İnsan Hakları, Çocuk Hakları ve İnsan Hakları Eğitimi

Yıl 2021, , 462 - 482, 05.01.2021

Abdulkerim Şen

https://doi.org/10.18039/ajesi.742558

Cited By: 2

Öz

Bu çalışma, insan hakları, çocuk hakları ve insan hakları eğitimine ilişkin İngilizce konuşulan akademik dünyada yaygın kabul gören perspektiflerin bir derlemesini yaparak, Türkçe alan yazına katkıda bulunmayı amaçlamaktadır. Bu amaçla, belli bir argüman etrafında bir tartışma yapmaktan ziyade, bir kavramsal ve teorik netleştirme sunulmaktadır. Çalışmanın ilk bölümünde öncelikle insan hakları kavramının ayırt edici özellikleri tanıtılmakta ve insan haklarına yöneltilen bazı eleştirilere yer verilmektedir. Sonraki bölümde, insan hakları eğitiminin gelişimi, kavramsallaştırılması, sınıflandırılması ve güncel problemleri hakkında bilgiler verildikten sonra çocuk haklarının gelişimi ve Çocuk Haklarına Dair Sözleşme’nin eğitimsel doğurguları ele alınmaktadır. Bu bölümde, eğitim kurumlarında çocuk hakları ile ilgili durumu değerlendirmek, varsa ihmal ve ihlalleri tespit etmek amacıyla geliştirilmiş bir kontrol listesi sunulmaktadır. Ayrıca çocuk katılımının niteliğini iyileştirmeyi amaçlayan bir modelin tanıtımı yapılarak, çocuk katılımı ile esasen neyin kastedildiği, nelerin katılım sayılıp nelerin katılım sayılamayacağı netliğe kavuşturulmaktadır. Çalışmanın son bölümünde, Birleşmiş Milletler Çocuk Hakları Komitesi’nin raporlarına yansıyan Türkiye çocuk hakları sorunları ve Türkiye insan hakları eğitimi reformuna dair bir bilgilendirme yapılmaktadır. Ayrıca, insan hakları eğitiminin sosyal gerçeklik ve sosyal değişimle bağını güçlendirme kaygısı güden dönüştürücü insan hakları eğitimi yaklaşımından hareketle, bazı çözümler önerilmektedir. İnsan hakları eğitimi ve çocuk haklarına ilişkin derlenen perspektifler, Türkçe okuyan araştırmacıların bu konularda yapacakları çalışmaların teorik ve kavramsal çerçevesine katkılar sunabilir.

Anahtar Kelimeler

Birleşmiş Milletler Çocuk Hakları Komitesi, çocuk hakları, Çocuk Hakları’na Dair Sözleşme, insan hakları, insan hakları eğitimi

Human Rights, Children's Rights and Human Rights Education

Öz

This study aims to contribute to Turkish literature by compiling perspectives about human rights, children’s rights and human rights education that have wide recognition in English-spoken academic world. To this end, conceptual and theoretical clarifications are presented rather than holding a discussion around a particular argument. In the first part, the defining features of human rights are introduced, then some criticisms that are mounted against human rights are outlined. Next section gives information about the development, conceptualization, classification and current problems of human rights education, then moves to present the historical development of children’s rights and educational implications of the Convention on the Rights of the Child. In this part, a checklist which was developed to evaluate educational conditions regarding children’s rights and identify negligence and violations, if there is any, is presented. By introducing a model which aims to improve the quality of children’s participation, what is exactly meant by children’s participation, what can be considered as participation and what cannot be regarded as such are clarified. The final part informs briefly about Turkey’s human rights education reforms and children’s rights issues by drawing on the reports of the United Nations Committee on the Rights of the Child. In addition, some solutions are suggested by relying on transformative human rights education approach which has a concern to strengthen human rights education’s link to social realities and social transformation. Compiled perspectives about human rights education and children’s rights can contribute to the theoretical and conceptual framework of studies to be conducted by Turkish-reading researchers.

Anahtar Kelimeler

children's rights, Convention on the Rights of the Child, human rights, human rights education, United Nations Committee on the Rights of the Child

Kaynakça

• Arendt, H. (1973). The origins of totalitarianism. New York: Harcourt Brace Jovanovich.
• Avrupa Konseyi. (2010). Recommendation CM/Rec(2010)7 of the Committee of Ministers to member states on the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education. Strasbourg: Council of Europe Pub.
• Avrupa Konseyi. (2018). Reference framework of competences for democratic culture (three volumes). Strasbourg: Council of Europe Publishing.
• Bajaj, M. (2011). Human rights education: Ideology, location, and approaches. Human Rights Quarterly, 33(2), 481-508. doi: 10.1353/hrq.2011.0019
• Bajaj, M., Cislaghi, B. and Mackie, G. (2016). Advancing transformative human rights education Appendix D to the report of the global citizenship commission. Cambridge, UK: Open Book Publishers.
• Birleşmiş Milletler. (1948). Universal Declaration of Human Rights: Adoption of the UDHR (183rd plenary meeting). Erişim adresi: https://undocs.org/A/PV.183
• Birleşmiş Milletler. (2012). Consideration of reports submitted by States parties under article 44 of the Convention. United Nations Human Rights Office of the High Commissioner. Erişim adresi: https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2fTUR%2fCO%2f2-3&Lang=en
• Birleşmiş Milletler. (2019). Combined 4th and 5th Periodic Reports as per Article 44 of the Convention. United Nations Human Rights Office of the High Commissioner. Erişim adresi: https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC%2fC%2fTUR%2f4-5&Lang=en
• Birleşmiş Milletler. (2020). United Nations Human Rights Office of the High Commissioner. United Nations Declaration on Human Rights Education and Training. Erişim adresi: https://www.ohchr.org/EN/Issues/Education/Training/Pages/UNDHREducationTraining.aspx.
• Cardenas, S. (2005). Constructing rights? Human rights education and the state. International Political Science Review, 26(4), 363-379. doi: 10.1177/0192512105055805
• Clapham, A. (2015). Human rights: A very short introduction. Oxford, UK: Oxford University Press.
• Coysh, J. (2014). The dominant discourse of human rights education: A critique. Journal of Human Rights Practice, 6(1), 89-114. doi:10.1093/jhuman/hut033
• Coysh, J. (2017). Human rights education and the politics of knowledge. London: Routledge.
• Degirmencioglu, S. M., Acar, H. and Acar, Y. B. (2008). Extreme forms of child labour in Turkey. Children & Society, 22(3), 191-200. doi:10.1111/j.1099-0860.2008.00150.x
• Dembour, M.-B. (2010). What are human rights? Four schools of thought. Human Rights Quarterly, 32(1), 1-20. doi:10.1353/hrq.0.0130
• Hale, W. (2011). Human rights and Turkey’s EU accession process: Internal and external dynamics, 2005–10. South European Society and Politics, 16(2), 323-333. doi:10.1080/13608746.2011.577953
• Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. Florence, Italy: UNICEF.
• Isin, E. F. (2013). Two regimes of rights? X. Guillaume and J. Huysmans (Ed.), Citizenship and security: The constitution of political being içinde (ss. 53-74). London: Routledge. doi:10.4324/9780203361931-11
• Keating, A., Kerr, D., Benton, T., Mundy, E. and Lopes, J. (2010). Citizenship education in England 2001-2010: Young people’s practices and prospects for the future: The eighth and final report from the Citizenship Education Longitudinal Study (CELS) (Research Report No: DFE-RR059). London, UK: Department for Education.
• Kymlicka, W. (2018). The rise and fall of multiculturalism? New debates on inclusion and accommodation in diverse societies. International Social Science Journal, 68(227-228), 133-148. doi:10.1111/issj.12188
• Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. doi:10.1080/01411920701657033
• Morsink, J. (2000). The Universal Declaration of Human Rights: Origins, drafting and intent. Philadelphia: University of Pennsylvania Press.
• Moyn, S. (2010). The last utopia: Human rights in history. Cambridge, Mass: Belknap Press of Harvard University Press.
• Mutua, M. (2002). Human rights: A political and cultural critique. Philadelphia: University of Pennsylvania Press.
• Osler, A. (2016). Human rights and schooling: An ethical framework for teaching for social justice. New York, NY: Teachers College Press.
• Osler, A. (2015). Human rights education, postcolonial scholarship, and action for social justice. Theory & Research in Social Education, 43(2), 244-274. doi:10.1080/00933104.2015.1034393
• Osler, A. and Starkey, H. (1996). Teacher education and human rights. London: David Fulton.
• Osler, A. and Starkey, H. (2005). Changing citizenship: Democracy and inclusion in education. Maidenhead, England: Open University Press.
• Parker, W. C. (2018). Human rights education’s curriculum problem. Human Rights Education Review, 1(1), 05-24. doi:10.7577/hrer.2450
• Ramírez, F. O., Suárez, D. and Meyer, J. W. (2007). The worldwide rise of human rights education. A. Benavot, C. Braslavsky (Editörler) School knowledge in comparative and historical perspective içinde (ss. 35-52). Springer, Dordrecht. doi:10.1007/978-1-4020-5736-6_3
• Russell, S. G. (2018). Between the global and the local: Human rights discourse and engagement in two New York City high schools. Harvard Educational Review, 88(4), 565-592. doi:10.17763/1943-5045-88.4.565
• Russell, S. G. and Tiplic, D. (2014). Rights-based education and conflict: A cross-national study of rights discourse in textbooks. Compare: A Journal of Comparative and International Education, 44(3), 314-334. doi:10.1080/03057925.2013.765288
• Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G. and Friedman, T. (2018). Becoming citizens in a changing world: IEA international civic and citizenship education study 2016 international report. Cham, Switzerland: Springer.
• Skinner, N. and Bromley, P. (2019). Individual and collective social justice education: Comparing emphases on human rights and social movements in textbooks worldwide. Comparative Education Review, 63(4), 502-528. doi:10.1086/705428
• Tibbitts, F. L. (2017). Evolution of human rights education models. M. Bajaj (Ed) Human rights education: Theory, research, praxis içinde (ss. 69-95). Philadelphia: University of Pennsylvania Press.
• Türkiye Büyük Millet Meclisi. (2020). Uluslararası Temel İnsan Hakları Belgeleri. Erişim adresi: https://www.tbmm.gov.tr/komisyon/insanhaklari/mevzuat_TIHB.htm
• Türkmen, F. (2007). Turkey’s participation in global and regional human rights regimes. Z. F. Kabasakal Arat (Editör.) Human rights in Turkey içinde (ss. 249-261). Philadelphia: University of Pennsylvania Press.
• UNESCO. (2020). UNESCO Associated Schools Network. UNESCO Associated Schools Network. Erişim adresi: https://aspnet.unesco.org/en-us/Pages/About_the_network.aspx.
• Whitty, G. and Wisby, E. (2007). Real decision making?: Schools councils in action. Annesley, Nottingham: DfES Publications.
• Zembylas, M. and Keet, A. (2019). Critical human rights education: Advancing social-justice-oriented educational praxes. Cham, Switzerland: Springer.