Educational Philosophy and Theory 50 (1):83-94 (2018)

This article takes up the educational challenge of the framers of the Universal Declaration of Human Rights. Specifically, the author explores the question of: how can we talk about a universal conception of human rights in a way that both respects the need for cultural pluralism and the necessity to protect those rights and freedoms that all people—regardless of differences such as race, class, culture, or religion—are entitled to? What metaphor or metaphors can be useful for us to speak clearly and coherently about the issue of universal human rights in a diverse world? The author examines a prevailing yet problematic metaphor, which Makau Mutua critiques in his well-known essay ‘Savages, Victims and Saviors: The Metaphor of Human Rights.’ He then attempts to articulate some common values that can serve as a foundation for an alternative conception of human rights. Next, he proposes an alternative metaphor—the Buddhist notion of equalizing and exchanging self and other—that more aptly captures the complexity and contradictions of talking about universal human rights. Finally, he turns to the role of education in helping people become familiar with and respect this alternative metaphor.
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DOI 10.1080/00131857.2017.1336920
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References found in this work BETA

Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Pedagogy of the Oppressed.Paulo Freire - 1970 - Bloomsbury Academic.

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