Design-Based Development of Educative Curriculum Material for Deliberative Human Rights Education

Autor/inn/en	Guzmán, Valentina; Larrain, Antonia; Álvarez, Carolina; Fernández, Ivette; Herrera Araya, David; Urrutia, Camila
Titel	Design-Based Development of Educative Curriculum Material for Deliberative Human Rights Education
Quelle	In: Journal of Curriculum Studies, 55 (2023) 4, S.489-507 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guzmán, Valentina) ORCID (Larrain, Antonia) ORCID (Álvarez, Carolina) ORCID (Herrera Araya, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2023.2223247
Schlagwörter	Foreign Countries; Civil Rights; History Instruction; Curriculum Development; Secondary School Curriculum; Grade 11; Grade 12; Citizenship Education; Instructional Innovation; Teaching Methods; Learning Activities; Social Justice; Chile + Suchen Sie Ihr Suchwort? Ausland; Bürgerrechte; Grundrechte; Zivilrecht; History lessons; Geschichtsunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Soziale Gerechtigkeit
Abstract	Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education "about," "through," and "for" human rights. We argue that a situated "deliberative pedagogy" can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a "design-based research" (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material's structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: "about," "through," and "for" HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01