Document Type
Article
Department
Political Science, Sociology
Abstract
Drawing on our experience as professors who teach human rights, social justice, and social movements courses at an urban college in Providence, R.I., with a student body that includes large populations who are of color, first generation, economically disadvantaged, and nontraditional in other ways, we explore the relevance and impact of these grand narratives for the lives of our students and their sense of political agency. In particular, we advocate for a critical approach to human rights pedagogy to counter and overcome the pervasive individualization that undergirds the grand narrative of human rights. We argue that a critical (and radical) human rights pedagogy must evaluate the position of the individual in modern life if liberation through human rights law and activism is to be possible. By challenging the individualization that forms the basis of the grand narrative of human rights, we can unlock the power and promise of human rights and social justice education as a driver of student and community agency.
Source
Excerpted From:
Source Data
Radical Teacher, No. 103 (Fall 2015)
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Citation
LINDE, Robyn; ARTHUR, Mikaila Mariel Lemonik. Teaching Progress: A Critique of the Grand Narrative of Human Rights as Pedagogy for Marginalized Students. Radical Teacher, [S.l.], v. 103, p. 26-37, oct. 2015. ISSN 1941-0832. Available at: . doi:https://doi.org/10.5195/rt.2015.227.
Link to Full Text
http://radicalteacher.library.pitt.edu/ojs/index.php/radicalteacher/article/view/227