Narratives in Teaching and Research for Justice and Human Rights

• In Event: Human Rights and Democratic Citizenship in Education in International Contexts

Abstract

1. Objectives
Throughout history both individual and collective narratives have been used in struggles for justice. This paper discusses the strengths and limitations of narratives as pedagogical tools in understanding justice, human rights and inequalities; in stimulating solidarity and our common humanity; and in enabling learners to explore their multiple identities.
2. Perspective(s) or theoretical framework

The paper is informed by two perspectives. First, I draw on Amartya Sen’s (2010) theory of justice to examine the potential of narratives in teaching and researching for social justice. Sen’s theory of justice draws on his earlier work on the ‘capabilities approach’ (Sen, 1992) which seeks to assess how individuals experience justice and injustice, rather than focus on institutions and on the imaginary ‘just society’. Sen’s theory supports recognition of our common humanity and responsibility to others in distant places, beyond the limiting framework of the nation-state. For this reason it is particularly appropriate in the context of human rights education, which also adopts this cosmopolitan perspective, recognizing our common humanity.

Secondly, the study presents human rights as powerful ethical claims which have universal application and have been applied through internationally recognised human rights instruments since the signing of the UDHR in 1948. The paper recognizes that human rights have been challenged from a range of different quarters and accepts that human rights should be subject to similar critical scrutiny as any other ethical claims. At the same time, the study acknowledges human rights as powerful claims which are often used effectively by those struggling for justice in different parts of the world and in different cultural contexts.
3. Methods, techniques, and modes of inquiry
This paper applies Sen’s theory to the use of narrative, examining the potential creating individual and collective narratives in learning processes (Delanty, 2003), to enable learners to develop a sense of agency and efficacy in challenging injustice. It seeks to apply narrative to the Universal Declaration of Human Rights so as to analyze it as a tool for justice..
4. Data sources, evidence, objects, or materials
International human rights instruments, specifically the Universal Declaration of Human Rights (UN,1948), are subject to textual analysis.
5. Results and/or substantiated conclusions or warrants for arguments/point of view
Narrative and life history data lends itself well to an approach which seeks to assess individuals’ subjective experiences and actual choices. The collection of multiple life histories and narratives can inform processes in education which defy explanation through other data collection methods. Human rights can be critically examined by learners to consider their rights and responsibilities to others, at scales from the local to the global.

6. Scientific or scholarly significance
The paper discusses the strengths and limitations of narratives as research and pedagogical tools in understanding justice, human rights and inequalities; in stimulating solidarity and our common humanity; and in enabling learners to explore their multiple identities. We conclude by making the case for human rights as principles for learning and living together in overlapping communities of fate.

Author

• Audrey Helen Osler, University of Leeds