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Wyświetlanie 1-10 z 43
Tytuł:
Monitoring i ewaluacja w badaniach świadomości praw człowieka w szkole
Autorzy:
Koba, Laura
Powiązania:
https://bibliotekanauki.pl/articles/639493.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
awareness of human rights, human rights education, monitoring, evaluation
Opis:
Monitoring and Evaluation in the Research on Human Rights Awareness in Schools The awareness of human rights in Poland leaves a lot to be desired. Poland’s international obligations concerning human rights education should be subject to control. In this connection, monitoring and evaluation could prove very helpful. Within the last twenty years, monitoring has been used many times when rasing the issue of human rights with regard to various fields of life in Poland. At the same time, evaluation has been neglected as a form of control allowing to asses the standards of human rights protection in the country.
Źródło:
Zarządzanie Publiczne; 2012, 3(19)
2084-3968
Pojawia się w:
Zarządzanie Publiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The pedagogy of memorial sites
Autorzy:
KOŃCZYK, LUIZA
Powiązania:
https://bibliotekanauki.pl/articles/628178.pdf
Data publikacji:
2012
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
memorial site pedagogy, memorial site, culture of remembrance, historico--political education, intercultural education, human rights education, tolerance, diversity, Holocaust
Opis:
Memorial site pedagogy is a term describing the practice and theory of historico-poli-tical education in museums in former nazi concentration camps. It combines gaining and deepening historical knowledge on the topic of World War II with self-development and shaping socially desirable attitudes, through usage of non-formal educational methods. Pedagogy of memorial sites aims at, among other things, learning tolerance and respect for diversity and shaping refl ective and active members of society. It offers an answer to the needs of contemporary European societies in the area of strengthening democratic attitudes.
Źródło:
Journal of Education Culture and Society; 2012, 3, 1; 15-22
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Young Global Citizens: Building Inclusive Societies Through Human Rights Education
Młodzi obywatele świata: budowanie społeczeństwa integracyjnego poprzez edukację praw człowieka
Autorzy:
Gazzotti, Elisa
Powiązania:
https://bibliotekanauki.pl/articles/506009.pdf
Data publikacji:
2019
Wydawca:
Krakowska Akademia im. Andrzeja Frycza Modrzewskiego
Tematy:
human rights education
young people
inclusive societies
storytelling
global citizens
edukacja praw człowieka
młodzi ludzie (młodzież)
społeczeństwo integracyjne
społeczeństwo globalne
Opis:
In recent years, human rights education with, for and by youth has been increasingly identified as a strategy for preventing and tackling current global challenges. According to the United Nations, there are around 1.8 billion young people between the ages of 10 and 24 in the world today: the largest youth population ever, although there is no consistent definition of young people. The great majority live in countries where violence and conflict are still a daily reality. Many are forced to leave their home country, embarking alone on dangerous routes and facing enormous challenges to start a new life in a completely different – and sometimes hostile – place. At the international level several frameworks that place young people at the centre have been adopted, such as the fourth phase of the World Programme for Human Rights Education (2020–2024) which will focus on youth. Based on the direct experiences of young human rights activists and educators, this paper aims to demonstrate the critical role that human rights education can play in fostering young global citizens who can contribute to building inclusive societies, and pave the way to establishing an authentic culture of human rights.
Edukacja w zakresie praw człowieka w formie współpracy z młodzieżą, dla młodzieży oraz przez młodzież jest coraz częściej identyfikowana jako strategia mająca na celu dostosowanie się do globalnego wyzwania współczesnej cywilizacji. Dane statystyczne ONZ wskazują, że populacja młodych ludzi w wieku od 10 do 24 lat wynosi ok. 1,8 mld. Jest to największa populacja młodzieży w historii, choć nie ma jednolitej definicji tej grupy wiekowej. Większość młodych ludzi żyje w krajach, gdzie przemoc i konflikty stanowią znaczący element życia codziennego. Okoliczności te przyczyniają się do masowych wyjazdów z kraju w poszukiwaniu lepszego życia, częściej jednak młodzi ludzie są konfrontowani z wyzwaniami i niebezpieczeństwami, którym nie są w stanie sprostać. Na płaszczyźnie międzynarodowej opracowano liczne projekty obliczone na tworzenie struktur pomocy młodym ludziom. Należy do nich Światowy Program Edukacji Praw Człowieka (World Program for Human Rights Education) na lata 2020–2024. Na podstawie doświadczeń młodych aktywistów na rzecz praw człowieka autorka przedstawia zadania i możliwości edukacji praw człowieka w zakresie tworzenia społeczeństwa integracyjnego.
Źródło:
Krakowskie Studia Międzynarodowe; 2019, 4; 79-100
1733-2680
2451-0610
Pojawia się w:
Krakowskie Studia Międzynarodowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O prawie dziecka do bezpieczeństwa w literaturze dla najmłodszych
Children’s right to safety in contemporary Polish children’s literature
Autorzy:
Kucharska, Beata
Powiązania:
https://bibliotekanauki.pl/articles/1932460.pdf
Data publikacji:
2021-12-30
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:
children’s right law to safety
children’s literature in Poland
picture books
education for safety
human rights education
very best children’s authors in Poland
the role of children’s literature in disseminating human rights norms
Opis:
This article investigates children’s rights to safety under international law—identity and family rights, the right to be heard, the right to be free from discrimination, and other civil, political, economic, social, and cultural rights—and consider the ways in which those rights are embedded in children’s literature in Poland, such as: Moje prawa – ważna sprawa by Piatkowska, Masz prawo by Kasdepke, Mam prawo i nie waham się go użyć by Olech and Bak, Masz prawa, człowieku by Wegrzecka and Zabielska-Stadnik and other picture books for youngest readers. Reviewing more than twenty-some children’s books (Janusz Korczak and another very best children’s authors), author of this article explores the role of children’s literature in disseminating human rights norms and education for safety. According to the author, if young children are supported to understand and celebrate concepts of truth, fairness and freedom and social skills in the area of security – especially through narratives – they are better equipped to recognize and challenge perils and consequently – children exhibit greater self-esteem and respect for the rights of others.
Źródło:
Scientific Bulletin of Chełm - Section of Pedagogy; 2021, 1; 203-226
2084-6770
Pojawia się w:
Scientific Bulletin of Chełm - Section of Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Linguistic Human Rights in Education
Autorzy:
Szoszkiewicz, Łukasz
Powiązania:
https://bibliotekanauki.pl/articles/684975.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
human rights
linguistic human rights
language
education
Opis:
Linguistic human rights are a concept remaining on the crossroads of several scientific disciplines, e.g. linguistics, anthropology, psychology and, last but not least, human rights law. Taking the latter as a lens, this study seeks to clarify the concept of linguistic human rights in education – presumably, the most linguistically sensitive sphere in the life of individuals and communities. The paper demonstrates that despite little mention of language in the UN treaties (ICESCR, CRC, CERD, CADE), its importance is reflected in the practice of the relevant treaty-based bodies. Moreover, increasing interest from scholars across a range of disciplines is contributing to the development of a linguistic human rights doctrine and is penetrating the UN human rights framework.
Źródło:
Adam Mickiewicz University Law Review; 2017, 7; 105-118
2450-0976
Pojawia się w:
Adam Mickiewicz University Law Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Civic Education for Human Rights
Autorzy:
Wiatr, Jerzy J.
Powiązania:
https://bibliotekanauki.pl/articles/2028529.pdf
Data publikacji:
2007-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
civic education
democracy
human rights
Opis:
The success of democracy depends on the formation of the social capital conducive to the maintenance of democratic patterns of behavior. Civic education is the most important instrument of the formation of such social capital and is, therefore, an essential responsibility of the democratic state. The concept of social capital, introduced in the social science theory by such authors as Pierre Bourdieu (1984) and James Coleman (1988), implies that the quality of democracy depends on the relations between citizens, particularly on the acceptance of such values as trust in others and willingness to accept them as equals. Consequently, the way in which human rights are perceived in a society has profound importance for the quality of political life and constitutes the crucial component of democratic political culture.
Źródło:
Polish Political Science Yearbook; 2007, 36; 91-99
0208-7375
Pojawia się w:
Polish Political Science Yearbook
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
For a pedagogy of human rights: educational interventions for migrants
Autorzy:
Indellicato, Rosa
Powiązania:
https://bibliotekanauki.pl/articles/451875.pdf
Data publikacji:
2016
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
human rights
immigration
intercultural education
Opis:
Human rights are the essential elements that allow every person to live with the dignity of a human being. While the conscience of the fundamental rights of the man has broadened its horizons since the onset of the third millennium, it is nonetheless true that these widely recognised rights are constantly being violated in every corner of the world, as in these last times is happening for the migrants, whose personal dignity is often humiliated. This, in turn, leads to the pressing need of an ethical and educational commitment capable of restoring vigour and favouring education towards the development and the respect of the human rights, as these are inviolable and undeniable values, guaranteeing, at the same time, their universality, indivisibility and interdependence.
Źródło:
Journal of Modern Science; 2016, 31, 4; 93-100
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emancipation through education: Views on the Convention on the Rights of Persons with Disabilities
Emancypacja poprzez edukację a perspektywa Konwencji o Prawach Osób Niepełnosprawnych
Autorzy:
Mazurek, Kas
Winzer, Margaret
Powiązania:
https://bibliotekanauki.pl/articles/920316.pdf
Data publikacji:
2015-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Disability
Human rights
Emancipation
Education
Inclusion
Opis:
The Convention on the Rights of Persons with Disabilities (CRPD) is the eighth human rights convention enacted by the United Nations. Coming into force in 2008, it is the first international instrument specifically directed toward persons with disabilities. In its articulation of a clear and comprehensive mandate for the elimination of stig-ma and discrimination, it appeared to be a promising vehicle for the emancipation and empowerment of persons with disabilities. As of July 2015 there are 157 ratifica-tions, of which the great majority are developing countries. In this paper we exam-ine the CRPD within the context, and as part of, a larger and very significant global social-ideological orientation: the international movement for inclusive schooling. As inclusion is increasingly embraced around the world, it is important for educa-tors to understand how this major human rights convention is linked to and inter sects with the quest for inclusive schooling. Our analysis reveals that there are in-herent tensions and dialectical contradictions between the broad ideals of the inclusion movement and the more focused priorities of the CRPD. As a result, de-spite grand hopes and elaborate plans, progress of the CRPD has been disappoint-ing. The CRPD is not playing a significant role in inclusive policy making at any level. Very few nations have translated the principles into effective action. Indeed, few countries at present even have the capacity needed to ensure full implementa-tion of the treaty, and the international pattern documents a disconnect between emancipatory rhetoric and measurable outcomes. To date, it appears that the CRPD has done little to materially and educationally improve the prospects of those with disabilities.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2015, 10; 201-213
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja dla wszystkich. Pytania o integrację osób niepełnosprawnych
Education for all: on Integration of Disable People
Autorzy:
Wiatr, Marta
Powiązania:
https://bibliotekanauki.pl/articles/469003.pdf
Data publikacji:
2005
Wydawca:
Polska Akademia Nauk. Instytut Filozofii i Socjologii PAN
Tematy:
Disability
education
integration
mainstreaming
inclusion
human rights
Opis:
The work concentrates on the integration of people with disability perceived in light of international documents and school practice. Selected international initiatives have been discussed that are geared to ensure disabled people the broadest possible participation in social life as well as counteract their discrimination. The conclusion verbalizes the fundamental questions related to the essence and purpose of integration.
Źródło:
Prakseologia; 2005, 145; 111-117
0079-4872
Pojawia się w:
Prakseologia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kategoria praw dziecka w refleksji dydaktyki akademickiej
The category of children’s rights in the reflection of academic didactics
Autorzy:
Turczyk, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/645111.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
education for children’s rights
academic didactics
human rights
teacher
Opis:
Turczyk Małgorzata, Kategoria praw dziecka w refleksji dydaktyki akademickiej [The category of children’s rights in the reflection of academic didactics]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 119–126, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.10. This paper concerns the place and meaning of a new category of children’s rights, which also finds its place in the area of interest of academic didactics. The current approach to human rights in schooling is basically normative, thus, the present academic didactics is challenged to prepare students of education – and teaching – related faculties to confront the issues in the field of children’s rights at work in a professional manner. The paper illustrates an author’s concept of didactics in terms of education to children’s rights at higher schools which was elaborated based of the research on the didactic aspects of children’s rights education for teachers and educationists on the academic level. The following issues were put in question and served as a basis for specific approaches to academic didactics in terms of education on children’s rights: an essence and need for inclusion of content related to children’s rights in academic learning practice, didactic tools at teacher’s disposal and their role in education for children’s rights. On the one hand, the paper presents a discussion on theprofessional preparation of teachers and educationists to face challenges related to protection and promotion of children’s rights within educational environments. On the other hand, it includes an attempt to merge the discrepancy between theory and practice in this field.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2018, 14, 2; 119-126
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 43

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