This book offers the first scholarly analysis of the United Nations' work in the field of human rights education (HRE) and examines why HRE is so important. Paula Gerber argues that international law can learn from the medical profession, which has long recognised that 'prevention is better than cure'. There is an urgent need for HRE to be recognised as one of the best ways of preventing future human rights abuses; it is, in essence, a prophylactic for human rights violations. The book explores the provenance of human rights education in international law before critiquing the UNs work in this area across numerous different organs, including treaty committees, the Human Rights Council, General Assembly and Office of the High Commissioner for Human Rights. The author identifies a number of deficiencies in the UNs HRE activities, and makes recommendations for how the UN can more effectively promote HRE and increase states compliance with their international HRE obligations. This book provides a unique and timely insight into the workings of the UN in this vital aspect of international human rights law. Understanding Human Rights will strongly appeal to UN Bureaucrats, civil servants, human rights academics, human rights institutions and NGOs.

`Jagdish Gundara has made a very substantial contribution to the field with this work and it is to the rest of us to make connections with it and help in the gigantic tasks of finding solutions′- Tony Booth, Canterbury Christ Church University, British Journal of Educational Studies `This work deals with the question of how education can help in the task of developing cohesive civil societies by turning notions of singular identities into those of multiple ones, and by developing a shared and common value system and public culture. Jadgish S Gundara begins with a mini-biography of his own history, which he describes as an "intercultural apprenticeship", and in which the interweaving of different strands of identity is strikingly described. His first chapter then presents "Multicultural Britain". Here Jadgish S Gundara argues that the post-war immigrant presence has highlighted aspects of British historical diversity - Britain′s permanent multi-culturalism and addresses issues of group identity, culture and racism. Following chapters discuss basic issues in intercultural education; practicing intercultural education; post-school intercultural education; interculturalism in Europe; the role of the state; building a common and shared value system; Asian and global perspectives; and knowledge, social science and the curriculum. Jadgish S Gundara has a personal perspective on education issues influenced by his involvement for many years. This is an eloquent book′ - Race Relations `Jagdish S Gundara′s own early experiences have given him unique insights into both the problems and the possibilities of relationships between cultures. His book reflects a life dedicated to fostering positive intercultural relations and provides an analysis of the role of education in overcoming the barriers. All who are interested in building genuinely inclusive notions of education and citizenship will benefit from reading this impressive book′ - Geoff Whitty, Karl Mannheim Professor of Sociology of Education, University of London `This is a most interesting, accessible and useful book, which deserves to be read by a wide range of education practitioners from school, further education and not least the policy makers in these sectors′ - Stephen Bigger, Escalate Jagdish S Gundara raises a range of critical issues for educators as a consequence of historical and contemporary aspects of social diversity. Using a historical and social science framework, the author examines issues concerning national minorities and immigrant communities. He outlines a view of multicultural Britain, and shows how education at all levels needs to change to embrace an intercultural position. The book also deals with interculturalism in Europe and Asia, the role of state organizations, and the need to foster `communities of hope′. Based on the authors professional experience in schools, the community and further and higher education, the book assumes no detailed knowledge, and aims to make the concepts of intercultural education accessible to a wide audience.

This revised and updated second edition of Comparative and International Education: An Introduction to Theory, Method and Practice provides a comprehensive and authoritative introduction to the key themes, definitions and approaches in this important field. It covers the history, theory, and methods of comparative and international education, as well as the relationship with education and national development, and outlines what we can learn from comparative studies. Clear explanations are complemented with examples of real research in the field including work on policy borrowing, learner-centred pedagogy and university internationalization.

Over the past five decades, both peace education and human rights education have emerged distinctly and separately as global fields of scholarship and practice. Promoted through multiple efforts (the United Nations, civil society, grassroots educators), both of these fields consider content, processes, and educational structures that seek to dismantle various forms of violence, as well as move towards cultures of peace, justice and human rights. Educating for Peace and Human Rights Education introduces students and educators to the challenges and possibilities of implementing peace and human rights education in diverse global sites. The book untangles the core concepts that define both fields, unpacking their histories and conceptual foundations, and presents models and key research findings to help consider their intersections, convergences, and divergences. Including an annotated bibliography, the book sets forth a comprehensive research agenda, allowing emerging and seasoned scholars the opportunity to situate their research in conversation with the global fields of peace and human rights education.

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society * that education reproduces society exactly as it is * that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

This book is a comprehensive text for those interested in formal education in sub-Saharan Africa. It provides a thought-provoking overview of the key educational ideas, themes and issues facing schooling in Africa today, by drawing on a wide literature to examine evidence concerning both educational policy and the working realities of primary and secondary schools in Africa. Based on the author’s forty years of experience in researching and publishing on education in Africa, it takes a balanced but critical approach to analysing education in Africa, and discusses both positive and negative patterns across the region, as well as identifying differences between and within countries. The book examines major questions of educational provision, structure, content and process but does so in a way that raises challenging questions about gender, inequality, violence, authoritarianism and democracy in education as well the fundamental question of whether education is achieving its desired outcomes. It will be of great interest to students and researchers working in the fields of comparative and international education, education and international development, African education, African studies and development studies.