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Decolonial Strategies and Pedagogical/Curricular Possibilities

  • Michalinos Zembylas
  • André Keet
Chapter
  • 207 Downloads
Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 13)

Abstract

This chapter argues that a decolonising approach in HRE needs to examine human rights issues through a critical lens that interrogates the Eurocentric grounding of human rights universals and advances the project of re-contextualising human rights in the historical horizon of modernity/coloniality. This alternative configuration of HRE as ‘critical’ and ‘transformative’ offers pedagogical and curricular possibilities that go beyond conventional forms of HRE and create openings for pedagogical praxis along social justice lines. The quest to create these openings and possibilities is a fundamental element for decolonising the theory and pedagogical practices of human rights. It is argued that the move to create spaces for decolonising pedagogy and curriculum in HRE can take HRE theory and practice to a less Eurocentric outlook and thus a more multiperspectival and pluriversal understanding of human rights—one that recognises the histories of coloniality, the entanglements with human rights and the consequences for social justice projects.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Michalinos Zembylas
    • 1
  • André Keet
    • 2
  1. 1.Open University of CyprusLatsiaCyprus
  2. 2.Nelson Mandela UniversityPort ElizabethSouth Africa

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