Sensational Human Rights Curriculum and the Discourse on Saving the Other

Autor/in	Subedi, Binaya
Titel	Sensational Human Rights Curriculum and the Discourse on Saving the Other
Quelle	In: Gender and Education, 32 (2020) 6, S.715-731 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1501003
Schlagwörter	Civil Rights; Teaching Methods; Educational Theories; Curriculum Development; Awards; Gender Bias; Gender Differences; Power Structure; Females; Developing Nations; Advocacy; Global Approach; Criticism; Cultural Differences; Freedom; Books; Sexuality; Employment; Adolescents; Political Attitudes; Personal Autonomy + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Award; Auszeichnung; Geschlechterstereotyp; Geschlechterkonflikt; Weibliches Geschlecht; Developing country; Developing countries; Entwicklungsland; Sozialanwaltschaft; Globales Denken; Kritik; Kultureller Unterschied; Freiheit; Book; Buch; Monographie; Monografie; Sexualität; Dienstverhältnis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Political attitude; Politische Einstellung; Individuelle Autonomie
Abstract	This article advocates for the need to develop a more critical approach to theorizing human rights curriculum and critiques dominant/western liberal interpretation of human rights discourse that claims to be humanitarian and benevolent. Liberal approach to (global) human rights discussion places emphasis on individual rights and views concepts such as freedom and independence as being easily transferable across cultures and geographical borders. By examining an award-winning text on gender oppression, the article explores why stories about the oppression faced by Third World girls are often sensationalized and are appealing to mainstream U.S./western audience. The article advocates for the need to rethink how human rights discussions are included in school curriculum and how well-meaning projects on social change reproduce deficit understanding of Third World gender experiences. Furthermore, the article explores how attempts to promote global gender advocacy often silence agency, reinscribe cultural essentialisms and avoid structural factors that contribute to gender oppressions. Lastly, the article critiques 'saving-the-Other' narratives that reinforce U.S. exceptionalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01