The use of new pedagogical practices in contemporary development issues
Author
Benati, Grace
Term
4. term
Publication year
2018
Submitted on
2018-05-31
Abstract
Dette speciale undersøger, hvordan menneskerettighedsundervisning (HRE) kan bruges som pædagogisk løftestang til at engagere unge i nutidige udviklingsproblemer og samtidig fremme en kultur for menneskerettigheder. Med afsæt i teori om HRE, udviklingsundervisning og socialkonstruktivisme, samt indsigter fra multimedielæring, designer og afprøver studiet engagerende undervisningsforløb i et klassemiljø. Empirisk bygger undersøgelsen på en blandet metode med deltagerobservation og spørgeskemaer gennem fem sessioner med sekundærskoleelever (14–15 år) i Buenos Aires. Forløbene anvender FN-godkendte HRE-metoder (bl.a. “UN ABC: Teaching Human Rights”) og visuel fortælling; som temastarter vises PositiveNegatives’ animation “An Empty Promise” om migration for at gøre komplekse, følsomme emner tilgængelige for eleverne. Analysen fokuserer på, hvordan kreative og visuelt støttede aktiviteter kan styrke forståelse, empati og aktivt medborgerskab i relation til samtidsproblemer. De resultater, der fremgår af uddraget, peger på HRE’s potentiale i klasseværelset og giver indsigter i, hvordan praksisser kan videreudvikles, men detaljerede effektmål rapporteres ikke her.
This thesis examines how Human Rights Education (HRE) can serve as a pedagogical lever to engage young people with contemporary development issues while fostering a culture of human rights. Drawing on HRE, Development Education, social constructionism, and insights from multimedia learning, the study designs and tests engaging classroom activities. Empirically, it uses a mixed-method approach—participant observation and questionnaires—across five sessions with secondary school students (aged 14–15) in Buenos Aires. The lessons employ UN-endorsed HRE methodologies (including “UN ABC: Teaching Human Rights”) and visual storytelling; as a trigger, the PositiveNegatives animation “An Empty Promise” on migration is used to make complex, sensitive topics accessible to students. The analysis explores how creative, visually supported activities can build understanding, empathy, and active citizenship around contemporary issues. Based on the excerpt, findings indicate the potential of HRE in classroom settings and offer insights for future development, though detailed measures of impact are not reported here.
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