A one-day workshop to be held at St Hilda’s College, University of Oxford, on Saturday 14th March 2020.
Post date:
Wednesday, 27 November, 2019
A one-day workshop to be held at St Hilda’s College, University of Oxford, on Saturday 14th March 2020.
The timely and provocative articles by Shirley Walters and Han Soonghee in PIMA Bulletin No 26 raise fundamental questions about what kind of society we should aspire towards, and the role of adult learning in achieving such a society.
The right to education has become an increasingly visible feature of international educational policy debates and a foundation for state education policy itself over the last three decades. The emergence of Human Rights Education (HRE) as both a concept and an educational programme in its own right has been seen as a central condition for the realisation of the right to education. Successive Scottish Governments have expressed a commitment to the promotion of a society that is inclusive and respects, and realises, the rights of all people.
The publication in December 2018 of the recommendations of the First Minister’s Advisory Group on Human Rights Leadership outlines an ambitious programme for the further incorporation and realisation of human rights in Scotland including economic, social, and cultural rights such as the right to education. One feature of such a commitment, we might reasonably posit, ought to be the realisation and implementation of HRE within Scottish educational policy. However, serious questions have been raised in the literature about how successful current attempts to incorporate HRE within the Scottish education system have been.
The paper analyses the current status of HRE in Scotland in order to highlight a number of concerns with how well HRE is realised is within Scottish education policy and practice before identifying potential ways forward. In doing so, it will highlight three areas of deficiency in the current strategy for implementing Human Rights Education in Scotland. These are:
Further, it argues that the current political climate in Scotland offer significant opportunities for addressing these issues relating to the political ambition for Scotland to show leadership in the realisation of human rights. Finally, a number of steps that can be taken in order to improve the realisation of HRE within Scottish education and the necessity of doing so if the Scottish government is serious about both strengthening the realisation of human rights in Scotland as well as being a human rights leader are presented.
jordan Sneakers | New Balance 530 Til Kvinder, hvid - MR530SG
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On behalf of the School of Education and UNESCO RILA and CR&DALL we are delighted to invite you to participate in the next conference of the European Society for Research on the Education of Adults (ESREA) Migration, Transnationalism and Racisms Network, which will take place 22-24 April 2020, at the University of Glasgow. Featured below and attached, you will find the call for papers – abstracts should be submitted by 15 November 2019.
The UNESCO Chair in Community Based Research and Social Responsibility in Higher Education is editing a book with a working title of Social Responsibility and Higher Education: International Perspectives on Knowledge Democracy. The book is being prepared as a contribution to the 2021 UNESCO World Conference on Higher Education.
Growing inequality of wealth, opportunity, and access to basic services. Intolerance to differences in language, dress, rituals, food and culture. Irrelevance, fragmentation and even decay of institutions of democratic governance -- legislature, judiciary, law and order machinery, media, civil society. The past year has seen it all.
This guest lecture, co-hosted by SHLC and CR&DALL, Nilanjana Bhattacharjee will present a Participatory Action Research conducted by Participatory Research in Asia (PRIA), New Delhi on the lived experiences of women sanitation workers in the informal settlements of Jhansi (Uttar Pradesh), Ajmer (Rajasthan) and Muzaffarpur (Bihar) in India.
Neoliberalism has been widely criticised because of its role in prioritising ‘free markets’ as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals.
If you want to conduct a research that transforms the lives of people, International Perspectives on Participatory Research (IPPR) is the online course to go for. This course provides exposure to a set of multi-disciplinary approaches that share a core philosophy of participation.
In the context of increasing global inequality, climate crises, continuing gender inequality, and the opportunity provided by the United Nations Sustainable Development Goals (SDG) processes, participants from 9 African countries and Sweden, met in Dar Es Salaam, Tanzania from 5-8 March 2019, at a workshop entitled ‘Leave no one behind: Making the right to education for adults a reality’.
University of Glasgow
Centre for Research and Development in Adult and Lifelong Learning (CR&DALL)
University of Glasgow, St. Andrew's Building, 11 Eldon Street, Glasgow G3 6NH, Scotland
tel: +44 (0) 141 330 1835
email: [email protected]
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