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      The Socio-Economic Crisis and Human Rights in Greece: The Role of Social Work

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          Abstract

          Human rights are violated on a daily basis both voluntarily and involuntarily. This proves that they are not guaranteed and applied through legal procedures, rules and regulations. We need to create a society of citizens and public bodies who promote human rights around the world and will fight for the prevention of injustice, oppression and discrimination. This will build a global culture, the keystone of which is respect for human rights. To achieve this vision, the contribution of the field of human rights education is seen as necessary, as this direction can effectively lead to the building of a global culture of human rights and help develop human rights competence. One of the professional groups on which human rights education focuses is that of social workers.

          The current social and economic conditions in Greece call for action on the part of the social work profession. Social workers are now required to overcome methodologically and politically many of the conservative ‘theories’ that they have been nurtured with and seek new forms of action, utilising many elements from social pedagogy. This direction will contribute to the emergence of a new social work which is politically active and socially sensitive.

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          Most cited references 6

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          Understanding what we do: Emerging models for human rights education

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            Defining Social Work for the 21st Century: The International Federation of Social Workers' Revised Definition of Social Work

             I. Hare,,  I. Hare,  I HARE (2004)
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              Soziale Arbeit – Menschenrechte – Nachhaltige Entwicklung

               H. Walz, (1999)
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                Author and article information

                Journal
                ijsp
                ijsp
                International Journal of Social Pedagogy
                IJSP
                UCL Press (UK )
                2051-5804
                1 January 2015
                : 4
                : 1
                : 190-203
                Affiliations
                University of Thessaly, Greece
                Ruprecht-Karls-University in Heidelberg, Germany
                Author notes
                Correspondence to: Vassilis Pantazis, University of Thessaly Greece, Department of Early Childhood Education, Argonafton & Filellinon, 38221 Volos, Greece. Email: pantazisv@ 123456uth.gr

                *Vassilis Pantazis is an Associate Professor of Social Pedagogy at the University of Thessaly, Greece. He has studied pedagogy, sociology and psychology in Athens and in Heidelberg. His work is rooted in research and social pedagogy in the field of culture of peace and human rights education, democracy, citizenship, intercultural studies and anti-racist education. His current research focuses on public policies related to educational programmes for human rights, citizens, participation, culture of peace and democracy, particularly at local level. He has published books, articles and contributions in his field of expertise.

                Georgia Pantazi is law student at the Ruprecht-Karls-University in Heidelberg, Germany. Her focus area is on international law.

                Article
                10.14324/111.444.ijsp.2015.v4.1.014
                Copyright © 2015 The Author(s). [Special issue title, Social Pedagogy in Times of Crisis in Greece]

                This work is licensed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC-BY-NC-SA) 3.0 https://creativecommons.org/licenses/by-nc-sa/3.0/, which permits re-use, distribution and reproduction in any medium, provided any modifications of this material in anyway is distributed under this same license, is not used for commercial purposes, and the original author and source are credited

                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 31, Pages: 15

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                International Journal of Social Pedagogy
                Volume 4, Issue 1

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