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Author: Maija Mustaniemi-Laakso Publisher: Routledge ISBN: 1315459434 Category : Law Languages : en Pages : 189
Book Description
This book provides different analytical perspectives into how human rights-based approaches to development (HRBADs) contribute to change. Based on the understanding that HRBADs are increasingly integrated into development and governance discourse and processes in many societies and organisations, it explores how the reinforcement of human rights principles and norms has impacted the practices and processes of development policy implementation. To reflect on the nature of the change that such efforts may imply, the chapters examine critically traditional and innovative ways of mainstreaming and institutionalising human right in judicial, bureaucratic and organisational processes in development work. Attention is also paid to the results assessment and causal debates in the human rights field. The articles discuss important questions concerning the legitimacy of and preconditions for change. What is the change that development efforts should seek to contribute to and who should have the power to define such change? What is required of institutional structures and processes within development organisations and agencies in order for human rights integration and institutionalisation to have transformative potential? This book was previously published as a special issue of the Nordic Journal of Human Rights.
Author: Maija Mustaniemi-Laakso Publisher: Routledge ISBN: 1315459434 Category : Law Languages : en Pages : 189
Book Description
This book provides different analytical perspectives into how human rights-based approaches to development (HRBADs) contribute to change. Based on the understanding that HRBADs are increasingly integrated into development and governance discourse and processes in many societies and organisations, it explores how the reinforcement of human rights principles and norms has impacted the practices and processes of development policy implementation. To reflect on the nature of the change that such efforts may imply, the chapters examine critically traditional and innovative ways of mainstreaming and institutionalising human right in judicial, bureaucratic and organisational processes in development work. Attention is also paid to the results assessment and causal debates in the human rights field. The articles discuss important questions concerning the legitimacy of and preconditions for change. What is the change that development efforts should seek to contribute to and who should have the power to define such change? What is required of institutional structures and processes within development organisations and agencies in order for human rights integration and institutionalisation to have transformative potential? This book was previously published as a special issue of the Nordic Journal of Human Rights.
Author: Amy Skinner Publisher: Routledge ISBN: 1317358619 Category : Business & Economics Languages : en Pages : 216
Book Description
Whilst education has been widely recognised as a key tool for development, this has tended to be limited to the incremental changes that education can bring about within a given development paradigm, as opposed to its role in challenging dominant conceptions and practices of development and creating alternatives. Through a collection of insightful and provocative chapters, this book will examine the role of learning in shaping new discourses and practices of development. By drawing on contributions from activists, researchers, education and development practitioners from around the world, this book situates learning within the wider political and cultural economies of development. It critically explores if and how learning can shape processes of societal transformation, and consequently a new language and practice of development. This includes offering critical accounts of popular, informal and non-formal learning processes, as well as the contribution of indigenous knowledges, in providing spaces for the co-production of knowledge, thinking and action on development, and in terms of shaping the ways in which citizens engage with and create new understandings of ‘development’ itself. This book makes an important and original contribution by reframing educational practices and processes in relation to broader global struggles for justice, voice and development in a rapidly changing development landscape.
Author: Milton Rosa Publisher: Springer Nature ISBN: 3031042719 Category : Education Languages : en Pages : 413
Book Description
This book is about the unique, sophisticated, and rigorous study of mathematics in Latin America developed over centuries of cultural exchange between Europe, North, and South America. More specifically, the book explores the tradition of mathematical modelling, introduced a century ago. This modelling was adapted to assist members of distinct communities to draw information about their own realities through the elaboration of representations, which generate mathematical knowledge that deals with creativity and invention. The book provides empirical evidence that a category of mathematical modelling developed in Latin America assesses the horizontal and reciprocal relations between mathematics (school/non-school contexts) and the real world. These relations provide an epistemological and ontological change, where mathematical knowledge of the others is recognized on a horizontal plane. Further, they oblige mathematics teachers and students to understand as a community of knowledge that builds their own mathematical categories of their environment governed by the reciprocal relationships between academic knowledge and functional knowledge. The dimensions of the relationships make up a frame of reference that guides educational change in mathematics. The book presents an inquiry-based approach of three Latin American modelling programs: ethnomodelling, transversality of knowledge, and reasoned decision-making. Each one, with its respective theoretical and methodological foundations related to ethnomathematics and mathematical modelling, socioepistemology, and the attribution of meaning to learning. Undoubtedly, the three mathematical modelling programs, independently, provide educational gains, each with its levels of specificity and loyal to its philosophical, theoretical, and methodological principles. However, the book places them together, organized by axes, to define a corpus of mathematical knowledge that envisions profound educational change through the development of different approaches of mathematical modelling. The authors of the 18 chapters in this book, who represent the diversity of Latin America, are from eight countries: Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Honduras, and Mexico. They were invited to share their ideas, perspectives, and discuss investigations that represent a rich sample of three Latin American perspectives on mathematical modelling.
Author: Claude Gélinas Publisher: BRILL ISBN: 9004524339 Category : Law Languages : en Pages : 346
Book Description
What is the status of indigenous religious rights in the world today? Despite important legal advances in the protection of indigenous religious beliefs and practices at the international and national levels, there are still many obstacles to the full implementation of these provisions. Using a unique large-scale comparative approach, this book aims to identify the fundamental issues that characterize the law of indigenous religions in several countries, as well as certain avenues that may prove useful in state implementation of the provisions of the United Nations Declaration on the Rights of Indigenous Peoples regarding practice, promotion, transmission, protection, and access to spiritual heritage.
Author: Anna Barrera Publisher: Routledge ISBN: 1317385934 Category : Law Languages : en Pages : 307
Book Description
This book addresses a growing area of concern for scholars and development practitioners: discriminatory gender norms in legally plural settings. Focusing specifically on indigenous women, this book analyses how they, often in alliance with supporters and allies, have sought to improve their access to justice. Development practitioners working in the field of access to justice have tended to conceive indigenous legal systems as either inherently incompatible with women’s rights or, alternatively, they have emphasised customary law’s advantageous features, such as its greater accessibility, familiarity and effectiveness. Against this background – and based on a comparison of six thus far underexplored initiatives of legal and institutional change in Ecuador, Peru, and Bolivia – Anna Barrera Vivero provides a more nuanced, ethnographic, understanding of how women navigate through context-specific constellations of interlegality in their search for justice. In so doing, moreover, her account of ongoing political debates and local struggles for gender justice grounds the elaboration of a comprehensive conceptual framework for understanding the legally plural dynamics involved in the contestation of discriminatory gender norms.
Author: Nicholas Limerick Publisher: Teachers College Press ISBN: 0807786101 Category : Education Languages : en Pages : 225
Book Description
The effects of colonialism in education and society have deep and difficult legacies. This book argues that it is necessary to better understand the deep roots of colonialism in order to realize justice and overturn forms of oppression in education policy, in classrooms, or in family and community-based education. Highlighting research from across Abya Yala with examples from various contexts throughout North, Central, and South America, chapter authors explore the ways that colonialism manifests in current educational policy and practice; how this happens through language use and communication; and, by starting locally, what comparisons can be gained from different cases across the continent. This volume examines forms of communication and knowledge--such as Indigenous and/or colonial languages, standardized testing, and institutionally sanctioned forms of literacy--and seeks to historicize, provide further context, look at other cases, and follow encouraging examples with the goal of interrupting colonial trajectories. Book Features: Offers a unique focus on education, colonialism, and language across the Americas. Challenges current education status quos, including some that aim to decolonize, in language policy, international education, and educational development. Presents a multiplicity of positionalities and methods and brings together scholars who conduct research and reside in locales across the continent.
Author: Maija Mustaniemi-Laakso
Author: Maija Mustaniemi-Laakso
Author: Tiina Saaresranta
Author: Amy Skinner
Author: Milton Rosa
Author: Claude Gélinas
Author: Anna Barrera
Author: Fernando Cortés y Orlandina de Oliveira, coordinadores
Author: Institut français d'études andines
Author: Nicholas Limerick
Author: