Safe Spaces -- TABLE OF CONTENTS -- PREFACE -- INTRODUCTION -- REFERENCES -- HUMAN RIGHTS EDUCATION: PHILOSOPHICAL AND POLICY PERSPECTIVES -- DISCOURSE, BETRAYAL, CRITIQUE: The Renewal of Human Rights Education -- INTRODUCTION -- Human Rights, Human Rights Education and Discourse -- Human Rights Critiques -- Renewal and Conclusion -- ENDNOTES -- REFERENCES -- ONLINE REFERENCES -- A SOCIAL JUSTICE AND HUMAN RIGHTS EDUCATION PROJECT: A Search for Caring and Safe Spaces -- INTRODUCTION -- CARING AND CREATING SAFE SPACES FOR A SOCIAL JUSTICE PROJECT -- COMPLEXITIES OF CULTURES AND RELIGIONS -- WHY SOCIAL JUSTICE RESEARCH? -- THE POWER OF PRACTICES AND RITUALS -- HUMAN RIGHTS EDUCATION? -- A PROJECT IN SOCIAL JUSTICE: CREATING A SAFE SPACE? -- HUMAN RIGHTS AND NARRATIVE ENQUIRY -- Theories Underpinning the Research Project -- Human Rights Education -- Narrative Theory -- Communities of Practice and Communities in Conversations -- BROAD OUTLINE OF THE PROJECT -- CONCLUSION -- ENDNOTES -- REFERENCES -- DOCUMENTS -- THE HUMAN RIGHT TO EDUCATION, THE ETHICAL RESPONSIBILITY OF CURRICULUM, AND THE IRONY IN 'SAFE SPACES' -- INTRODUCTION -- THE HUMAN RIGHT TO EDUCATION: SCHOLARLY REFLECTIONS -- Reflections on School-Based Research -- Lived Experiences of Teaching Student-teachers -- THE ETHICAL RESPONSIBILITY OF CURRICULUM -- THE IRONY IN 'SAFE SPACES' -- CONCLUSION -- REFERENCES -- IDENTITY, IDENTIFICATION AND SOCIOLINGUISTIC PRACTICES: Implications for Human Rights Curriculum in an Emerging Democracy -- INTRODUCTION -- METHODOLOGICAL OVERVIEW -- Researcher Positionality -- Data Analytical Toolkit -- Thematic Plotlines from the Various Data Elicitation Activities -- Narrative Response -- Researcher Reflections About the Data Elicitation Activities -- Thematic Plotlines from the Narratives -- Movements of Coming to Gender and Human Rights Consciousness.

Curriculum Challenges for Human Rights Education in a Multi-cultural and Multifaith Emerging Democracy -- Curriculum Implications for Human Rights Education in Multi-cultural and Multi-faith Emerging Democracy -- CONCLUSION -- NOTE -- REFERENCES -- IDENTITY PREMISED ON EQUALITY OF DIFFERENCE AS A FUNDAMENTAL HUMAN RIGHT -- INTRODUCTION -- IDENTITY AND HUMAN RIGHTS -- WHAT AND WHO WE ARE -- Human Survival in a Laboring Society -- Free in Equality of Difference -- IDENTITY PREMISED ON REVOLUTIONARY TOGETHERNESS -- The Relational Character of Who We Are -- Who We Are as Continual New Beginnings -- SOUTH AFRICAN SOCIETY -- EDUCATION AS EXPRESSION OF SOCIETY -- CONCLUSION -- NOTES -- REFERENCES -- ARE CHILDREN'S RIGHTS DUTY-FREE?: No Rights Without Duties? -- EXPERIENCING A DEMOCRATIC DEFICIT -- THE DEBATE ON COMMUNITY BUILDING AND ITS RELEVANCE FOR THE DEBATE ON THE RIGHTS OF THE CHILD -- AN EDUCATIONAL INTERPRETATION OF THE CRC AND ITS MEANING FOR CHILDREN'S RIGHTS EDUCATION -- CONCLUSION -- REFERENCES -- ONLINE REFERENCES -- RELIGIOUS DIVERSITY IN PUBLIC EDUCATION: A Comparative European Perspective -- INTRODUCTION -- STATE NEUTRALITY AND RELIGION -- TRANSNATIONAL LEGAL FRAMEWORKS AND RELIGIOUS PLURALISM IN EDUCATION: THE EUROPEAN EXPERIENCE -- The Council of Europe -- The European Union -- NATIONAL LEGAL FRAMEWORKS ON RELIGIOUS DIVERSITY IN EDUCATION -- Germany -- The principle of neutrality. -- The German Constitutional Court on State Neutrality -- Turkey -- The Exercise of Religious Rights within Education in Secular Turkey -- Freedom of Belief and the Headscarf Issue in Education: Identity or Political Symbolism? -- CONCLUDING REMARKS -- NOTES -- REFERENCES -- GENDER DISCOURSES: DIVERSE PERSPECTIVES -- LET'S FIND A WAY TO LEARN ABOUT OUR RIGHTS: Communities of Practice as 'Spaces' for Women and Girls to Learn About Their Human Rights.

INTRODUCTION -- WIDER RESEARCH CONTEXT: SANPAD-FUNDED PROJECT -- SANPAD PHASE 1 AND SANPAD PHASE 2 -- THEORETICAL FRAMEWORK -- Defining Communities of Practice: Applicability to Education for Human Rights Education -- The Shared Domain of Interest: Human Rights Education in Diversity, Developing a Discourse -- Mutual Engagement: Communities of Practice as Democratic Communities -- Problems: Insider and Outsider Views on Cultural or Religious Traditions -- A Shared Repertoire for Human Rights Education in Communities of Practice -- CONCLUSION -- NOTES -- REFERENCES -- POWER AND PRIVILEGE: White Male Teachers' Experiences of Aggression -- INTRODUCTION -- THE AUTOETHNOGRAPHIC APPROACH -- THEORETICAL FRAMEWORK -- Aggression -- Power -- Privilege -- Whiteness -- Gender -- Social Identity -- Theoretical Perspectives on Aggression -- A Poststructuralist Approach -- An Intersectionality Theoretical Perspective -- WHITE MALE TEACHERS' EXPERIENCE OF AGGRESSION -- MY PERSONAL NARRATION -- Patriarchal Institutionalized Upbringing: A Young Student Teacher -- Patriarchal Institutionalized Promise of a Teaching Post -- Patriarchal Institutions: A Young White Male Teacher in the Teaching Profession: a White Afrikaans School -- The Time of Change -- Aggression in Post-democratic Society -- AN ANALYSIS AND DISCUSSION OF THE AUTOETHNOGRAPY -- White Male Teachers' Experience of Aggression -- How Whiteness and Gender, as Socially Constructed Categories, Intersect at Multiple Levels: Through an Intersectionality Lens Whiteness -- Gender -- CONCLUSION -- REFERENCES -- GIRLS' EXPERIENCES OF RELIGIOUS AND CULTURAL PRACTICES: Human Rights Violations -- INTRODUCTION -- Protection of Children's Rights -- Female Genital Mutilation and Female Circumcision -- Virginity Testing -- Early and Forced Marriage -- Empirical Investigation -- Context and Participants.

Ethical Considerations -- Data Collection and Analysis -- Findings -- Virginity Testing -- Genital Mutilation and Circumcision -- Marriage Practices -- CONCLUSION AND RECOMMENDATIONS -- Empowerment Through Education -- NOTES -- REFERENCES -- USING INTERDISCIPLINARY FEMINIST THEORY TO ARRIVE AT AN UNDERSTANDING OF CRITICAL EDUCATORS WHO PUT HUMAN RIGHTS AT THE CENTER OF SCHOOL CURRICULUM -- INTRODUCTION -- METHODS FOR UNDERSTANDING WOMEN TEACHERS' SUBJECTIVITY AND CURRICULUM PRACTICES -- FEMINIST PROCEDURES FOR LISTENING TO WOMEN'S NARRATIVES -- EXTENDING CONCEPTUAL FRAMEWORKS FOR DOING RESEARCH ON WOMEN TEACHERS -- EXCERPTS FROM SITA RAMA'S LIFE HISTORY RESEARCH -- WOMEN CENTERED SENSIBILITIES -- CRITICAL CONSCIOUSNESS -- PERSONAL PROFESSIONAL CONNECTIONS IN TRANSFORMATIVE TEACHING PRACTICE -- INSIDER/OUTSIDER KNOWLEDGE -- CONCLUSION: POLITICAL COMMITMENTS TO THE COMMUNITY'S CHILDREN -- NOTES -- REFERENCES -- DISCOURSES ON NARRATIVES AS 'SAFE SPACES' -- TRANSCENDING NARRATIVES: Narrative Inquiry as a Means to Communicative Action -- INTRODUCTION -- PURPOSE OF THE STUDY -- NARRATIVE INQUIRY IS ALWAYS IN THE MAKING -- FEATURES OF NARRATIVE INQUIRY -- Narrative Realism -- Communicating Narratively Through Written Text -- Narrative Constructivism -- Narrativism -- IMPLICATIONS FOR HUMAN RIGHTS EDUCATION -- CONCLUSION -- REFERENCES -- EMBRACING DIVERSE NARRATIVES FOR A POSTMODERNIST HUMAN RIGHTS EDUCATION CURRICULUM -- INTRODUCTION -- THE HUMAN RIGHTS EDUCATION LANDSCAPE: HISTORY AND BACKGROUND -- MODERNIST AND POSTMODERNIST IDEAS OF HUMAN RIGHTS EDUCATION -- NARRATIVE INQUIRY IN OHUMAN RIGHTS EDUCATION: CREATING SAFE SPACES FROM A POSTMODERNIST STANCE -- Research Design and Process -- Main Research Findings -- Political Leaders -- Societal Influences -- Education -- Unique Manifestations.

DISCUSSION: A RE-IMAGINED HUMAN RIGHTS EDUCATION FROM A POSTMODERNIST PERSPECTIVE FOR 21ST CENTURY LEARNERS -- REFERENCES -- PLURALITY IN SOCIETY MIRRORED IN THE TEACHER'S MULTIVOICED SELF - INTERNALIZED INEQUALITY -- INTRODUCTION -- 'I' and 'the other' in the Dialogical Self -- Levinas: 'I' and 'the other' -- Ubuntu: 'I' Embedded in a Community of 'others' -- Herzberg: 'I' in the Tradition of (Religious) Existential Experiences -- 'I' and 'the other' in the Classroom -- DIALOGICAL SELF IN THE LIGHT OF WHOLE-NESS -- CONCLUDING REMARKS -- Rethinking Plurality in Society Mirrored in the Teacher's Multivoiced Self Internalized Inequality -- NOTES -- REFERENCES -- CONCLUDING CHAPTER: Contemplations on Diverse Approaches for Human Rights Education -- INTRODUCTION -- AN INSIDE REVIEW OF 'SAFE SPACES' -- A VOCABULARY FOR POLICY AND PRACTICE -- CONCLUSION -- NOTES -- REFERENCES -- ABOUT THE AUTHORS.