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Content: This module provides a comprehensive exploration of the intersection between human rights, education, citizenship, and identities. Throughout the course, students will delve into the foundational principles enshrined in the Universal Declaration of Human Rights (UDHR) and the United Nations Convention on the Rights of the Child (CRC) and their profound implications for the educational landscape. The focus extends beyond mere theoretical understanding, urging students to critically apply these principles to their own contextual realities.Ìý

A central theme involves the critical examination of research evidence and academic literature that specifically applies human rights standards to issues surrounding teaching and learning for citizenship. Students will engage deeply with scholarly works, gaining insights into the multifaceted dimensions of citizenship and identities within an educational framework.Ìý

The module places a critical lens on concepts such as multiple identities and cosmopolitan citizenship, encouraging students to question, analyse, and evaluate these constructs. This critical evaluation extends to exploring and exemplifying education policies that foster equalities and democracy. Emphasis is placed on navigating the legislative and normative frameworks that guide schools and educators in their pursuit of inclusive and democratic educational practices.Ìý

Teaching delivery: The module consists of 7 units, each facilitated through a combination of readings, recorded lectures, and online discussion activities. Kusha Anand is the module leader, and her sessions focus on citizenship and identity construction in education. Jeremy Hayward provides a philosophical and social psychological perspective on the concepts of identity. Arthur Chapman, a specialist in the teaching of history, explores the use of narrative in history education. All three tutors will upload recorded illustrated lectures that can be accessed through the Moodle site by clicking on the links provided for each unit. The mode will be delivered largely online, with three Saturday workshops that can be attended in person or online.Ìý

ÌýIndicative Topics:Ìý

1. Introduction to Human Rights Standards and EducationÌý

2. Narratives and the SelfÌý

3. Children as CitizensÌý

4. Official Narratives and HistoryÌý

5. Identity Formation and HistoryÌý

6. Barriers to Citizenship: Racisms, Gender Issues, Homophobia, Disabilities, Poverty, and Social ClassÌý

7. Learning to Live Together: Pedagogy and Children’s Rights, Citizenship, and IdentitiesÌý

Indicative lecture topics based on the 2023/24 content.Ìý

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ÌýModule Aims and/or Objectives:Ìý

• To introduce and evaluate the implications of the principles enshrined in the Universal Declaration of Human Rights and the United Nations Convention on the Rights of the Child (CRC) with respect to education, citizenship and identities.ÌýÌý

• To engage critically with research evidence and academic literature that applies human rights standards specifically to issues of teaching and learning for citizenship.ÌýÌý

• To explore the academic literature on the relationship between citizenship and identities.ÌýÌý

• To evaluate critically concepts such as multiple identities and cosmopolitan citizenship.Ìý

• To exemplify education policies for equalities and democracy, particularly in the light of legislative and normative frameworks that guide schools and teachers.Ìý

• To engage with and critically analyse relevant learning and teaching materials. Ìý
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Recommended readings:ÌýÌý

Starkey, H. (2018). Fundamental British values and citizenship education: Tensions between national and global perspectives. Geografiska Annaler: series B, human geography, 100(2), 149-162.Ìý

Osler, A. (2016). Human Rights and Schooling: An ethical framework for teaching social justice. New York NY: Teachers College Press.Ìý

Chapman, A. (2021). Changing LUK: Nation and Narration in the First and the Third Editions of Life in the United Kingdom. In N. Brauch, S. Berger, & C. Lorenz (Eds.), Analysing Historical Narratives: On academic, popular and educational framings of the past. New York and Oxford: BerghahnÌý