Human Rights Education: A Historical, Methodological and Critical Analysis

Year 2022, Volume: 80 Issue: 4, 1373 - 1412, 31.12.2022

Muharrem Kılıç

Abstract

The rise of human rights activism in the last quarter of the 20th century has turned human rights into a discourse of the modern age by giving a positive acceleration to the evolution of human rights towards an institutional structuring. The potential of human rights, which are structured through a normative construct, to transform societies has become a main focus of international institutions/organizations. Such an institutional structuring practice for human rights has revealed the need to gain insight into the declarative, conceptual and institutional framework of human rights. Focusing on human rights education for building a value system has become an institutional goal. Rights education as an ideological and pedagogical strategy is structured with the aim of disseminating and systematizing the universal human rights regime. The methodology of human rights education is not rhetorical or dialectical between trainer and trainee; it can be viewed as an operational process. At the same time, the teaching process for the knowledge of rights can be defined as a behavioral form transfer structured and internalized with values. Human rights education, which has many definitions based on different theoretical perspectives and tendencies, is exposed to a wide range of theoretical and conceptual criticism ranging from essentialist approaches to formalist and critical approaches in the globalizing world. The focus of these criticisms is towards the emergence of a regulatory human rights practice with the reduction of human rights to law. It is considered that human rights education has to focus on the erosion of citizenship, democracy and human rights under the devastating effect of deepening social injustice in the world built on neo-liberal policies. The theoretical development dynamics of the rights education makes a participatory perspective with multi-stakeholders and multi-actors essential. It is therefore clear that the national human rights institutions should be more involved in the rights education as an institutional actor.

Keywords

Human Rights, Rights Education, Cultural Pedagogy, Internalized Rights Teaching Method, Philosophy of Values, National Human Rights Institutions

İnsan Hakları Eğitimi: Tarihsel, Yöntemsel ve Eleştirel Bir Çözümleme

Abstract

Yirminci yüzyılın son çeyreğinde insan hakları aktivizminin yükselişi, insan haklarının kurumsal yapılanma yönlü gelişim serüvenine pozitif bir ivme kazandırarak insan haklarını modern çağın bir söylemi haline getirmiştir. Normatif bir kurgu üzerinden yapılandırılan insan haklarının toplumları dönüştürme potansiyeli, uluslararası kurum/kuruluşların odaklandığı temel bir konu olmuştur. İnsan haklarına yönelik böylesi bir kurumsal yapılanma pratiği insan haklarının bildirgesel, kavramsal ve kuramsal çerçevesine ilişkin bir içgörü kazandırılmasının gereğini ortaya koymuştur. Bir değer sistemi inşa etmek amacıyla insan hakları eğitimine odaklanma, kurumsal bir hedef haline gelmiştir. İdeolojik ve pedagojik bir strateji olarak haklar eğitimi, evrensel insan hakları rejimini yaygınlaştırma ve sistematikleştirme amacı doğrultusunda yapılandırılmıştır. İnsan hakları eğitim metodolojisi, öğreten ile öğrenen arasında retoriksel ya da diyalektiksel değil; eylemsel bir süreç olarak işlemektedir. Aynı zamanda haklar bilgisine yönelik öğretim süreci, değerlerle yapılandırılmış ve içselleştirilmiş ‘davranışsal bir form aktarımı’ olarak tanımlanabilir. Farklı kuramsal perspektiflere ve eğilimlere bağlı biçimde birçok tanımlaması yapılan insan hakları eğitimi, globalleşen dünyada özcü yaklaşımlardan formalist ve eleştirel yaklaşımlara kadar uzanan geniş bir kuramsal ve kavramsal eleştiriye maruz kalmaktadır. Söz konusu eleştirilerin odak noktası insan haklarının hukuka indirgenmesiyle regülatif bir insan hakları pratiği ortaya çıkmasına yöneliktir. İnsan hakları eğitiminin neo-liberal politikaların üzerine kurulu dünyanın sosyal adaletsizliği derinleştiren yok edici etkisi altında yurttaşlık, demokrasi ve insan haklarının erozyonunu odağına almak zorunda olduğu değerlendirilmektedir. Haklar eğitiminin kuramsal yönlü gelişim dinamiği çok paydaşlı ve çok aktörlü katılımcı bir perspektifi gerekli kılmaktadır. Bundan ötürü kurumsal bir aktör olarak ulusal insan hakları kurumlarının haklar eğitimine daha fazla dahil edilmesinin gereği ortadadır.

Keywords

İnsan Hakları, Hak Öğretimi, Haklar Eğitimi, Kültüre Dayalı Pedagoji, İçselleştirilmiş Hak Öğretim Metodu, Değer Felsefesi, Ulusal İnsan Hakları Kurumları, Human Rights, Rights Education, Cultural Pedagogy, Internalized Rights Teaching Method, Philosophy of Values, National Human Rights Institutions

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