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From Human Rights to Global Citizenship Education: Movement, Migration, Conflict and Capitalism in the Classroom

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Globalisation, Human Rights Education and Reforms

Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 17))

Abstract

In the following chapter, we examine the rise and growth of human rights education (HRE) in the post-Cold War era, as well as the ways in which changes in the policy actors involved in the development and implementation of HRE programming were occasioned by new forms of global economic capitalism, a rise in inter/intra state conflict and mass global migration. Specifically, we discuss the ways in which mass movement of peoples (forced and voluntary), as both cause and effect of economic globalization and conflict, has diversified classrooms around the world. In this chapter we critically consider the ways in which human rights education does or alternately does not leverage our growing diversity and interdependence in order to advance human rights and help students address global complexities they have and will continue to face in their own lives. While the idea of human rights is historically understood and explained in the literature through the evolution of universal principles with different international and local expressions, we hope to offer a more nuanced, reflective, and contextual account of the historical particularity of human rights education, through the lens of globalization and migration. This departs from the legalistic, state-centric focus of human rights literature that tends to emphasize the tensions and debates around universalist claims and individual expressions of the broader human rights regime. We end by exploring the recent shift from HRE to Global Citizenship Education (GCE) and argue for the continuing and renewed emphasis and action on behalf of HRE. In doing so we examine a handful of key principles that we suggest are necessary for programs to realize the promise of “human rights education as the new civics education for the new world order” (Morsink 1999).

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Notes

  1. 1.

    Entities that participate or act in international relations with sufficient power to influence and cause change to state behavior even though they do not belong to any established institution of a state. See: Keck, M. E., & Sikkink, K. (1998). Transnational advocacy networks in the movement society. The social movement society: Contentious politics for a new century, 217–238.

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Authors and Affiliations

  1. Department of Humanities and Social Sciences, New York University’s Steinhardt School of Education, 82 Washington Square E, New York, NY, 10003, USA

    Chrissie Monaghan & Carol Anne Spreen

  2. University of Virginia, Charlottesville, VA, USA

    Chrissie Monaghan

Authors
  1. Chrissie Monaghan
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  2. Carol Anne Spreen
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Correspondence to Chrissie Monaghan .

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Editors and Affiliations

  1. Faculty of Education and Arts, Australian Catholic University, Melbourne, Victoria, Australia

    Joseph Zajda

  2. Equity and Diversity, University of Western Sydney, Sydney, New South Wales, Australia

    Sev Ozdowski

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Monaghan, C., Spreen, C.A. (2017). From Human Rights to Global Citizenship Education: Movement, Migration, Conflict and Capitalism in the Classroom. In: Zajda, J., Ozdowski, S. (eds) Globalisation, Human Rights Education and Reforms. Globalisation, Comparative Education and Policy Research, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0871-3_3

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  • DOI: https://doi.org/10.1007/978-94-024-0871-3_3

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  • Print ISBN: 978-94-024-0870-6

  • Online ISBN: 978-94-024-0871-3

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