Peace Review: A Journal of Social Justice is an international journal distributed in more than 50 nations. We seek essays on the above theme for a special issue.
Peace Review: A Journal of Social Justice (Routledge) is dedicating issue 24.1, “Human Rights Education Praxis,” to exploring the role of Human Rights Education (HRE) in promoting both a more mainstream understanding of human rights as put forth by the UDHR and international instruments, and new emerging meanings of human rights specific to the unique conditions of communities around the world, in efforts towards justice and equity.
Definitions of HRE are still emerging based on diverse contexts, perspectives and intended goals. A few that we will use to frame this special issue are:
Human rights education and teaching must aim at: (i) Fostering the attitudes of tolerance, respect and solidarity inherent in human rights; (ii) Providing knowledge about human rights, in both their national and international dimensions, and the institutions established for their implementation; (iii) Developing the individual awareness of the ways and means by which human rights can be translated into social and political reality at both the national and international levels (Torney-Purta, 1984, pgs 59-60).
Human Rights Education efforts are seen as both a political and pedagogical strategy to facilitate democratization and active citizenship (Magdenzo as cited in Bajaj, 2011, 484).
This issue seeks to provide insights into both the contemporary global significance of HRE, as well as tangible examples of its effectiveness in addressing educational inequities. It focuses on the current state of HRE, exploring the creation of an “epistemic community of human rights educators and the theorization of human rights education within the community” by highlighting HRE praxis in diverse contexts (Suárez, 2007, p.49; Strang & Meyer, 1993).
It is our hope that this issue will add to the growing scholarship on HRE by examining several critical questions: How are communities around the world using HRE to address educational inequities? How is HRE defined and operationalized in each specific context? Is the adoption of HRE curriculum a response to articulated agendas and needs? How are these similar or different in various global contexts and how can we begin to understand the promises and challenges held by a growing interest in HRE to meet contemporary educational inequities?
Essays are welcome on any aspect of this issue’s theme, broadly conceived.
Submissions that address global issues and perspectives are especially encouraged.
Interested writers should submit essays (2,500-3,500 words) and 2-3 line bios to Peace Review no later than October 15, 2011.
See Submission Guidelines at:
http://usf.usfca.edu/peacereview/guidelines.htm
Peace Review is a quarterly, multidisciplinary transnational journal of research and analysis focusing on the current issues and controversies that underlie the promotion of a more peaceful world. We publish essays on ideas and research in peace studies, broadly defined. Essays are relatively short (2,500-3,500 words), contain no footnotes or exhaustive bibliography, and are intended for a wide readership. The journal is most interested in the cultural and political issues surrounding conflicts occurring between nations and peoples. For more information on the journal and issues of style and formatting, see http://usf.usfca.edu/peacereview/PRHome.html.
Send essays to:
Robert Elias (Editor) or Kerry Donoghue (Managing Editor)
Peace Review
University of San Francisco
2130 Fulton Street
San Francisco, CA 94117-1080
USA
or by email: peacereview@usfca.edu
