Educating for democracy: Background materials on democratic citizenship and human rights education for teachers
Educating for democracy: Background materials on democratic citizenship and human rights education for teachers
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民主教育：关于教师民主公民和人权教育的背景材料
DOI：
10.1007/s11159-013-9346-4
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发表时间：
2013
影响因子：
3.2
通讯作者：
J. Zajda
中科院分区：
文献类型：
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作者：
J. Zajda
本手册专为从事民主和人权教育教学的教师、教育工作者、学者和专业人士而设计。它由三部分组成，分为不同的单元。第 1 部分“理解民主和人权”包含四个单元，涵盖理解民主和人权、这些概念的含义、公民动态概念的关键、民主和人权教育以及民主公民教育（另见 Zajda 和 Daun 2009；Zajda 2010）。在第一单元“概念的含义”中，作者讨论了政治、民主、儿童权利和受教育权。我喜欢宪政民主核心要素的清单以及对其优缺点的讨论。关于儿童权利和受教育权的部分特别及时，因为它提醒我们每个人都有受教育的权利。在第二单元中，作者研究了动态公民概念的关键——对公民模式的挑战和一种新型公民——提出了一种新的以学生为中心和赋权的教学法。在第三单元“民主和人权教育”中，作者讨论了民主教育（EDC）和人权教育（HRE）、能力、关键概念、教育方法和职业道德。详细说明 EDC 和 HRE 之间关系的部分做得特别好，解释 EDC/HRE 的具体能力和基于人权的学校教育方法的部分对于课堂教学同样有价值。第四单元探讨公民教育和人权教育的方法。它包含对教学工具和学校项目的有用建议。第二部分“民主和人权教学”包含五个单元。在第一单元中，讨论了教学和学习的条件，作者使用他们的八个工作文件，内容丰富且实用，详细说明了他们对课堂教学的建议。第 2 单元根据既定目标设定目标并进行选择
This manual is designed for teachers, educators, academics and professionals engaged in teaching education for democracy and human rights education. It consists of three parts, divided into various units. Part 1,‘‘Understanding democracy and human rights’’, contains four units covering understanding democracy and human rights, what the concepts mean, the key to a dynamic concept of citizenship, education for democracy and human rights, and education for democratic citizenship (see also Zajda and Daun 2009; Zajda 2010). In unit 1,‘‘What the concepts mean’’, the authors discuss politics, democracy, and children’s rights and the right to education. I liked the list of core elements of constitutional democracies and the discussion of both their strengths and weaknesses. The section dealing with children’s rights and the right to education is particularly timely, as it reminds us that everyone has the right to education. In unit 2, the authors examine the key to a dynamic concept of citizenship–challenges to citizenship models and a new kind of citizenship–, suggesting a new student-centred and empowering pedagogy. In unit 3,‘‘Education for democracy and human rights’’, the authors discuss education for democracy (EDC) and human rights education (HRE), competencies, key concepts, approaches to schooling and professional ethics. The section detailing the nexus between EDC and HRE is particularly well done, and the sections explaining specific competencies in EDC/HRE and a human rights-based approach to schooling are equally valuable for classroom teaching. Unit 4 examines approaches to education for citizenship and human rights education. It contains useful suggestions for teaching tools and school projects. Part 2,‘‘Teaching democracy and human rights’’, contains five units. In unit 1, conditions of teaching and learning are discussed and the authors use their eight work files, which are both informative and practical, to detail their suggestions for classroom pedagogy. Unit 2 sets the objectives and selects, against defined