison E.C. Struthers 1 , Julie Mansuy 2
Affiliation  

Abstract
Since 2014, the promotion of Fundamental British Values (FBV) has been a requirement across formal schooling in England. The agenda has, however, faced criticism from various stakeholders. Much of this denunciation has been directed at the opaque nature of FBV, but the agenda is problematic for more concerning reasons. It is arguable that, in light of the current threat from ethno-nationalism, frameworks such as FBV that focus on a particular definition and formulation of national values run the risk of being interpreted in a manner that is exclusionary and liable to ‘other’ different ethnic groups in the classroom. The FBV framework furthermore overlooks the fact that the UK isalready subject to numerous international human rights obligations, including many that mandate the provision of holistic and effective human rights education at all levels of formal education. This article therefore draws upon the findings of a pilot study conducted with Year 5 learners in four primary schools in the West Midlands showing that teaching about human rights through the FBV agenda is possible, by linking discussion of values at the national level to broader human rights principles. Such an approach satisfies the government’s desire for children to learn about FBV, whilst highlighting that these values also exist in a global context. This, in turn, is likely to be a more effective way of encouraging learners to be global citizens who will contribute to the building of a broader culture that is respectful of human rights.


中文翻译:

“英国价值观也是世界各地的价值观”:通过人权视角讲授基本的英国价值观

摘要
自2014年以来,在英国的正规学校就一直要求推广“英国基本价值观”(FBV)。但是,该议程面临着各种利益相关者的批评。这种谴责大部分是针对FBV的不透明性,但是由于更多令人担忧的原因,议程存在问题。鉴于种族民族主义当前的威胁,有争议的是,像FBV这样的专注于国家价值观的特定定义和表述的框架可能会有被排斥和易于“与众不同”的方式进行解释的风险。教室里的民族。FBV框架还忽略了以下事实:英国已经受制于众多国际人权义务,包括许多要求在各级正规教育中提供全面有效的人权教育的国家。因此,本文借鉴了在西米德兰兹郡的四所小学与5年级学生进行的一项试点研究的结果,该研究表明,通过将国家层面的价值观与广泛的人权讨论联系起来,可以通过FBV议程进行人权教育原则。这种方法满足了政府要求儿童学习FBV的愿望,同时强调了这些价值观也存在于全球范围内。反过来,这很可能是鼓励学习者成为全球公民的更有效的方式,他们将为建立更广泛的尊重人权的文化做出贡献。因此,本文借鉴了在西米德兰兹郡的四所小学与5年级学生进行的一项试点研究的结果,表明通过将国家层面的价值观与广泛的人权讨论联系起来,通过FBV议程进行人权教育是可能的原则。这种方法满足了政府要求儿童学习FBV的愿望,同时强调了这些价值观也存在于全球范围内。反过来,这很可能是鼓励学习者成为全球公民的更有效的方式,他们将为建立更广泛的尊重人权的文化做出贡献。因此,本文借鉴了在西米德兰兹郡的四所小学与5年级学生进行的一项试点研究的结果,表明通过将国家层面的价值观与广泛的人权讨论联系起来,通过FBV议程进行人权教育是可能的原则。这种方法满足了政府要求儿童学习FBV的愿望,同时强调了这些价值观也存在于全球范围内。反过来,这很可能是鼓励学习者成为全球公民的更有效的方式,他们将为建立更广泛的尊重人权的文化做出贡献。将国家层面的价值观讨论与更广泛的人权原则联系起来。这种方法满足了政府要求儿童学习FBV的愿望,同时强调了这些价值观也存在于全球范围内。反过来,这很可能是鼓励学习者成为全球公民的更有效的方式,他们将为建立更广泛的尊重人权的文化做出贡献。将国家层面的价值观讨论与更广泛的人权原则联系起来。这种方法满足了政府要求儿童学习FBV的愿望,同时强调了这些价值观也存在于全球范围内。反过来,这很可能是鼓励学习者成为全球公民的更有效的方式,他们将为建立更广泛的尊重人权的文化做出贡献。
更新日期:2020-12-11
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