Papers by Fuad Al-Daraweesh
Education Sciences, 2020
The author argues that the current practices of human rights education produce anti-educational o... more The author argues that the current practices of human rights education produce anti-educational orthodoxies that result from a divorce between human rights and human rights education and human dignity, moral autonomy, and the right to justification.
Pioneers in Arts, Humanities, Science, Engineering, Practice, 2019
Betty Reardon has written extensively on human rights and human rights learning. It is important ... more Betty Reardon has written extensively on human rights and human rights learning. It is important to mention at the outset that Reardon's conception of human rights (here after HR), and human rights learning (hereafter HRL) are not independent concepts, but interdependent and interrelated within a holistic, comprehensive world view; Reardon is reluctant to atomize and separate fields such as peace, disarmament, abolition of war and sexism, to name a few, from the conceptions of HR and HRL. Perceiving these fields and concepts as interrelated provides a fertile ground for inquiry about human dignity. The purpose of this paper is to explore and elaborate on Reardon's conception of human rights and human rights learning. To achieve this purpose, this chapter draws on the relationship between human rights and human dignity, and the relationship between human rights and peace, as articulated in Reardon's writings. Reardon's unique conception of human rights learning is discussed through the exploration of related concepts and ideas such as human dignity and peace. The main discussion is focused on accounting for the main characteristics of Reardon's concept of HRL. These characteristics become clear as I discuss the following: the role of HRL in addressing vulnerability through a transformative, critical pedagogy; HRL and the politics of learning; HRL and the holistic approach; HRL and its inclusion of feminist perspective; the contrast between HRL and human rights education; HRL diversification; and changing the current paradigm of HR.
Educational Theory, 2013
ABSTRACT The purpose of this essay is to articulate and defend the epistemological foundations of... more ABSTRACT The purpose of this essay is to articulate and defend the epistemological foundations of international human rights education from the perspective of a hermeneutical interpretive methodology. Fuad Al‐Daraweesh and Dale Snauwaert argue here that this methodology potentially alleviates the challenges that face the cross‐cultural implementation of human rights education. While acknowledging the necessity of global human rights awareness, the authors maintain that local cultural conceptualization is imperative to the negotiated, local embrace of human rights. A critical, interpretive pedagogy emerges from grounding human rights education in a hermeneutic methodology. Thus, Al‐Daraweesh and Snauwaert advocate taking a hermeneutical approach in order to enlarge the scope and meaning of international human rights education.
Critical Questions in Education, 2013
One of the most discernable qualities of American society is the contradiction it holds between i... more One of the most discernable qualities of American society is the contradiction it holds between its economic and political systems, namely, capitalism and democracy. Despite scholars’ efforts to reconcile both systems, the demands of both systems are incongruous with each other. Capitalism is driven by the logic of inequality, driven as it is by unequal accumulation of capital, and democracy is driven by the logic of equality, driven as it is by the normative claim of moral and political equality. Thus in order to maintain stability over time, it is imperative for the economic system to include a political element that mitigates inequality through various social, and educational institutions. The process of mitigation is important in containing significant conflict between unequal social groups that would destabilize the social system. In other words, a kind of political equilibrium is required in a democratic and capitalist society. In this paper, I shall argue that Social Foundati...
... A Relational Hermeneutical Approach to Human Rights Education. Al-Daraweesh, Fuad S. (fuad197... more ... A Relational Hermeneutical Approach to Human Rights Education. Al-Daraweesh, Fuad S. ([email protected]). Display Full Text | Download Full Text 0.72 MB PDF file. Degree Doctor of Philosophy, University of Toledo, Education Theory and Social Foundations, 2010 . ...
Human Rights Education Beyond Universalism and Relativism, 2015
Human Rights Education Beyond Universalism and Relativism, 2015
Human Rights Education Beyond Universalism and Relativism, 2015
Human Rights Education Beyond Universalism and Relativism, 2015
Human Rights Education Beyond Universalism and Relativism, 2015
Human Rights Education Beyond Universalism and Relativism, 2015
Human Rights Education Beyond Universalism and Relativism, 2015
Descolonizar la paz: Entramado de saberes, resistencias y posibilidades, 2020
Education Sciences, 2020
The author argues that the current practices of human rights education produce anti-educational o... more The author argues that the current practices of human rights education produce anti-educational orthodoxies that result from a divorce between human rights and human rights education and human dignity, moral autonomy, and the right to justification.
Chapter 1 of Human Rights Education Beyond Universalism and
Relativism A Relational Hermeneutic f... more Chapter 1 of Human Rights Education Beyond Universalism and
Relativism A Relational Hermeneutic for Global Justice
The purpose of this essay is to articulate and defend the epistemological foundations of internat... more The purpose of this essay is to articulate and defend the epistemological foundations of international human rights education from the perspective of a hermeneutical interpretive methodology. Fuad Al-Daraweesh and Dale Snauwaert argue here that this methodology potentially alleviates the challenges that face the cross-cultural implementation of human rights education. While acknowledging the necessity of global human rights awareness, the authors maintain that local cultural conceptualization is imperative to the negotiated, local embrace of human rights. A critical, interpretive pedagogy emerges from grounding human rights education in a hermeneutic methodology. Thus, Al-Daraweesh and Snauwaert advocate taking a hermeneutical approach in order to enlarge the scope and meaning of international human rights education.
infactispax.org
The last three decades have witnessed an intellectual conflict between two diametrically opposed ... more The last three decades have witnessed an intellectual conflict between two diametrically opposed schools of thought on human rights. The first school of thought concerns the universalism of human rights, and the second is based on cultural relativism. Universalists are committed to the view that, while the discourse of human rights originated in the West, a common set of human rights standards can, and should, apply across cultures. For Cultural Relativists, there is no universally moral doctrine, since morality is viewed as a relative social and historical phenomenon. As follows from the relativist approach, human rights are valid only in and for those cultures that established the discourse of rights. Relativism emphasizes that values of human rights are at odds with traditional intercultural beliefs. This paper is an attempt to go beyond the dichotomy inherent in the Universalist-Relativist debate. As a prerequisite, to move beyond the debate, it is essential to acknowledge the nature of the dichotomies in existence (universalism versus cultural relativism, Western vs. Non-Western). This study is an effort to translate one perspective into another and discover a common denominator for the variance in perspectives.
The purpose of this essay is to articulate and defend the epistemological foundations of internat... more The purpose of this essay is to articulate and defend the epistemological foundations of international human rights education from the perspective of a hermeneutical interpretive methodology. Fuad Al-Daraweesh and Dale Snauwaert argue here that this methodology potentially alleviates the challenges that face the cross-cultural implementation of human rights education. While acknowledging the necessity of global human rights awareness, the authors maintain that local cultural conceptualization is imperative to the negotiated, local embrace of human rights. A critical, interpretive pedagogy emerges from grounding human rights education in a hermeneutic methodology. Thus, Al-Daraweesh and Snauwaert advocate taking a hermeneutical approach in order to enlarge the scope and meaning of international human rights education.
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Papers by Fuad Al-Daraweesh
Relativism A Relational Hermeneutic for Global Justice
Relativism A Relational Hermeneutic for Global Justice