ABSTRACT

This article furthers pedagogical knowledge on educating children about their human rights, specifically in school contexts, with the aim of elucidating the features and the collateral learning of educative situations through which children are supported to grow as rights-holders. The data, obtained from fieldwork in three Year 1 classes in Swedish schools, were analysed drawing on John Dewey´s theory of experience, growth and collateral learning. The findings show that, in everyday classroom interactions, teachers’ actions have implications for human rights learning. Four categories of collateral content were identified: a) Experience and respect equal value; b) Form, express and respect opinions; c) Take part and participate in individual and collective matters; d) Demonstrate understanding, and tolerance. It is argued that teachers’ pedagogical actions support children’s human rights learning in various everyday situations in the classroom, often in unintended and unplanned ways.

摘要

本文进一步加强了关于教育儿童了解其人权的教育学知识，特别是在学校环境中，旨在阐明支持儿童成长为权利持有者的教育情境的特征和附带学习。这些数据来自瑞典学校三个一年级班级的实地考察，并根据约翰杜威的经验、成长和辅助学习理论进行了分析。研究结果表明，在日常课堂互动中，教师的行为对人权学习有影响。确定了四类附带内容： a) 体验和尊重同等价值；b) 形成、表达和尊重意见；c) 参与和参与个人和集体事务；d) 表现出理解和宽容。