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Group Submission Type: Panel Session
Overall theme, objectives and main questions
How can peace education, and human rights education as a natural partner to peace education, be undertaken in ways that dismantle hierarchies and support greater equity in knowledge production and exchange? How might scholar-educator-practitioners break down barriers across borders – real or imagined - to safeguard our collective human rights and build sustainable peace? This panel offers a unique lens into a spectrum of human rights education and peace education joint praxis, with panelists reflecting on varying stages and aspects of implementation. This panel draws on research and practice in Myanmar, Kenya, and the United States to reflect on how human rights education and peace education initiatives can be designed, implemented, and evaluated in ways that aim to be genuinely inclusive, collaborative, and center traditionally marginalized voices. Through self reflection, the panelists explore the power relationships that are at play in work as researchers and practitioners. This includes conscious reflection on self-identities, as well those of colleagues and stakeholders impacted by the work, and how these identities shape our efforts to collaborate across cultures. In addition to critical reflection on insider-outsider dynamics with respect to individuals, we look at the systemic expressions of power relationships. We explore global-local and global-domestic power dynamics surrounding the application of “universal” human rights and peace education frameworks and instruments (UDHR, UN Declaration on Human Rights Education and Training, UN Culture of Peace), and how, depending on the context, the presence of such frameworks can hinder or enhance human agency and efforts to strengthen human rights and peace.
As scholar-educator-practitioners, the presenters on this panel engage both in the theoretical application of peace education and human rights education theories as well as in qualitative methodologies that center participatory research using interviews, focus groups, observation, workshops and trainings. The research includes desk reviews of programmatic information and existing literature. Finally, the approach employs reflective practice to stimulate continuous learning.
Contribution to or application of existing knowledge
This panel recognizes and challenges the North/South divide which often places artificial restrictions on the breadth and scope of peace education and human rights education efforts. The presenters value existing frameworks that have been developed in the field of international and multicultural education, and at the same time recognize their limitations, particularly in centering marginalized voices. The panelists’ practice and reflection contributes to a true globalism within the practical application of existing frameworks. Appreciative of both the local and indigenous context, including contexts of exceptionalism, the panelists take a nuanced understanding of context to develop effective educational and programmatic interventions.
Description of how the session will be structured
This panel will be structured to complement the intersections between the scholar-educator-practitioners presenting. Each panelist will present their papers and the panel discussant will share her reflections that will be followed by an open question and answer session that will be facilitated by the panel chair.
Challenging the savior mentality in human rights work: Narratives from community activists in Myanmar - Amy Argenal, University of San Francisco
Using human rights education to (re)shape US higher education diversity and inclusion programs - Ria DasGupta, University of San Francisco
Making education policy a force for peace in Myanmar - Grace Michel, Education for Transformation
Inclusive practices to co-create human rights curriculum - Katie Zanoni, University of San Francisco