Rebecca Adami

Re‐Thinking Relations in Human Rights Education: The Politics of Narratives

Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a g ...

Toward cosmopolitan ethics in teacher education: an ontological dimension of learning human rights

There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and justice. I read the critique through studies on human rights in teacher education, which transforms notions of openness and respect in relations marked by difference.

Testimony and Narrative as a Political Relation: The Question of Ethical Judgment in Education

In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

Intersectional dialogue – Analyzing power in reaching a Universal Declaration of Human Rights in 1948 on conflicting grounds

ABSTRACT The concept of “intersectional dialogue” is developed in the article to analyze intersections of power in dialogue, specifically in analyzing the relations between the particular and the universal in the negotiations surrounding the Universal Declaration of Human Rights (UDHR). The drafting of the UDHR is reread to explore how power conflicts over values intersected when unique individuals met in dialogue characterized by conflicting consensuses rather than hegemonic Western domination. The concept of intersectional dialogue helps illustrate how people relate to different social affiliations, as power relations central to dialogue are not static but change with context, setting, and group dynamics.

A narratable self as addressed by human rights

The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one’s life story narrative through relationality.

Re-Thinking Relations in Human Rights Education: The Politics of Narratives: Re-Thinking Relations in Human Rights Education

Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a g ...

Re-Thinking Relations in Human Rights Learning: The Politics of Narratives

Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a g ...