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Indexed by:会议论文

Date of Publication:2014-01-01

Included Journals:CPCI-S、CPCI-SSH

Volume:91

Page Number:246-249

Key Words:international human rights education; interpretive methodology; pedagogy science

Abstract:The purpose of this paper is to articulate the epistemological foundations of international human rights education (IHRE) from the perspective of a hermeneutical interpretive methodology. 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.