![]() ![]() ![]() Additionally, the data analysis reveals that HRE in PA schools in the Occupied West Bank has no clear aim or orientation. This thesis addresses gaps in the literature by problematising the theoretical basis of HRE and highlighting the importance of indigenous knowledge and strategies used to bring the decontextualised global to the nuanced and politicised local. The analysis is framed within a critical constructivist paradigm allowing for reaching beyond mere descriptive accounts of HRE and foregrounding the findings within the indigenous knowledge. The research employed ethnographic methods such as classroom and whole school observations and semi-structured interviews. The data was generated during six months divided over two field research trips. Finally, it examines the relationship between HRE and the struggle against the Occupation and for political and social change. It investigates how stakeholders make meaning of and implement HRE. It explores the reasons behind the introduction of HRE in Palestinian Authority (PA) schools in the Occupied West Bank. This thesis provides a critical view of Human Rights Education (HRE) within a context of colonial occupation, authoritarian national ruling structure and oppressive social practices. Mai Abu Moghli PhD Final Thesis - Dec 2016.pdf ![]()
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