Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705902
Title: Human rights education in an African context : a case study from Buganda
Author: Bweyale, Josephine
ISNI:       0000 0004 6061 9614
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2016
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Abstract:
The thesis concerns the practice of human rights education in an African cultural context. African contexts observe cultural values, some of which do not correspond with universal human right: standards. Such values and practices are underpinned by the African philosophy of the worldview, particularly the nature of a human being. The philosophy creates a divide between being ‘human’ and being a ‘person’ asserting that being human does not necessarily qualify an individual to be a person. These values are reflected in the distinctive human rights articles of the African human rights charters and some of the customary laws. Taking Buganda as a case, the study investigated the perceptions and pedagogical practices of human right: education in African cultural contexts. The study employed a qualitative research paradigm. It focused on a primary school; participants included pupils, teachers and officers from the central ministry of education and from the Buganda kingdom. The study suggests that implementation of human rights education in African cultural contexts faces not only cultural but also contextual challenges. Culturally, human rights education is perceived as a threat to African cultural values, intended to impose western values in Africa. African contexts are also faced with poverty which acts as a barrier to implementation of human rights education. The study indicates that implementation of human rights education does not focus on teaching ‘about’, ‘for’ and ‘in’ human rights. Teachers lack knowledge of the basic human rights concepts, training and human right: education teaching resources. Teachers use personal general knowledge and integrate cultural values into human rights education. Consequently, rights education implementation does not expose pupils to human rights concepts, instrument: and articles. The study recommends a human rights education model that combines both a human rights based and basil needs approach as appropriate for the implementation of human rights education in African cultural contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.705902  DOI: Not available
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