LE3 .A278 1997

1997

Conley, Marsh

Acadia University

Master of Arts

Masters

Political Science

Politics

Within the human rights community a breach between theory and practice, or between ideas and action exists. Current prescriptions for successful education 'for' human rights comprise a form of interactive learning, where the values of tolerance, mutual respect and understanding may be engaged and fostered. In contrast, the operation and scholarship of the broader human rights community fails to exemplify these priorities of inclusiveness and diversity. This thesis explores this disjuncture between prescription and practice and the failure of human rights dialogue to become more 'open', or democratized. The contention is that the lack of inclusiveness characteristic of human rights dialogue has resulted not merely in theoretical stagnation, but also in the subversion of the cornerstone of human rights goals; human rights education. The thesis presents a more inclusive communicative vision for the human rights community. Referencing the current state of human rights dialogue and principles of education 'for' human rights with the communicative theory of Jurgen Habermas the linkages between communication and human rights education are made explicit. Bridging the gap between the communicative action of the human rights community and the ideas of education 'for' human rights is essential, it is argued, for the success of human rights goals and for the realisation of a 'culture of peace'.

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https://scholar.acadiau.ca/islandora/object/theses:2798