This volume explores the application of human rights to higher education through a critical lens. Combining theoretical and applied perspectives, it asks what a human rights framework grounded in liberation and justice can offer to ways of working and teaching practices in higher education.
This volume explores the application of human rights to higher education through a critical lens. Combining theoretical and applied perspectives, it asks what a human rights framework grounded in liberation and justice can offer to ways of working and teaching practices in higher education.
Human rights, in this edited compilation, call for continuous critical engagements around the higher education transformation project. The book recognizes human rights simultaneously as law, values, and emancipatory vision. It showcases global north and global south perspectives and encourages a dialogue between the human rights approach and other approaches to higher education transformation, such as decolonialization, anti-racism, diversity and inclusion, and intersectionality. Individual chapters featuring a range of case studies written from global south and north perspectives critically examine higher education practices linked with human rights, ranging from curricular practices to student activism and community partnerships. The critical space of the university and its role in the transformation of society is therefore viewed in multi-dimensional ways.
Underlining the value of applying human rights as a framework in understanding and designing higher education transformation, the book will be of great interest to scholars, researchers, and post-graduate students in the fields of the sociology of education, human rights education, higher education, and social justice education
Introduction: Emancipatory Human Rights and the University Part 1:
Theory
1. What Do Human Rights Have to Do With It? Links Between the
University and the Human Rights Regime
2. Critique and Disputations: Human
Rights, Africanisation, Decolonisation, and the Project of Decentred Critical
University Studies
3. Epistemic Violence and Human Rights in the American
Academy
4. Decolonial Human Rights Education in the University Sector:
Critical Possibilities Part 2: Looking Inside the University
5. Centering the
Humanity of Student Activists: Pedagogy as Resistance to Neoliberalism in
U.S. Higher Education
6. Universities as Sites of Protection: Insights from
the Global South on Gender-Based Violence
7. A Feminist Lens on Gender
Equality in High-Rank Research Positions at the National Autonomous
University of Mexico
8. Human Rights Curriculum Programming in South African
Universities Part 3: Looking Outside the University
9. Emancipatory
Scholarship and Emancipatory Human Rights: The Transition Township Project
Lessons for University and Community Partnerships
10. Critical Transformative
Migration Studies and Higher Education in Emergencies (HEiE)
11. Bringing
Human Rights into the Heart of Psychology and Social Work Education
12. Human
Rights in U.S. Professional Education: Identifying and Overcoming Challenges
Conclusion: Contestations, Synergies and Some Ways Forward
Felisa Tibbitts is UNESCO Chair of Human Rights in Higher Education and Carla Atzema-Looman Chair in Human Rights Education in the Human Rights Centre (SIM) at Utrecht University (Netherlands). She is also Visiting Professor at Nelson Mandela University and Adjunct Assistant Professor in Political Science at Columbia University. Her research and policy interests include peace, human rights, and global citizenship education; curriculum policy and reform; critical pedagogy; and human rights and higher education transformation.
André Keet holds the Chair for Critical Studies in Higher Education Transformation at Nelson Mandela University and is the Deputy Vice-Chancellor for Engagement and Transformation at the same university. He is a former Visiting Professor at the Centre for Race, Education and Decoloniality, Carnegie School of Education, Leeds Beckett University, UK, and the 2018 Marsha Lilien Gladstein Visiting Professor of Human Rights at the University of Connecticut. He publishes on human rights, higher education transformation, and critical university studies.
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