Education for Democratic Citizenship and Human Rights: Realistic Utopianism

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

Abstract

1. Objectives
This paper aims to provide a theoretical framework that enables researchers to compare and analyse different practices of education for democratic citizenship and human rights (EDC/HRE) (Council of Europe, 2010). Most member states of the United Nations subscribe to the principles of the World Programme of Human Rights Education (WPHRE) (United Nations, 2006). However, different cultural contexts shape the enactment of human rights education whilst political contexts provide support or restraint for what is potentially a transformative educational experience (Banks, 2008).

2. Perspective
This paper proposes that EDC/HRE is best conceptualised as utopia and pragmatism or ‘utopian realism’ (Giddens 1990:156) or ‘realistic utopia’ (Rawls, 1999: 128). Torres and Teodoro (2007) build on Mannheim ([1929, 1936] 1991) in recognising the sociological concept of utopia as essential for motivating political and social action and guiding educational reform. Utopia challenges taken-for-granted assumptions and practices (Ricoeur, 1978). The Universal Declaration of Human Rights has been described as a ‘minor utopia’ (Winter, 2006:3) in contrast to the discredited major utopian ideologies of Nazism and Communism. Whilst the utopian vision drives EDC/HRE, it must be complemented by a pragmatic concern for learning as problem solving and engaging with practice (Ryder & Wegmarshaus, 2007).

3. Methods, techniques, or modes of inquiry
Literature review and documentary analysis. Comparative case study.

4. Data sources, evidence, objects, or materials
The paper applies the concept of utopian realism, understood as utopia and pragmatism, to policy texts and empirical case studies.

5. Results and/or conclusions
Human rights education in its policy documents and in its enactment in different contexts is shown to include a utopian vision which is enacted in ways that are broadly realistic or pragmatic.

Scientific or scholarly significance of the study or work
Theorising EDC/HRE as utopian realism provides the basis for further analysis of practice and policy.

Author

• Hugh Starkey, Institute of Education - London