"(Trans)Formacion Docente": Teachers and Human Rights Education for Transformative Action in Peru

Autor/in	Hook, Margaret Mary Remstad
Titel	"(Trans)Formacion Docente": Teachers and Human Rights Education for Transformative Action in Peru
Quelle	(2018), (289 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-5509-3
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Civil Rights; Educational Quality; Educational Opportunities; Access to Education; Indigenous Populations; Rural Schools; Elementary School Students; Program Implementation; Faculty Development; Barriers; Power Structure; Empowerment; Social Bias; Bilingual Education; Culturally Relevant Education; Teacher Attitudes; Peru + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Quality of education; Bildungsqualität; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Sinti und Roma; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bilingual teaching; Bilingualer Unterricht; Lehrerverhalten
Abstract	As human rights education initiatives expand globally, there is wide variation among contexts about what human rights education is and accomplishes beyond a basic transmission of knowledge of rights. In an Andean highland province in Peru, two nongovernmental organizations (NGOs)---Fe y Alegria and IPEDEHP---have collaborated over the course of two decades to improve the quality of education and expand educational opportunity for Indigenous children by implementing human rights programs in rural primary schools. This dissertation is a qualitative vertical case study that explores the implementation of a global discourse of rights in this particular local context. Drawing on six months of multi-sited fieldwork in schools, NGOs and governmental offices, this dissertation details teachers' experiences with these human rights programs and how they appropriate a global discourse of rights into their school-level practice. I describe the NGO's approach to transform teachers through ongoing professional development and mentorship, and analyze several obstacles that impede implementation as intended, including mitigating power relations between NGO staff and teachers. I find that teachers appropriate rights in varied ways that empower students to voice concerns, express themselves, and critique social problems. Yet, in some instances, teachers privilege a discourse of responsibility that undermines the potential for empowerment and reveals pervasive discriminatory beliefs about rural and Indigenous communities and their equal rights as citizens of Peru. I also examine how human rights education intersects with national policy for intercultural bilingual education that defends Indigenous communities' right to linguistically and culturally relevant education. I find that teachers generally accept the pedagogical aims of this policy, but resist the political aims. In sum, this dissertation presents a complex look at the potential and limitations of human rights education to transform teachers' views of themselves and their profession, Indigenous students and communities, and rights and responsibilities for democratic citizenship in Peru. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01