Activating Cultural and Social Change: The Pedagogies of Human Rights (Research in Cultural and Media Studies)

"In this thought-provoking book, a diverse range of educators, activists, academics, and community advocates provide theoretical and practical ways of activating our knowledge and understanding of how to build a human rights culture. Addressing approaches and applications to human rights within current socio-cultural, political, socio-legal, environmental, educational, and global contexts, these chapters explore tensions, contradictions, and complexities within human rights education. The book establishes cultural and educational practices as intrinsically linked to human rights consciousness and social justice, showing how signature pedagogies used by human rights practitioners can be intellectual, creative, or a combination of both. Across three sections, the book discusses ways of bringing about holistic, relevant, and compelling approaches for challenging and understanding structures of power, which have become a global system, while also suggesting a move from abstract human rights principles, declarations, and instruments to meaningful changes that do not dehumanise and distance us from intrinsic and extrinsic oppressions, denial of identity and community, and other forms of human rights abuse. Offering new critical cultural studies approaches on how a human rights consciousness arises and is practised, this book will be of great interest to scholars and students of cultural studies, education studies, critical sociology, human rights education, and human rights studies"-- Provided by publisher Activating Cultural and Social Change Cover -1 Endorsements 2 Half Title 4 Series Page 5 Title Page 6 Copyright Page 7 Dedication 8 Contents 10 Figures 13 Contributors 14 Preface and Acknowledgements 20 Foreword: imagining and enacting hopeful futures in human rights education 23 References 26 1. The pedagogies of human rights: in truthfulness, what should be done? 28 Digging into the pedagogy of human rights 32 Structure and organisation 32 Conclusion 38 References 39 Part I: Contexts 40 2. Context-centred decolonial pedagogy for human rights education in Africa 42 Introduction: context-centred pedagogy of human rights 42 Two Africas, two contexts 44 The invention of Africa as nothingness 45 Thingification 46 The thingification of nature 48 The colonising structure 48 Conquest 49 Construction 50 Pedagogical lessons 51 Conclusion 54 Notes 55 References 55 3. Human rights pedagogy in context: critical Indigenous studies 59 Introduction 59 Background: Indigenous Studies in the Australian academy 60 Contemporary contexts: the prevalence of liberal approaches 60 Critical Indigenous Studies 62 Anti-colonialism 63 Critical tools 64 Critical race theory 65 The critical analysis of whiteness 65 Intersectionality 66 The critical anti-colonial framework 66 Difficult knowledge and uncomfortable pedagogies 67 Conclusion 70 References 71 4. "Here we are equal": refugee-run schools as a vehicle for human rights pedagogy 74 Introduction 74 Method 75 The Indonesian context 76 Students 78 Teachers 80 Parents 82 Conclusion 84 Notes 85 References 86 5. The pedagogics of disability-Indigenous intersectionalities in the age of austerity 87 Introduction 87 Decolonising pedagogies and disabling practices: framing our praxis 87 Pedagogics of hope, resistance and solidarity: researching austerity with disability-Indigenous communities 89 Understanding rights intersectionally: the materiality of Indigenous and disability rights under settler-colonial governance 91 The age of austerity: contextualising research pedagogies of human rights 93 Refusing disability in the age of austerity: the pedagogics of race in settler-colonial Australia 94 Disability denied: contesting Indigenous embodied experiences of disability and care 95 Denying disability rights, entrenching Indigenous poverty and inequality 97 Conclusion: Intersectional rights based pedagogies in settler-colonialism 98 References 100 6. Pedagogies of resistance for challenging Islamophobia 102 Introduction 102 The faces of Islamophobia 102 Situating Islamophobia 104 The universal hold of Islamophobia in the West 105 Contributors to Islamophobia and the yielding of power 106 Law, policy and professions 107 Media and social media 108 Right-wing influencers 108 Remoulding human rights education 109 Overcoming barriers to countering Islamophobia 111 Unfinished business 112 Note 113 References 113 Part II: Perspectives 118 7. A pedagogy of dissent for human rights education 120 Introduction: situating this pedagogy 120 The formal development of human rights education within the UN 122 The UN approach to HRE: an uncritical framework 124 Dissent, dialogue and transformation 125 Dissent 126 Dialogue 129 Conclusion: from dissent and dialogue to transformation 131 References 132 8. Collective work with people seeking asylum: pedagogical encounters and the role of the human rights academic 135 Policy overview 135 A collective response to the exclusion of people seeking asylum from higher education 136 The role of the activist-academic 140 Conclusion 145 Note 145 References 146 9. Other echoes in the garden: human rights, peripheral vision and ghosts 149 Introduction 149 Hungry ghosts, human rights and education 151 Visualising human rights: representing ghosts 153 Intersections: The Bamiyan Buddhas 156 The backyard 158 Conclusion 161 Note 162 References 162 10. Centring and decentring the "human" in human rights pedagogy 164 The humanities 166 Decentring the human 168 Post-human rights 171 Human rights pedagogy 172 References 175 11. Human Rights Film Festivals: more than witnessing 177 Introduction 177 Human Rights Film Festivals 177 Some historical context for the Human Rights Film Festival 179 Distant suffering 181 "Beyond the film" and social change 183 Spectator and the life-world 185 Third Cinema: active spectatorship 186 Instrumentalism of film? 187 By way of ending 188 Note 188 Filmography 188 References 189 Part III: Practices 192 12. Cultivating human connection in the everyday: a practical model for solidarity 194 Introduction 194 Nurturing true solidarity in community: the Befriend social network 195 Disrupting traditional supports: critical pedagogy 200 Case Study: Identitywa 202 Key change mechanisms 207 Conclusion 207 Acknowledgements 208 References 208 13. Educating the heart: a journey into teaching First Nations human rights in Australia 210 Indigenous ways of knowing in Indigenous human rights education 211 How is Indigenous human rights education done? 215 Being a First Nations facilitator/teacher 218 What happens when people join such Indigenous human rights classes? 220 Conclusion 221 Notes 222 References 222 14. Student approaches to learning in human rights education: supporting deep and transformative learning in postgraduate peace and conflict studies 224 Introduction: human rights in higher education - towards cultures of peace 224 Pedagogy and practice in Peace and Conflict Studies 225 Redeveloping Religion, War and Peace 225 Student approaches to learning: finding the "inner logic" of HRE in PACS 227 Conceptions of learning and approaches to study 228 Factors affecting adoption of deep or surface approaches to learning 231 Revisiting student approaches to learning in Religion, War and Peace 233 Conclusion 235 Acknowledgements 236 Notes 236 References 236 15. Online refugee advocacy campaigns in Australia: approaches to care and an affective human rights pedagogy 239 Introduction: refugees and ethics of care 239 Asylum seeker policy in Australia: a political lockdown? 240 Framing an ethics of care: an overview of advocacy strategies 242 Textual analysis of three Manus Island and Nauru-related campaigns 243 RISE: background and Shut Down Manus campaign 244 Refugee Action Coalition Sydney: background and Manus and Nauru campaign 246 GetUp!: background and pro-refugee campaigns 248 Conclusion: an effective affective pedagogy 250 Notes 251 References 251 16. Mainstreaming accessible digital technologies in higher education: a human rights approach to disability inclusion 254 Introduction 254 Locating disability in society 255 A human rights approach 256 Methodology 257 An overview of the survey population 257 Students' use of assistive ICT: quantitative findings 259 Students' use of assistive ICT: qualitative analysis 261 A human rights approach to disability inclusion 264 Conclusion 265 Acknowledgements 265 References 266 17. Roundtable: connection, community and context 268 References 274 Index 276 Critical,Cultural,Studies;,Human,Rights;,Human,Rights,Pedagogy;,Cultural,change;,Social,change;,Human,Rights,Education;,Human,Rights,Studies;,Critical,Sociology;,Education,Studies;,Cultural,Studies; Critical Cultural Studies,Human Rights,Human Rights Pedagogy,Cultural change,Social change,Human Rights Education,Human Rights Studies,Critical Sociology,Education Studies,Cultural Studies