Matches in SemOpenAlex for { <https://semopenalex.org/work/W296578379> ?p ?o ?g. }
- W296578379 abstract "Launched in 2009, Amnesty International's Human Rights FriendlySchools project is to date the most ambitious attempt to create a global modelfor rights-based education policy. Drawing on theories of utopianism,pragmatism and micropolitics, this thesis explores the influence of wholeschoolhuman rights education (HRE) approaches for promoting human rightsand school improvement within formal education.Based on participant-observation, semi-structured interviews anddocumentary analysis at both Amnesty and a London secondary school atmultiple points over two years, this study examines how rights-based policiesand practices are enacted through non-governmental organisation (NGO)partnership, and explores how the organisational and political contexts ofNGOs and schools in England influence such projects.The study found that Human Rights Friendly Schools was primarilyimplemented through the school's existing student voice programme, and wasused to raise awareness of school-wide rights initiatives. Throughout theproject, HRE was envisaged as both a means to empower students and as away to improve their behaviour and performance. However, authoritarianleadership practices and damaging micropolitical activity undermined schoolwidemessages about human rights, and the human rights discourserepresented by Human Rights Friendly Schools challenged elements of theschool's behaviour management systems which teachers and studentsperceived to be excessive. Tensions between discourses of control andempowerment led to a series of teacher and student strikes — a destabilisingchain of events that led to the dissolution of the Amnesty partnership.This thesis concludes that whilst the partnership ultimately failed to embed therights-based approach envisioned by Amnesty, important lessons can belearned. The findings suggest that future whole-school HRE projects shouldprovide stronger support for school-wide rights learning, address potentialdisjunctures between rights-based and neoliberal policies and prioritiseinclusion of the full range of school community voices in planning andimplementation. Such approaches can support wider school policies anddevelopment strategies whilst simultaneously improving relationships betweenteachers, students and leaders." @default.
- W296578379 created "2016-06-24" @default.
- W296578379 creator A5086015473 @default.
- W296578379 date "2012-01-01" @default.
- W296578379 modified "2023-09-23" @default.
- W296578379 title "NGOs and human rights education in the neoliberal age : a case study of an NGO-secondary school partnership in London" @default.
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