Human Rights Diversity And National Identity

Fundamental world changes that simultaneously undermine a nation-state's charisma and promote the rise of a supra-national system have wide-ranging effects upon national states within a modern global society. My dissertation empirically examines the effects of social and cultural globalization on systems of mass schooling, which are central institutions in every country. Globally, primary and secondary education initially emerged as the premier tool for nation-states to create a unified national citizenry loyal to their country and socialized into a common cultural tradition. I examine the extent to which this original nationalizing purpose of schooling is challenged by the increased emphases on universal human rights and diversity in civic education. The analyses consist of two sections. Hierarchical linear models are used to analyze a unique primary data source of 521 social science textbooks from 74 countries during the period 1970-2008. These findings show a worldwide increase in emphasis on human rights and increases in discussions of diversity in well-established liberal democracies. Cross-national, quantitative analyses are complemented by a qualitative case study of social science curricula in British Columbia (BC), which examines nation-building within a context of strong emphasis on diversity and human rights. The BC study utilizes currently approved high school citizenship education textbooks as well as older textbooks dating back to 1871. It also draws on a selection of historical documents, including Ministry of Education reports, curricular frameworks, and high school exit exams. Process-wise, I find the incorporation of human rights and diversity reflects macro-level changes in national and global society. Content-wise, I find four main approaches to reconciling ideas of human rights and diversity with national identity: (1) framing human rights and multiculturalism as part of national identity, (2) using pedagogical approaches that promote multiple perspectives and individual agency, (3) celebrating social and scientific figures and accomplishments as the source of national pride, and (4) drawing on exogenous sources to affirm state legitimacy. This study is one of the first to theorize that civic education worldwide is moving away from a national focus and to provide empirical evidence of this trend. A key implication is that educational systems are being repurposed from their original goal of constructing a unitary national citizenry to a new view emphasizing human diversity and equality in a globally interconnected world. Further, students are increasingly taught that the global civil society and non-state actors are important and legitimate agents of social change.

By unanimous adoption of the Universal Declaration of Cultural Diversity, the UNESCO Member States accepted a new ethical approach to respect diversity as a guiding principle for democratic societies. While support for the Declaration remains strong, there is a general awareness that the democratic management of multicultural societies needs rethinking and further development. This publication examines the political governance of cultural diversity, specifically how public policy-making has dealt with the claims for cultural recognition that have increasingly been expressed by ethno-national movements, language groups, religious minorities, indigenous peoples and migrant communities. Its principle aim is to understand, explain and assess public policy responses to ethnic, linguistic and religious diversity. Adopting interdisciplinary perspectives of comparative social sciences, the contributors address the conditions, forms, and consequences of democratic and human-rights-based governance of multi-ethnic, multi-lingual and multi-faith societies.--Publisher's description.

6. Plan of Research

Fundamental world changes that simultaneously undermine a nation-state's charisma and promote the rise of a supra-national system have wide-ranging effects upon national states within a modern global society. My dissertation empirically examines the effects of social and cultural globalization on systems of mass schooling, which are central institutions in every country. Globally, primary and secondary education initially emerged as the premier tool for nation-states to create a unified national citizenry loyal to their country and socialized into a common cultural tradition. I examine the extent to which this original nationalizing purpose of schooling is challenged by the increased emphases on universal human rights and diversity in civic education. The analyses consist of two sections. Hierarchical linear models are used to analyze a unique primary data source of 521 social science textbooks from 74 countries during the period 1970-2008. These findings show a worldwide increase in emphasis on human rights and increases in discussions of diversity in well-established liberal democracies. Cross-national, quantitative analyses are complemented by a qualitative case study of social science curricula in British Columbia (BC), which examines nation-building within a context of strong emphasis on diversity and human rights. The BC study utilizes currently approved high school citizenship education textbooks as well as older textbooks dating back to 1871. It also draws on a selection of historical documents, including Ministry of Education reports, curricular frameworks, and high school exit exams. Process-wise, I find the incorporation of human rights and diversity reflects macro-level changes in national and global society. Content-wise, I find four main approaches to reconciling ideas of human rights and diversity with national identity: (1) framing human rights and multiculturalism as part of national identity, (2) using pedagogical approaches that promote multiple perspectives and individual agency, (3) celebrating social and scientific figures and accomplishments as the source of national pride, and (4) drawing on exogenous sources to affirm state legitimacy. This study is one of the first to theorize that civic education worldwide is moving away from a national focus and to provide empirical evidence of this trend. A key implication is that educational systems are being repurposed from their original goal of constructing a unitary national citizenry to a new view emphasizing human diversity and equality in a globally interconnected world. Further, students are increasingly taught that the global civil society and non-state actors are important and legitimate agents of social change.

In this collection, several distinguished political philosophers consider alternative models of the recognition of diverse cultures and the significance of cultural and national identity within democratic societies. The impact of this recognition for conceptions of citizenship and the supposed neutrality of the democratic state is examined, in the framework of economic and political globalization on the one hand, and the widespread assertion of cultural and ethnic differences on the other. The tension between the recognition of diverse cultures and universal frameworks of human rights is discussed, as are the idea of national self-determination and the new forms of democratic and civic institutions that may be required in order to deal with present political conflicts.

A student guide to reconciling human rights with cultural difference, using political philosophy and real-life case studiesHow can universal human rights be reconciled with respect for wide cultural differences? This textbook introduces the core issues for students and addresses them through an interdisciplinary analysis of key case studies. Throughout the book, an alternative philosophical framework is offered as a model through which universalism and difference can be reconciled into a single global vision.Key FeaturesCombines the theory and application of human rights to provide practical help for students and course leadersKey case studies examine the rights of women, ethnic and national minorities, indigenous peoples and religious communitiesAddresses a broad range of on-going political struggles and issues, including FGM, LGBT rights, freedom of speech and the rights of indigenous peoplesOutlines a new human rights-based philosophical perspective that enables students to understand human rights within culturally diverse environmentsHelpful student features include:Core questions: each chapter starts with 10 core questions, which students are invited to answer as they read to put what they learn into practiceFurther reading: every chapter ends with suggestions for further reading, to help students deepen their study in particular areasTwo-colour layout: blue text boxes and headings draw your attention to important information and make the book easier to read

This edited volume is concerned with the relationship between three key concepts – identity, belonging and human rights – and explores them both by engaging in theoretical analysis and through more practical contributions.

This volume focuses on the rights of minorities. Minorities are often subject to discrimination and individuals find themselves being rejected by the majority. In such cases, people belonging to a minority suffer through hostile situations. Minorities discussed in this book are defined in terms of cultural groups, migrants, displaced persons, sexual minorities (sexual identity). As with the previous volume, readers are informed about the concept of human rights, as an instrument through which civil society tries to eliminate the hostility and suffering of minorities and restores a situation of normality. Minorities must also accept that a democratic society is governed by majority rule and the Rule of Law. The Rights of Minorities: Cultural Groups, Migrants, Displaced Persons and Sexual Identity discusses four types of minorities: cultural groups, migrants, displaced persons, sexual minorities, and policy on minorities. The book is a detailed reference for graduates and scholars in law, human rights activism, political science, sociology and social psychology. The volume is also recommended for working professionals who operate with human rights groups and general readers (non-experts) who want to understand the discourse about human rights in a holistic (moral, legal, social, economic, and political) framework.