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The Teaching of Patriotism and Human Rights: An uneasy entanglement and the contribution of critical pedagogy
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The authors examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education.Abstract:
This article examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education. The article begins with a brief review of different forms of patriotism, especially as those relate to human rights, and explains why some of these forms may be morally or politically valuable. Then, it offers a brief overview of human rights critiques, especially from the perspectives of Foucault, critical legal studies and postcolonial theory, and emphasizes that foundationalist perspectives of human rights need to be constantly contested. The next part of the article discusses how to overcome issues of incompatibility between patriotism and human rights. The final part proposes that a ‘rapprochement’ between patriotism and human rights in the context of critical education has to take into consideration that patriotic feelings (as a form of love for one’s country) constitute a par...read more
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Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy
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Teaching contested narratives: identity, memory and reconciliation in peace education and beyond
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Johannes Müller,Bo Stråth +1 more
TL;DR: This paper presented the work of John Breuilly and Otto Dann in the field of nationalism and elaborated theoretical accounts of nationalism that stress the political character and emplhasise its inherent modernity.
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Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms
TL;DR: This paper examined the applications of critical pedagogy in K-12 classroom settings and impacts on students, based on ethnographic resi cation and ethnographic data collected from the US National Archives.
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Toward a Critical-Sentimental Orientation in Human Rights Education
TL;DR: In this paper, the authors argue that a more critical orientation of Rorty's proposal on "sentimental education" has important implications for human rights education (HRE) concerning the conceptualization of a pedagogical orientation that avoids both the pitfalls of a purely juridical address and a "cheap sentimental" approach.
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The Subject and Power
TL;DR: The ideas which I would like to discuss here represent neither a theory nor a methodology as mentioned in this paper, but rather a history of different modes by which, in our culture, human beings are made subjects.
Book
Between Facts and Norms
TL;DR: In Between Facts and Norms as discussed by the authors, Jurgen Habermas works out the legal and political implications of his Theory of Communicative Action (1981), bringing to fruition the project announced with his publication of The Structural Transformation of the Public Sphere in 1962.
Book
Provincializing Europe: Postcolonial Thought and Historical Difference
TL;DR: In this article, the idea of provincializing Europe and the Narration of Modernity is discussed, with a focus on postcoloniality and the artifice of history, and the two histories of capital and domestic cruelty.
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Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy
TL;DR: The critical pedagogy, as represented in this article, has developed along a highly abstract and Utopian line which does not necessarily sustain the daily life of students, and this line has been criticised by Ellsworth.