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      ‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

      Human Rights Education Review

      OsloMet - Oslo Metropolitan University

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          Abstract

          Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education.  Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.

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          Using thematic analysis in psychology

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            Citizenship education and the Ajegbo report: re-imagining a cosmopolitan nation

             Audrey Osler (2008)
            Following the 2005 London bombings, there is widespread public debate about diversity, integration, and multiculturalism in Britain, including the role of education in promoting national identity and citizenship. In response to official concerns about terrorism, a review panel was invited to consider how ethnic, religious and cultural diversity might be addressed in the school curriculum for England, specifically through the teaching of modern British social and cultural history and citizenship. The resultant Ajegbo report proposes a new strand on 'identity and diversity: living together in the UK', be added to the citizenship education framework. While the report gives impetus to teaching about diversity, it does not strengthen the curriculum framework proposed in the Crick report. It fails to adopt a critical perspective on race or multiculturalism or adequately engage with young people's lived experiences of citizenship within a globalised world. I analyse how the review panel conceptualises identity, democracy and diversity. I then consider its assumptions about racism, human rights, and citizenship education, concluding with reflections on how citizenship education might be developed in the task of re-imagining the nation and meeting the needs of emergent cosmopolitan citizens.
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              Developing the concept of “curriculum emphases” in science education

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                Author and article information

                Journal
                Human Rights Education Review
                HRER
                OsloMet - Oslo Metropolitan University
                2535-5406
                September 05 2019
                September 05 2019
                : 2
                : 1
                : 47-69
                Article
                10.7577/hrer.2832
                7a1b7ea4-6d22-414c-9b08-84a601110044
                © 2019

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