Using transformative learning as a model for human rights education
A case study of the Canadian Human Rights Foundation's International Human Rights Training Program
Bibliographic Data
| ID | 12681989 |
|---|---|
| Authors | Vincenza Nazzari (corresponding author), Paul D McAdams, Paul McAdams, Daniel Roy (0000-0002-8653-5043) |
| Year | 2005 |
| Volume | 16 |
| Issue | 2 |
| Pages | 171-186 |
| Publication date | 2005-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Intercultural studies (JOURNAL) |
| Journal identifiers | ISSN: 0952-391X • E-ISSN: 1469-8439 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14675980500133614 |
| OpenAlex | W2083629670 |
| Language | EN |
| Citations received | 5 |
| References cited | 1 |
This paper examines the essential practices and conditions for fostering transformative learning using the Canadian Human Rights Foundation's International Human Rights Training Program as a case study. It suggests that the program's participants challenge their own values and assumptions about human rights, their work and their society through critical reflection. Consequently, it argues that if human rights educators are to contribute to the transformative education of others, it is necessary for them to understand the theoretical and practical underpinnings of the learning process associated with human rights education
Engineering ethics · Environmental ethics · Foundation (evidence · Higher education · Human rights · Human Rights Education · International education · International human rights law · Pedagogy · Political science · Sociology · Transformative learning · Adult and Continuing Education Topics · Engineering · Law · Peace and Human Rights Education · Social Science and Policy Research
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.28 |
| Citation span | 2008 - 2022 (15) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |