Emancipatory Human Rights And The University

This volume explores the application of human rights to higher education through a critical lens. Combining theoretical and applied perspectives, it asks what a human rights framework grounded in liberation and justice can offer to ways of working and teaching practices in higher education. Human rights, in this edited compilation, call for continuous critical engagements around the higher education transformation project. The book recognizes human rights simultaneously as law, values, and emancipatory vision. It showcases global north and global south perspectives and encourages a dialogue between the human rights approach and other approaches to higher education transformation, such as decolonialization, anti-racism, diversity and inclusion, and intersectionality. Individual chapters featuring a range of case studies written from global south and north perspectives critically examine higher education practices linked with human rights, ranging from curricular practices to student activism and community partnerships. The critical space of the university and its role in the transformation of society is therefore viewed in multi-dimensional ways. Underlining the value of applying human rights as a framework in understanding and designing higher education transformation, the book will be of great interest to scholars, researchers, and post-graduate students in the fields of the sociology of education, human rights education, higher education, and social justice education

"This volume explores the application of human rights to higher education through a critical lens. Combining theoretical and applied perspectives, it asks what a human rights framework grounded in liberation and justice can offer to ways of working and teaching practices in higher education. Human rights, in this edited compilation, call for continuous critical engagements around the higher education transformation project. The book recognizes human rights simultaneously as law, values, and emancipatory vision. It showcases global north and global south perspectives and encourages a dialogue between the human rights approach and other approaches to higher education transformation, such as decolonialisation, anti-racism, diversity and inclusion, and intersectionality. Individual chapters featuring a range of case studies written from global south and north perspectives critically examine higher education practices linked with human rights, ranging from curricular practices to student activism and community partnerships; the critical space of the university and its role in the transformation of society is therefore viewed in multi-dimensional ways. Underlining the value of applying human rights as a framework in understanding and designing higher education transformation, the book will be of great interest to scholars, researchers, and post-graduate students in the fields of the sociology of education, human rights education, higher education and social justice education"--

Time and the Rhythms of Emancipatory Education argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness, this book provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education. Drawing upon time and rhythm studies, complexity theories and educational research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education in order to (re)theorize and address current societal and educational challenges. The book is divided into three parts. The first begins by discussing the specificities inherent to the study of time in educational sciences. The second contextualizes the evolution of temporal constraints that determine the ways education is institutionalized, organized, and experienced. The third and final part questions the meanings of emancipatory education in a context of temporal alienation. This is the first book to provide a broad overview of European and North-American theories that inform both the ideas of time and rhythm in educational sciences, from school instruction, curriculum design and arts education, to vocational training, lifelong learning and educational policies. It will be of key interest to academics, researchers and postgraduate students in the fields of philosophy of education, sociology of education, history of education, psychology, curriculum and learning theory, and adult education.

The fatal embrace of human rights and neoliberalism Drawing on detailed archival research on the parallel histories of human rights and neoliberalism, Jessica Whyte uncovers the place of human rights in neoliberal attempts to develop a moral framework for a market society. In the wake of the Second World War, neoliberals saw demands for new rights to social welfare and self-determination as threats to “civilisation”. Yet, rather than rejecting rights, they developed a distinctive account of human rights as tools to depoliticise civil society, protect private investments and shape liberal subjects.

This is the first study to demonstrate the role of cultural change in the global rise of freedoms. In multiple ways, the author illustrates how emerging "emancipative values" intertwine technological and institutional changes into a single trend toward human empowerment. The author interprets his broad and far-reaching findings from societies around the world in a new and coherent framework: the evolutionary theory of emancipation.

As a critical reflection on education and educational leadership today, this book makes use of the ideas of some of the major thinkers of our time—Adorno, Arendt, Biesta, Brown, Apple, Hall, Marx, Nietzsche, Rancière, Said, Williams, and others—in an examination of the emancipatory potential of education. Author Duncan Waite explores the political, social, systemic, epistemological, and cultural barriers and roadblocks that inhibit liberatory education, discussing the concepts of corruption and abuse of power; systems and structures that hobble us; ideologies such as neoliberalism, capitalism, and corporatism; identity and consciousness; and conceptions of learning, growth, and development. Ultimately the author unpacks how these issues relate to liberation, emancipation, and social justice for students, teachers, and educational leaders, as well as the role leadership can play in realizing the emancipatory promise of education.

Disability is of central concern to the developing world but has largely been under-represented in global development debates, discourses and negotiations. Similarly, disability studies has overlooked the theorists, or the social experience, of the global South and there has been a one-way transfer of ideas and knowledge from the North to the South in this field. This volume seeks to redress the processes of scholarly colonialism by drawing together a diverse set of understandings, theorizing and experiences. The chapters situate disability within the Southern context and support the work of Southern disabled scholars and activists seeking to decolonize Southern experiences, knowledges and absences in the field while simultaneously attempting to make an intervention into able-bodied (mainstream) development discourses, practices and politics. This book was originally published as a special issue of Third World Quarterly.

This book offers an examination of the role of emancipation in the study and practice of security, focusing on the issue of environmental change. The end of the Cold War created a context in which traditional approaches to security could be systematically questioned. This period also saw a concerted attempt in IR to argue that environmental change constituted a threat to security. This book argues that such a notion is problematic as it suggests that a universal definition of security is possible, which prevents a recognition of security as a site of contestation, in which a range of actors articulate alternative visions of who or what is in need of being secured. If security is understood and approached in traditional terms - as the territorial preservation of the nation-state from external threat - then it is indeed difficult to see how environmental issues would benefit from being placed on states’ security agenda. If, however, security is defined in terms of the emancipation of the most vulnerable individuals from contingent structural oppressions, then drawing a relationship between environmental change and security may be beneficial for redressing those environmental issues and prioritising the needs of those most at risk from the manifestations of global environmental change. This book takes the limitations of contemporary approaches to the relationship between the environment and security as its starting point, and seeks to do two things. First, it aims to illustrate the ways in which arguments over approaches to environmental issues can be viewed as contestation over the meaning of 'security‘ in particular political contexts. Central here is the composition and assumptions of the dominant security discourse to emerge regarding those issues: a framework of meaning for the most important forms of action on behalf of a particular group, defining the terms for meaningful contestation and negotiation about security itself within that group. As such, the book attempts to illustrate the dynamics of competition over the meaning of security with reference to environmental issues, particularly focusing on instances of political change in the dominant security discourse through which that issue is approached. In the process the author points to the central role of these dominant security discourses in underpinning the most practically significant actions regarding environmental issues such as deforestation and global climate change. The book employs methodological tools that enable a focus on how particular frameworks of meaning are constituted and become dominant; how they provide a lens through which various issues are approached; and how discourses most consistent with redressing environmental change and the suffering of the most vulnerable might come to provide the framework through which security is viewed in particular contexts. This book will be of much interest to students of Critical Security Studies, geography, sociology, IR and Political Science in general.