By Aaron Benavot, Cecilia Braslavsky, Nhung Truong
During this specific edited quantity, students with various backgrounds and conceptual frameworks discover how fiscal, political, social and ideological forces effect on institution curricula over the years and position. In supplying nearby and worldwide views on curricular guidelines, practices and reforms, the authors circulation past the normal thought that faculty contents mirror mostly nationwide priorities and subject-based pursuits.
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Additional info for School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education (CERC Studies in Comparative Education)
Human rights education must be seen as a world-wide movement, rather than principally one located in a few nation-states. The current emphasis on human rights education reflects a growing understanding of the individual person as a member of a global society rather than as mainly a national citizen. Cultural and political globalization all work as important motors in this process, generating standardized educational models of human competencies (Rychen and Tiana 2004), and of national progress (Ramírez and Meyer 2002a).
Democracy 13. Education as a human right 14. Peace 15. Justice 16. World citizenship Low High High Normative aims: religion 17. Religion Low High Medium Medium Low Low Developmental aims Development of the individual 1. Personal and emotional development 2. Creative development 3. Cognitive development 4. Lifelong learning Other aims 18. Benefiting from globalization Robert Fiala 23 This category can carry substantial utopian content, for such general and difficult-todefine aims can be hard to realize within the bounds of any existing political economy.
It has expanded: (d) the density of organizational structures around the world engaged in advocacy, monitoring and representation (Keck and Sikkink 1998). Finally, it has greatly expanded: (e) the obligations of people, groups and nations everywhere in the world to support the human rights of people anywhere else in the world, entirely above and beyond the classic boundaries of national sovereignty that formerly blocked much intervention (Krasner 1999; Lauren 2003; Risse and Sikkink 1999). This broad movement has impacted policy and practice throughout much of the world (Ramírez and Meyer 2002a; Wotipka and Ramírez 2003; Hathaway 2002; and many others).