Rethinking Development Interventions: Potential and Challenges of Human Rights Education
Rethinking Development Interventions: Potential and Challenges of Human Rights Education
Advocates for new approaches to development have increasingly called for people-led implementations. However, many models have failed, being both weak in the theory framing them, and in the practice that actualised them in the ground. This chapter weaves together theories to analyse critical flaws in how human rights and human development are enacted in the field. It advocates for human rights education interventions that engage people’s imaginative collaborative potential as they aspire toward the common good. Chapter 2 investigates the challenges of integrating human rights, as international instruments, in the local (especially non-western) setting. It is suggested that Human Rights Education (HRE) can play a key role in their contextualisation. The chapter also explores how individual and collective behaviours are influenced by both cognitive and social factors, drawing on two social science theories, cognitive schema theory and social norms theory. Drawing on key literature on gender and power, the last section offers an analysis of the structural conditions that shape what people think to be possible and achievable; that is: their aspirations and capabilities.
Keywords: Human Rights Universalism, Cultural Relativism, Human Rights Education, Social Norms, Gender, Power, Schema Theory
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