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dc.contributor.authorZembylas, Michalinos
dc.contributor.authorCharalambous, Panayiota
dc.contributor.authorCharalambous, Constadina
dc.contributor.authorLesta, Stalo
dc.creatorZembylas, Michalinos
dc.date.accessioned2018-12-17T10:01:13Z
dc.date.available2018-12-17T10:01:13Z
dc.date.issued2017-07-04
dc.identifierSCOPUS_ID:84969832965
dc.identifier.issn00220272
dc.identifier.urihttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84969832965&origin=inward
dc.identifier.urihttps://repo.euc.ac.cy/handle/123456789/1323
dc.description.abstractThe present paper takes the approach of critical hermeneutics in human rights education (HRE) that has been developed theoretically and tries to operationalize it in pedagogical practice. In particular, a group of Greek-Cypriot teachers were trained in a series of workshops on how critical hermeneutical approach (CHA) could be taught in the context of HRE. The paper explores teachers’ difficulties with and perspectives of CHA during the training designed and offered by the authors. The findings show how, in addition to epistemological issues involved concerning the meaning and implications of the CHA, the particularities of the local context (ethnic conflict, pedagogic traditions, educational structures) influenced the uptake of this approach. The implications are discussed in relation to the need to identify the difficulties teachers have with specific pedagogical approaches of HRE as they become manifest contextually, and the need to design teacher training in which teachers have opportunities to reflect upon and engage with these difficulties through a critical interpretive lens.
dc.relation.ispartofJournal of Curriculum Studies
dc.titleToward a critical hermeneutical approach of human rights education: universal ideals, contextual realities and teachers’ difficulties
elsevier.identifier.doi10.1080/00220272.2016.1188156
elsevier.identifier.eid2-s2.0-84969832965
elsevier.identifier.scopusidSCOPUS_ID:84969832965
elsevier.volume49
elsevier.issue.identifier4
elsevier.coverdate2017-07-04
elsevier.coverdisplaydate4 July 2017
elsevier.openaccess0
elsevier.openaccessflagfalse
elsevier.aggregationtypeJournal


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