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題名 小學人權教育教學之比較研究：探究台北與新德里社會科教師之角色
Pedagogy of Human Rights Education in the Elementary Schools of Taipei and New Delhi: Probing the Role of Social Science Teachers
作者 安尹若
Anamika
貢獻者 鄭同僚<br>馮朝霖
Cheng, Tung Liao<br>Fong, Tsao Lin
安尹若
Anamika
關鍵詞 人權教育
批判質性研究
新德里
小學
社會科教師角色
台北
Human Rights Education
Critical Qualitative Study
New Delhi
Elementary Schools
Role of Social Science Teachers
Taipei
日期 2010
上傳時間 5-Oct-2011 14:53:49 (UTC+8)
摘要 教育，是透過學生持續社會化的過程而形塑社會的重要機制。教育，為未來世代參與社會變遷預作了準備，並有助於社會發展。尤有甚者，教育使學生們意識到他們的權利。我們可以在各個教育階段裡引入人權教育。但是，小學階段的社會科教育對青少年的人權概念發展是具有決定性意義的。對此階段的學生而言，教師的引導以及人權教育的教學對清楚理解人權概念是相當關鍵的。針對教導學生深思熟慮的方法、人道與明智的價值、理性與批判的思考，人權教育教學可以是有助益且有效途徑。因此，本研究目的是在人權教育的脈絡下，評估社會科教師並探究他們的教學法。而本研究之研究問題是：（1）台北與新德里小學社會科教師在他們人權教育的價值、信念、態度與觀念脈絡下，理解人權教育教學的方式為何？（2）台北與新德里小學社會科教師在人權教育的教學實踐為何？（3）在台北與新德里小學社會科教室中，有意與無意的教學內容為何？（4）在人權教學的過程中，台北與新德里小學社會科教師所面臨的難題與阻礙為何？（5）可能存在一種可以應用在不同教育背景的普遍性人權教育教學嗎？因此，本研究針對台北與新德里小學，分別進行兩組各三位六年級教師及其班級的探究。
本研究發現，教師是人權教育成功實行的重要關鍵。教師必須對人權有熱情與承諾；教師必須尊重學生做為個體的權利；人權教育必須有情境脈絡的特殊性；《世界人權宣言》可以做為人權教學的普遍標準；此外，聯合國與國家政府的角色亦關係重大，因為他們提供人權教育結構與資金。最後，值得一提的是NGOs 與INGOs 的角色越來越重要，他們有必要在橫向與縱向上拓展他們的網絡。
Education is an important institution that shapes our society through continuous socialization of pupils. It prepares future generations to participate in social change and contributes to society’s development. Moreover, it makes pupils aware of their rights. Human rights education can be introduced at all levels of education. The elementary level Social Science education is crucial for the development of the concept of human rights among adolescents. For the pupils of this age group, the guidance of teacher and the pedagogy of human rights education are critical for a clear understanding of the concept. The pedagogy of human rights education can be a useful and effective way of inculcating deliberative methods, humane and judicious values, and rational and critical thinking among pupils. The present study is an attempt to assess social science teachers and explore their pedagogy in the context of human rights education. The issues that the present research intends to raise are: (1) How the pedagogy of human rights education is perceived by Social Science teachers of the elementary school of Taipei and New Delhi in the context of their values, beliefs, attitudes, and ideals of human rights education? (2) How is the pedagogy of human rights education of Social Science teachers of Taipei and Delhi put into practice? (3) What is taught in human rights education in the social science classrooms of Taipei and New Delhi intentionally and unintentionally? (4) What are the problems and obstacles faced by Social Science teachers during the process of teaching human rights? (5) Can there be a general pedagogy of human rights education, which can be applied across different educational settings? The issues are examined with two sets of three teachers of sixth grade and their classes in elementary schools of Taipei and New Delhi.
The findings of this study suggest that the agency of the teacher is crucial for successful implementation of HRE; that a teacher has to have passion and commitment for HR; that the rights of students as individuals must be respected by the teacher; that HRE must be context specific; that the Universal Declaration of Human Rights can be used as a universal standard to teach HR; and, finally, that the role of UN and national government is crucial. These two institutions provide with the framework and funding for HRE. Last, but not the least, the role of NGOs and INGOs is gaining importance by the day and that they need to expand their network, both vertically and horizontally.
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描述 博士
國立政治大學
教育研究所
95152520
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095152520
資料類型 thesis
dc.contributor.advisor 鄭同僚<br>馮朝霖zh_TW
dc.contributor.advisor Cheng, Tung Liao<br>Fong, Tsao Linen_US
dc.contributor.author (Authors) 安尹若zh_TW
dc.contributor.author (Authors) Anamikaen_US
dc.creator (作者) 安尹若zh_TW
dc.creator (作者) Anamikaen_US
dc.date (日期) 2010en_US
dc.date.accessioned 5-Oct-2011 14:53:49 (UTC+8)-
dc.date.available 5-Oct-2011 14:53:49 (UTC+8)-
dc.date.issued (上傳時間) 5-Oct-2011 14:53:49 (UTC+8)-
dc.identifier (Other Identifiers) G0095152520en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/51420-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 95152520zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 教育，是透過學生持續社會化的過程而形塑社會的重要機制。教育，為未來世代參與社會變遷預作了準備，並有助於社會發展。尤有甚者，教育使學生們意識到他們的權利。我們可以在各個教育階段裡引入人權教育。但是，小學階段的社會科教育對青少年的人權概念發展是具有決定性意義的。對此階段的學生而言，教師的引導以及人權教育的教學對清楚理解人權概念是相當關鍵的。針對教導學生深思熟慮的方法、人道與明智的價值、理性與批判的思考，人權教育教學可以是有助益且有效途徑。因此，本研究目的是在人權教育的脈絡下，評估社會科教師並探究他們的教學法。而本研究之研究問題是：（1）台北與新德里小學社會科教師在他們人權教育的價值、信念、態度與觀念脈絡下，理解人權教育教學的方式為何？（2）台北與新德里小學社會科教師在人權教育的教學實踐為何？（3）在台北與新德里小學社會科教室中，有意與無意的教學內容為何？（4）在人權教學的過程中，台北與新德里小學社會科教師所面臨的難題與阻礙為何？（5）可能存在一種可以應用在不同教育背景的普遍性人權教育教學嗎？因此，本研究針對台北與新德里小學，分別進行兩組各三位六年級教師及其班級的探究。
本研究發現，教師是人權教育成功實行的重要關鍵。教師必須對人權有熱情與承諾；教師必須尊重學生做為個體的權利；人權教育必須有情境脈絡的特殊性；《世界人權宣言》可以做為人權教學的普遍標準；此外，聯合國與國家政府的角色亦關係重大，因為他們提供人權教育結構與資金。最後，值得一提的是NGOs 與INGOs 的角色越來越重要，他們有必要在橫向與縱向上拓展他們的網絡。		zh_TW
dc.description.abstract (摘要) Education is an important institution that shapes our society through continuous socialization of pupils. It prepares future generations to participate in social change and contributes to society’s development. Moreover, it makes pupils aware of their rights. Human rights education can be introduced at all levels of education. The elementary level Social Science education is crucial for the development of the concept of human rights among adolescents. For the pupils of this age group, the guidance of teacher and the pedagogy of human rights education are critical for a clear understanding of the concept. The pedagogy of human rights education can be a useful and effective way of inculcating deliberative methods, humane and judicious values, and rational and critical thinking among pupils. The present study is an attempt to assess social science teachers and explore their pedagogy in the context of human rights education. The issues that the present research intends to raise are: (1) How the pedagogy of human rights education is perceived by Social Science teachers of the elementary school of Taipei and New Delhi in the context of their values, beliefs, attitudes, and ideals of human rights education? (2) How is the pedagogy of human rights education of Social Science teachers of Taipei and Delhi put into practice? (3) What is taught in human rights education in the social science classrooms of Taipei and New Delhi intentionally and unintentionally? (4) What are the problems and obstacles faced by Social Science teachers during the process of teaching human rights? (5) Can there be a general pedagogy of human rights education, which can be applied across different educational settings? The issues are examined with two sets of three teachers of sixth grade and their classes in elementary schools of Taipei and New Delhi.
The findings of this study suggest that the agency of the teacher is crucial for successful implementation of HRE; that a teacher has to have passion and commitment for HR; that the rights of students as individuals must be respected by the teacher; that HRE must be context specific; that the Universal Declaration of Human Rights can be used as a universal standard to teach HR; and, finally, that the role of UN and national government is crucial. These two institutions provide with the framework and funding for HRE. Last, but not the least, the role of NGOs and INGOs is gaining importance by the day and that they need to expand their network, both vertically and horizontally.		en_US
dc.description.tableofcontents List of Content

Abstract……………………………………………………………………………………I
Abstract (Mandarin)………………………………………………………………….......III
Acknowledgement………………………………………………………………………..V
List of Content………………………………………………………………………......VII
List of Abbreviation………………………………………………………………….XVIII

Chapter 1: Evolution of Human Rights, Human Rights Education and Teachers as an
Agent of Change……………………………………………………………….1
1.1 Worldwide Status of Human Rights Education…………………………...2
1.2 Human Rights Education in Taiwan……………………………………...14
1.3 Human Rights Education in India…………………………………..........15
1.4 Why Social Science Teachers…………………………………………....15
1.5 Research Questions……………………………………………………....16
1.6 Purpose and Significance of Study………………………………………17
1.7 Scheme of Chapters………………………………………………………18

Chapter 2: Pedagogy of Human Rights Education: A Survey of Literature…….............20
Introduction………………………………………………………………….20
2.1 Universal Declaration of Human Rights…………………………………21
2.2 Definition of Human Rights……………………………………………...23
2.3 Human Rights Education and Fulfillment of Human Rights…………….24
2.3.1 What is Human Rights Education?................................................26
2.4 Three Agencies of HRE: UN and National Governments, NGOs &
INGOs, and Academicians………………………………………………27
2.5 On Pedagogy……………………………………………………………..37
2.6 A Word on Critical or Radical Pedagogy………………………………..39
2.7 Teacher and Pedagogy of Human Rights Education…………………….40
2.8 Teaching Human Rights…………………………………………………50
2.8.1 Guidelines for Teaching Human Right Education-UNESCO…...51
2.9 Goals, Objectives and Content of Human Rights Education…………….53
2.10 Approaches and Models of Human Rights Education………………….55
2.10.1 Holistic Values Approach………………………………………56
2.10.2 Historical Approach…………………………………………….57
2.10.3 An International Standards and Institutions Approach…………59
2.10.4 Reconstructionist Approach…………………………………….59
2.10.5 Service Learning Approach…………………………………….60
2.10.6 Value Awareness Model………………………………………..61
2.10.7 Accountability Model…………………………………………..62
2.10.8 Transformational Model………………………………………..62
2.11 Human Rights Education: Part of Social Science or Independent
Discipline or Integrated into School Curriculum………………………63
2.12 Human Rights Education and Adolescents……………………………..66
2.12.1 Human Rights Education and Prospective Teacher Education
and In-Service Program………………………………………69
2.13 Challenges for Human Rights Education………………………………72

Chapter 3: Methodology and Research Design…..……………………………………...76
3.1 Personal Ideological Standing and Becoming a Researcher……………..76
3.2 Research Design…………………………………………………………77
3.3 Critical Qualitative Research Method……………………………...........79
3.3.1 Critical Epistemology………………………………………….79
3.3.2 Research Questions……………………………………………81
3.4 Stage I: Compiling Primary Record……………………………..............82
3.4.1 The Procedure of Compilation of Primary and Secondary Data 83
3.5 Stage II: Preliminary Reconstructive Analysis…………………………..89
3.6 Stage III: Dialogical Data Generation…………………….……………..92
3.7 Stage IV: Describing System Relations……………………….................95
3.8 Stage V: System Relations as Explanation of Findings……….................96
3.9 A Note on Data Collection……………………………………………….97
3.10 Procedure of Selection of Schools in Taipei and New Delhi and Some
Extraordinary Research Experiences………………………………….100
3.11 Micro Research Settings: Schools in Taipei and New Delhi………….104
3.11.1 School in Taipei……………………………………………..104
3.11.2 School in New Delhi………………………………………...106
3.12 Observation Schedule…………………………………………………110
3.13 Observation Procedure………………………………………………..111
3.14 A Note on the Procedure of Validity Check………………………….112
Chapter 4: Pedagogy of Human Rights Education and Social Science
Teacher in the Elementary School of Taipei……………………………….115
4.1 Landscape and People…………………………………………………115
4.2 Literacy, Education and Knowledge in Taiwan: A Historical
Overview………………………………………………………………116
4.2.1 Dutch Rule (1624-1662)……………………………………..117
4.2.2 Japanese Colonial Rule and Education (1895-1945)…………118
4.2.3 Education under the ROC and Martial Law (1949-1987)……120
4.2.3.1 National Spirit Education, Identity and Sinicization…...123
4.2.3.1.1 Meilidao or Kaohsiung Incident………….128
4.2.4 Lee Teng-Hui Period (1987-2000)……………………………131
4.2.5 Education in a New Phase of Taiwanese Democracy
(2000 to Present)……………………………………………...134
4.3 Educational Reform…………………………………………………….134
4.3.1 Basic Education Law (1999)……………………………….....135
4.3.2 ROC: Republic of Creativity………………………................136
4.4 Philosophical & Constitutional bases of Taiwanese Education………..137
4.5 Confucianism and HRE………………………………………………...138
4.6 Education System……………………………………………….............139
4.6.1 Pre-school Education or Kindergarten………………………..139
4.6.2 Nine-Year Compulsory Education……………………………139
4.6.3 Senior Secondary Education………………………………….140
4.6.4 Higher Education……………………………………………..141 4.7 HRE in Taiwan………………………………………………………….141
4.7.1 Workshop on HRE……………………………………………143
4.7.2 National and International Conferences on HRE……………..144
4.7.3 MOE and HRE………………………………………………..145
4.8 Organizational and Institutional Development in HRE………………...149
4.8.1 HRE Committee of MOE…………………………………….149
4.8.2 Centre for Law Related Education, Judicial Reform
Education……………………………………………………..150
4.8.3 Taiwan Association of Human Rights (TAHR)………………151
4.8.4 Chang Fo-Chuan Centre for the Study of Human Rights…….152
4.9 HRE in Taiwan: A Part of Social Science or an Independent
Discipline or Integrated into School Curriculum? ................................153
4.10 Social Science Teachers and HRE in Taipei School…………………155
4.11 Zhang, Zhen-Zhen: An Introduction…………………........................156
4.11.1 Why Teaching? .........................................................156
4.11.2 Teaching: A Means not an End……………………..158
4.11.3 Role of Familial Support ……………………….......158
4.11.4 Role of Colleagues…………………………………..160
4.11.5 Zhang’s Perception of HR and HRE………………..161
4.11.6 Pedagogy of HRE: Zhang’s Praxis………………….162
4.11.7 Zhang as a Learner, Facilitator,
Observer, Mediator and Moderator………………….163
4.11.8 Zhang with Students ………………………………..165
4.11.9 Zhang and Information Technology ………………..166
4.11.10 Pedagogy of HRE: Problems and Challenges….......168
4.12 Ma, Ai-Mei: An Introduction …………………………………………171
4.12.1 Ma on Teaching……………………………………..172
4.12.2 Ma’s Perception of HR and HRE …………………...173
4.12.3 Pedagogy of HRE: Ma’s Praxis …………………….176
4.12.4 Ma and her Students ………………………………..181
4.1.2.5 Pedagogy of HRE: Problems and Challenges ……..183
4.12.6 Taiwanese Society ………………………………….183
4.12.7 Taiwanese Education System ………………………184
4.12.8 Knowledge base of HR……………………………...186
4.13 Xie, Mei-Zhen: An Introduction………………………………………187
4.13.1 Xie on Teaching Profession…………………………188
4.13.2 Xie on HR and HRE ……………..............................192
4.13.3 Xie’s Pedagogy of HRE .……………………………194
4.13.4 “Alien” Becoming Local…………………………….194
4.13.5 Multimedia: Concretization of HRE...........................196
4.13.6 Critical Thinking: A Vehicle of HR…………………198
4.13.7 Xie with her Students………………………………..200
4.13.8 HRE: Problems and Challenge….…………………..202
4.13.9 Overprotective Taiwanese Parents…………………..202
4.13.10 Alien Nature of HR………………………………...204

Chapter 5: Pedagogy of Human Rights Education and Social Science Teacher
in the Elementary School of New Delhi………...………………………….205 5.1 Landscape and People .......……………………………………………..205
5.2 Literacy, Education and Knowledge in India: A Historical Overview…206

5.3 Education in Ancient India …………………………………………….206

5.4 Medieval Indian Education……………………………………………..211

5.5 Education in Colonial India…………………………………………….213

5.6 Nationalist Vision of Indian Education…………………………………216

5.7 Gokhale‘s Bill ………………………………………………………….217

5.8 Gandhi and his Basic Education………………………………………..218

5.9 Education in Independent India ………………………………………..220

5.10 Education & National Development:
Education Commission 1964-1966………………………..…………..221
5.11 National Policy on Education (1986)………………………………….222

5.12 Institutions, Organizations and Implementation of Education Policy...224

5.13 Central Advisory Board of Education………………………………....225

5.14 National Council of Educational Research and Training (NCERT)…..225

5.15 State Council of Educational Research and Training (SCERT)….…...225

5.16 Educational Structure………….………………………………………226

5.16.1 Pre-primary stage (3-5 years)………………………..226

5.16. 2 Elementary Stage (6-14 years)……………………...227

5.16.3 Minimum Levels of Learning (MLL)……………….227

5.16.4 Right to Education Act (RTE)………………………228

5.16.5 Secondary School…………………………………...228

5.16.6 Senior Secondary School……………………………229

5.16.7 National Open School (NOS)……………………….229

5.16.8 Higher Education……………………………………230

5.17 HRE in India: Organizational and Institutional Development…………….231

5.17. 1 MOE and HRE .…………………………………….231

5.17.2 National Human Rights Commission (NHRC)……..233

5.17.3 Justice and Peace Commission (JPC)……………….234

5.17.4 NGOs and HRE……………………………………..235

5.17.5 MelJol……………………………………………….236

5.17.6 Institute of Human Rights Education (IHRE)……....238

5.17.7 Indian Institute for Peace, Disarmament and

Environmental Protection (IIPDEP)………………...239

5.18 HRE in India: A part of Social Science or an Independent Discipline

or Integrated into School Curriculum?.........................................................240

5.19 Delhi Teachers and Human Rights Education…………………………….244

5.20 Introducing Sara…………………………………………………………...247

5.20.1 Why Teaching? .........................................................247

5.20.2 Views on HR and HRE……………………………..250

5.20.3 Pedagogy of HRE: Sara’s Praxis……………………252

5.20.4 Sara with Students………………………………….254

5.20.5 Pedagogy of HRE: Problems and Challenges………255

5.21 Introducing Sheela………………………………………………………...256

5.21.1 Why Teaching? ……………………………………..257

5.21.2 Position on HR and HRE …………………………...258

5.21.3 Pedagogy of HRE: Sheela’s Praxis………………….261

5.21.4 Sheela’s Students……………………………………264

5.21.5 Pedagogy of HRE: Problems and Challenges ………266

5.22 Introducing Maya………………………………………………………….268

5.22.1 Teacher at Eleven……………………………………269

5.22.2 Perspective on HR and HRE………………………...273

5.22.3 Pedagogy of HRE: Praxis…………………………...275

5.22.4 Teacher Student Relationship……………………….278

5.22.5 Pedagogy of HRE: Problems and Challenges……….281

5.22.6 HRE: Lack of Integrated Approach………………....281

5.22.7 Nil or Insufficient Training in HRE…………………282

5.22.8 Discouraging Collegial Environment……………….283



Chapter 6: Pedagogy of Human Rights Education in Taipei and New Delhi Schools:

A Comparative Analysis……………………………………………..……..286

6.1 Status of HRE…………………………………………………………..288
6.2 NGOs and HRE…………………………………………………….......289
6.3 HRE: A Part of Social Sciences or an Independent Discipline or Integrated
into School Curriculum………………………..............................290
6.4 Human Rights Educators……………………………………………….292
6.4.1 Teaching Profession as a Career……………………...293
6.4.2 Role of Collaboration…………………………………293
6.4.3 Role of Information Technology (IT)………………...295
6.4.4 Institutionalized Communication……………………..296
6.4.5 HR and HRE: Teachers’ Perception and Praxis……...297
6.4.6 HR Educators and Educates………………………….298
6.4.7 HRE: Problems and Challenges………………………302
6.5 Concluding Remarks……………………………………………………304

Chapter 7: Pedagogy of Human Rights Education and Educators: A Discussion……...307
7.1 How Human Rights are Perceived by Teachers?.....................................308
7.2 Characteristics of Human Rights Educators…………………………....309
7.3 How the Pedagogy of HRE is Perceived by Human Rights Educator?...310
7.4 How the Pedagogy of Human Rights Education put into Practice?.........312
7.5 What is taught in the Human Rights Education Classrooms?..................316
7.6 What are the Problems and Obstacles faced by HRE…………………..
during the process of teaching Human Rights?........................................317
7.7 Can there be a General Pedagogy of HRE, which can
be applied across different educational settings?.....................................321
7.8 System Relations as Explanations of Findings………………………….322
7.8.1 Governmental Support/Constrain…………………. …323
7.8.2 NGOs and INGOs Role……………………………….323
7.8.3 Teacher’s Authority and Power Relations…………….324
Chapter 8: Conclusion and Recommendations…………………………………………327
8.1 Preconceived Notions Erased..................................................................328
8.2 Teacher as an Agency of Human Rights Educations…………………..329
8.3 Institutionalization of Human Rights Education………………………330
8.4 Importance of Training in Human Rights Education………………….332
Bibliography…………………………………………………………………………...334

Appendix A Universal Declaration of Human Rights…………………………………365

Appendix B Developmental Sequence for Core Concepts and Content………………372

Appendix C Methodologies: Developmental and Conceptual Framework for HRE….373		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095152520en_US
dc.subject (關鍵詞) 人權教育zh_TW
dc.subject (關鍵詞) 批判質性研究zh_TW
dc.subject (關鍵詞) 新德里zh_TW
dc.subject (關鍵詞) 小學zh_TW
dc.subject (關鍵詞) 社會科教師角色zh_TW
dc.subject (關鍵詞) 台北zh_TW
dc.subject (關鍵詞) Human Rights Educationen_US
dc.subject (關鍵詞) Critical Qualitative Studyen_US
dc.subject (關鍵詞) New Delhien_US
dc.subject (關鍵詞) Elementary Schoolsen_US
dc.subject (關鍵詞) Role of Social Science Teachersen_US
dc.subject (關鍵詞) Taipeien_US
dc.title (題名) 小學人權教育教學之比較研究：探究台北與新德里社會科教師之角色zh_TW
dc.title (題名) Pedagogy of Human Rights Education in the Elementary Schools of Taipei and New Delhi: Probing the Role of Social Science Teachersen_US
dc.type (資料類型) thesisen
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