Advertisement

Towards an Agonistic Account of Human Rights Education

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

Abstract

This chapter takes up Arendt’s ‘aporetic’ framing of human rights as well as Rancière’s critique and suggests that reading them together may offer another way to re-envision human rights and HRE along the lines discussed throughout this book—not only because they make visible the perplexities of human rights, but also in that they call for an agonistic understanding of rights; namely, the possibility to make new and plural political and ethical claims about human rights as practices that can be evaluated critically rather than taken on faith. This chapter contributes to discussions in other chapters about the need for a renewal of HRE by suggesting that the paradoxes of human rights—such as the disparity between the reality of the human condition and the abstract ideal of human rights—can be politically and pedagogically invigorating by rethinking human rights in agonistic terms and formulating more robust practices of HRE.

References

  1. Al-Daraweesh, F., & Snauwaert, D. (2013). Toward a hermeneutical theory of international human rights education. Educational Theory, 63(4), 389–411.CrossRefGoogle Scholar
  2. Arendt, H. (1949). “The rights of man”: What are they? Modern Review, 3(1), 24–37.Google Scholar
  3. Arendt, H. (1951/1968). The origins of totalitarianism (edition if not the first?). New York: Harcourt.Google Scholar
  4. Bajaj, M., Cislaghi, B., & Mackie, G. (2016). Advancing transformative human rights education: Appendix D to the Report of the Global Citizenship Commission. Cambridge, UK: Open Book Publishers.Google Scholar
  5. Balibar, E. (2007). (De)constructing the human as human institution: A reflection on the coherence of Hanna Arendt’s practical philosophy. Social Research, 74(3), 727–738.Google Scholar
  6. Benhabib, S. (2004). The rights of others: Aliens, residents and citizens. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  7. Delanty, G. (2011). Varieties of critique in sociological theory and their methodological implications for social research. Irish Journal of Sociology, 19(1), 68–92.CrossRefGoogle Scholar
  8. Giroux, H. (1997). Pedagogy and politics of hope: Theory, culture and schooling. Oxford, UK: West View Press.Google Scholar
  9. Gündoğdu, A. (2011). “Perplexities of the rights of man”: Arendt on the aporias of human rights. European Journal of Political Theory, 11(1), 4–24.CrossRefGoogle Scholar
  10. Honig, B. (1995). Toward an agonistic feminism: Hannah Arendt and the politics of identity. In B. Honig (Ed.), Feminist interpretations of Hannah Arendt (pp. 135–166). University Park, PA: Pennsylvania State University Press.Google Scholar
  11. Honig, B. (2008). The time of rights: Emergent thought in an emergency setting: The paradox of politics. In D. Campbell & M. Schoolman (Eds.), The new pluralism: William Connollly and the contemporary global condition (pp. 85–120). Durham, NC: Duke University Press.Google Scholar
  12. Hoover, J. (2013). Towards a politics for human rights: Ambiguous humanity and democratizing rights. Philosophy & Social Criticism, 39(9), 935–961.CrossRefGoogle Scholar
  13. Hung, R. (2012). Being human or being a citizen: Rethinking human rights and citizenship education in the light of Agamben and Merleau-Ponty. Cambridge Journal of Education, 42(1), 37–51.CrossRefGoogle Scholar
  14. Keet, A. (2010). Human rights education: A conceptual analysis. Saarbrücken, Germany: Lambert Academic Publishing.Google Scholar
  15. Kiwan, D. (2005). Human rights and citizenship: An unjustifiable conflation? Journal of Philosophy of Education, 39(1), 37–50.CrossRefGoogle Scholar
  16. Rancière, J. (2004). Who is the subject of the rights of man? South Atlantic Quarterly, 103(2/3), 297–310.CrossRefGoogle Scholar
  17. Schaap, A. (2011). Enacting the right to have rights: Jacques Rancière’s critique of Hannah Arendt. European Journal of Political Theory, 10(1), 22–45.CrossRefGoogle Scholar
  18. Tibbitts, F. (2017). Evolution of human rights education models. In M. Bajaj (Ed.), Human rights education: Theory, research, praxis (pp. 69–95). New York: Bloomsbury.Google Scholar
  19. United Nations, General Assembly. (2011). United Nations declaration on human rights education and training (GA 66/127, Art. 2, paras. 1–2). Geneva, Switzerland: United Nations.Google Scholar
  20. Zembylas, M., Charalambous, P., Charalambous, C., & Lesta, S. (2017). Toward a critical hermeneutical approach of human rights education: Universal ideals, contextual realities and teachers’ difficulties. Journal of Curriculum Studies, 49(4), 497–517.CrossRefGoogle Scholar
  21. Zembylas, M., Lesta, S., Charalambous, C., & Charalambous, P. (2016). Toward a critical hermeneutical approach in human rights education: Transformative possibilities and the challenges of implementation. European Education, 48(2), 137–157.CrossRefGoogle Scholar

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

Personalised recommendations