In this chapter, we discuss the intersections between human rights, human rights education, and t... more In this chapter, we discuss the intersections between human rights, human rights education, and technology. In particular, drawing on Foucault, we problematize the mainstream approaches to these endeavors as framed within liberal humanist ideals. To locate human rights within a liberal humanist framework, we first discuss human rights from its common historical and normative positions. Then, we introduce Foucault’s ‘technology’ and argue human rights education as the technological arm of liberal human rights discourse. By framing education (i.e. pedagogic action) as a technology, from an epistemological standpoint the article enters into a theatre of critique. Initially, there are three critiques: the first concerns the intersections of notions of progress and technologic solutions. The second deals with the de-politicization common within technocratic approaches to peacebuilding that dehumanize the subject. These critiques engender the importance of thoroughly examining the underlying premises of human rights and human right education as a technology prior to a de-political proliferation of UN ideals through the Millennium and Sustainable Development Goals. Finally, having gone through this reflexive argument, human rights education will then be discussed in relation to the new directions and new possibilities this argument supports.
Universities and scholars around the world teach and research extensively in the field of peace e... more Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization and postcolonial theory to explore and challenge the perceived dominance of Western literature and practice. Using a criss-crossing comparison method, English and Korean literatures are compared to ascertain the extent of Western-centricity within Korean higher education peace studies, and to offer a critical discussion of liberal peacebuilding, and linear problem-solving models within the literatures. Counter-arguments and policy recommendations are considered. The paper concludes that for peace education to fulfill its mission, global educational decolonization movements need to be strengthened. It is argued that efforts toward decolonization of Korean peace education could support the global movement toward a more socially just peace education for the 21st century.
In this chapter, we discuss the intersections between human rights, human rights education, and t... more In this chapter, we discuss the intersections between human rights, human rights education, and technology. In particular, drawing on Foucault, we problematize the mainstream approaches to these endeavors as framed within liberal humanist ideals. To locate human rights within a liberal humanist framework, we first discuss human rights from its common historical and normative positions. Then, we introduce Foucault’s ‘technology’ and argue human rights education as the technological arm of liberal human rights discourse. By framing education (i.e. pedagogic action) as a technology, from an epistemological standpoint the article enters into a theatre of critique. Initially, there are three critiques: the first concerns the intersections of notions of progress and technologic solutions. The second deals with the de-politicization common within technocratic approaches to peacebuilding that dehumanize the subject. These critiques engender the importance of thoroughly examining the underlying premises of human rights and human right education as a technology prior to a de-political proliferation of UN ideals through the Millennium and Sustainable Development Goals. Finally, having gone through this reflexive argument, human rights education will then be discussed in relation to the new directions and new possibilities this argument supports.
Universities and scholars around the world teach and research extensively in the field of peace e... more Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization and postcolonial theory to explore and challenge the perceived dominance of Western literature and practice. Using a criss-crossing comparison method, English and Korean literatures are compared to ascertain the extent of Western-centricity within Korean higher education peace studies, and to offer a critical discussion of liberal peacebuilding, and linear problem-solving models within the literatures. Counter-arguments and policy recommendations are considered. The paper concludes that for peace education to fulfill its mission, global educational decolonization movements need to be strengthened. It is argued that efforts toward decolonization of Korean peace education could support the global movement toward a more socially just peace education for the 21st century.
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