Teaching Human Rights at the Tertiary Level
Addressing the 'Knowing-Doing Gap' through a Role-Based Simulation Approach
Bibliographic Data
| ID | 12930488 |
|---|---|
| Authors | Susan Banki (0000-0002-9203-4106, corresponding author), Elisabeth Valiente-Riedl (0000-0003-3155-5175), Paul Duffill |
| Year | 2013 |
| Volume | 5 |
| Issue | 2 |
| Pages | 318-336 |
| Publication date | 2013-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Human Rights Practice (JOURNAL) |
| Journal identifiers | ISSN: 1757-9619 • E-ISSN: 1757-9627 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/jhuman/hut011 |
| OpenAlex | W4235588781 |
| Language | EN |
| Citations received | 6 |
| References cited | 4 |
This article describes a five-pointed approach to teaching human rights at the tertiary level. This approach points to the need for human rights education that: 1) offers abilities and capacities that complement legal approaches; 2) provides students with the tools to grasp the root causes of violations; 3) incorporates learning on local, national, regional, and international levels; 4) includes significant collaborative opportunities; and 5) offers students the chance to put into practice the skills they have learned. The article critically examines and problematizes this approach through a case-study examination of a ‘role-based simulation’ module trialled in a postgraduate human rights course at the University of Sydney, the Human Rights Simulation. The substantive and pedagogical challenges that have emerged are discussed, drawing on the insights from teaching the Simulation and the substance of student feedback
Complement (music · Engineering ethics · GRASP · Human rights · Human Rights Education · Mathematics education · Pedagogy · Political science · Root (linguistics · Sociology · Computer Science · Engineering · Legal Education and Practice Innovations · Peace and Human Rights Education · Psychology · Law
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,55 |
| Citation span | 2015 - 2022 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |