Human Rights Education Teachers as the Transformative Intellectuals of Ethnographic Research

• Main Authors: You Meei-huey, 游美惠
• Other Authors: Anpanlin
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/41898803550423719038

博士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 93 === Human Rights Education Teachers as the Transformative Intellectuals of Ethnographic Research Abstract Several educational movements have emerged to respond to the call for social justice education. Human rights educators provide us with a closer look at social justice education in the classroom. The notion of ‘Teachers as the Transformative Intellectuals ’is the foundation for critical educators to empower teachers and students to resist such oppression can be achieved. This study is grounded in ethnographic research. Ethnography is a type of qualitative research. I document the experiences of teachers who describe themselves as human rights educators. I provide a rich description and in depth analysis of the processes of teaching human rights in the classroom. The study examines the experiences and work of five human rights teachers in Taiwan. Interviews , classroom observations , and human rights education curriculum were used as sources of data. Human rights teachers see themselves primarily as change agents , advocates for their students ,both teachers and learners ,and critical educators. The experiences of these five educators allow us to examine human rights education from their perspectives. The teachers highlighted several factors that motivated them to become human rights educators. The findings of the study reveal the motivational factors that included policy improved，study inspired , gender equality , human rights organizations ,and underprivileged student .These influenced the teachers to become human rights teachers. After analyzing interviews , and the curriculum utilized by the teachers , I arrive at four central influence of human rights education in the classroom. The teachers point to the influence of human rights education in the classroom that human rights education increases students awareness of their human rights , encouraging right social activism , connected students’ lived experiences to promote critical thinking , putting a class into practice. There are specific methodologies that facilitate the content of human rights education ,didactic instruction , cooperative learning , creative instruction, media instruction . The human rights teachers point to the challenge of human rights education ,limiting curriculum ,student non-interest , contradictory nature of human rights education ,and lack of a human rights community.