Viewing Social Justice and Human Rights from in Conflict Resolution Perspectives - Literature review Example

PART A – Social Justice and Human Rights Social Justice and Human Rights The meaning of social justice varies but most conceptions appears referring to an egalitarian society that is based on the principles of equality and solidarity, understands and values human rights, and recognition of the dignity of every human being . Human rights on the other hand uphold the inspiring vision of free, fair, and peaceful world and set limitations on how individuals and institutions should treat people . Viewing Social Justice and Human Rights from in Conflict Resolution Perspectives Viewing social justice and human rights from conflict resolution perspectives means building students competence with processes and skills relevant to social justice citizenship. For instance, conflict resolution education programs including peer mediation and curriculum initiatives can increase social skills, reduce aggression, and increase understanding of other ways to handle and resolve conflicts . Social justice and human rights from this perspective is accumulation of knowledge and practices that could change a person’s outlook of the world particularly the idea of equality and resolving conflict through non-violent means . For instance, conflict resolution education encourage students to use creative thinking and building positive relationship with each other and to use non-violent methods whenever conflict arise. These include participating and learning anger management, active listening, diversity training, conflict styles, negotiation and mediation. More importantly, it helps students appreciate conflict as natural and healthy part of life but how they react to makes the difference . Social justice according to , is not only the result of applying just principles to conflicts that arise from individuals’ and communities’ quest or advancement but principles that enable the needed social cooperation to achieve such advancement. Moreover, since social justice requires respect to equity, rights, need, merit, and behaviours contributing to common good, education that promote peace such as conflict resolution that in essence is social justice and human rights at work. In particular, conflict resolution in education encourages students to share their feeling and look for positive means to meet their needs . The above requirements educators or teachers must be equipped with necessary knowledge and skills to deal with controversial issues in the classroom. In particular, a teacher should be competent enough to apply skills that can deal effectively with anger such as the ability to cope and assist in episodes of conflict resolution . According to , conflict resolution programs aimed at reducing school violence, generation of positive inter-group relations, reduction of prejudice, creation of good learning environments, development of pro-social skills, and responsible citizenship requires teachers trained in social justice and human rights and ability to teach or pass-on the knowledge to his or her students. Viewing Social Justice and Human Rights from Multicultural Perspectives Viewing social justice and human rights from this perspective means dealing with practices the promote social consciousness where students learn about social structure, policies, values, and collective practices . According to , many forms of multicultural education are aligned with justice-oriented education philosophies and practices thus mostly focusing on social justice from human rights perspective. For instance, critical pedagogy and critical multiculturalism facilitate acquisition of various skills such as social consciousness, affirmation of diversity, and student empowerment. They also offer opportunities for teachers to deal with tensions between diverse cultures and assertion of the universal human rights. Social justice and human rights in multicultural perspectives therefore require teachers to see themselves as human rights educators and advocates that understand human rights issues. This in essence include being a role model acting in accordance with social justice and human rights principles, facilitating an environment that reflects these principles, and adoption of classroom methodology that encourage student-student and teacher-student interactions . A classroom the both inspire and encourage pursuit of multiculturalism . According to , social justice and human rights from multicultural perspectives requires restraining factors that creates silences around the educational needs and aspirations of minority groups and contribute to students underachievement. Teachers therefore should be knowledgeable and skilled to be able to pass the principles and practice democracy, social justice and human rights in the classroom. The reason according to , is the need for students to internalised the ideals and develop democratic attitudes and learn how to practice democracy appropriately. Moreover, as “genuine experiences comes through experience” (Dewey 1959:13 as cited in ), teachers should be examples of democratic teaching and learning . Similarly, since genuine acceptance of cultural diversity is critical to the development of a classroom that recognised and value cultural difference, teacher education need to focus on training schemes that establishes positive relationship with multicultural classroom and prevent underachievement caused by cultural misunderstanding. PART B – Teaching Plan The K-10 Curriculum Framework The primary aim of this framework is to provide balanced educational opportunities thus its main objectives include preparing students to become effective and responsible members of our society. These include encouraging students to value diversity, reflect on the moral, ethical, and spiritual implications of their actions, and live a healthy, safe, and rewarding lives . History Years – 7-10 Syllabus This syllabus specifically account the diverse needs of students and the need to maximised their achievement in History through acquisition of knowledge, skills, understanding, values and attitudes . Selected Content Area – Year 7-10 Stages 4-5 including Life Skills Outcomes and Content for History Mandatory and Elective Outcome in Stage 4 and 5 that are Relevant to Social Justice, Human Rights, Conflict Resolution and Multicultural Perspectives a. Development of knowledge and understanding of the nature of history, past societies, periods and their legacy, aboriginal and indigenous people of the world where student at the end of the stage can : On their individual capacity describe and explain the nature of history, features of past societies, periods and legacy . Effectively describes important features of Aboriginal and indigenous cultures before the colonisation . Effectively explain how non-indigenous and indigenous people of the world have responded to contact with each other . b. Development of skills that would enable students to perform historical inquiry and communicate their understanding of history where students on their individual capacity can : Identify the meaning, purpose, and context of historical sources Identify different contexts, perspectives and interpretations of the past. Effectively select and use proper oral, written, and other forms of communication including to communicate the past. Outcome for Stage 5 a. Development of knowledge and understanding of important aspects of Australia’s social, political, and cultural history . The ability to explain the social, political, and cultural development and events and evaluate their impact on Australian life. The ability to do an assessment of international events and relationships impact on Australia’s history. The ability to explain the changing rights and freedoms of Aboriginal people and other groups in Australia. b. Develop skills that can help students perform historical inquiry Demonstrate understanding of continuity, change and causation and ability to identify, understand, and assess historical sources. Understand and effectively explain various context, perspectives, and interpretations of the past. Process historical information using various sources in performing historical inquiry. Ability to explain the changing rights and freedoms of Aboriginal peoples and other groups in Australia. c. Develop skills necessary to communicate understanding of history a. Ability to use historical terms and concepts objectively. b. Communicate understanding of the past to various audiences through oral, written, and other forms effectively. 60 Minutes Teaching Plan Design No. Activities Description Students Activities Key or Main Resources Concept and skills students’ will learn 1 Investigation of History Examine actions, motives, values, and attitudes of people from the past through readings of historical literature and classroom discussion. Identify and evaluate the perspectives of individuals’ and groups in the past. – emphasised history as an important tool in analysing social policies, as these are products of political and social changes that occurred in the past. – Discusses Identified key principles in promoting social justice for people of colonised nations and the absence of direct and physical violence. – Discusses the colonial governance and spatial difference of colonialism in terms of liberty and social justice. The principles of social justice and human rights. The possibility and importance of resolving cultural issues through peaceful means. Understand the cause and effect of people’s actions Appreciate the value of their contribution to social justice, and human rights, and peace 2 Identification of Past Societies and their Legacies Examine and determine the nature of past societies and their important contributions to modern day society. – emphasised history as an important tool in analysing social policies, as these are products of political and social changes that occurred in the past. – Discusses Identified key principles in promoting social justice for people of colonised nations and the absence of direct and physical violence. – Discusses the colonial governance and spatial difference of colonialism in terms of liberty and social justice. Learn the origins, belief, and values of past societies. Learn past society’s method of governance Learn how they acquire and preserve their rights and freedoms Learn the consequences of people’s actions and contact with other people. Appreciate the legacy of past societies. 3 Identification of Indigenous and non-Indigenous features and the nature of colonisation Examine and identify various aspects of rights and freedom, beliefs and values, significance of contact with other people, and consequences of colonisation, – emphasised history as an important tool in analysing social policies, as these are products of political and social changes that occurred in the past. – Discusses Identified key principles in promoting social justice for people of colonised nations and the absence of direct and physical violence. – Discusses the colonial governance and spatial difference of colonialism in terms of liberty and social justice. Learn their Aboriginal features before colonisation. Learn how British contact with Australian aboriginals in the 1820s Learn how aboriginals responded to the invasion of their lands Learn the importance of social justice and human rights Lesson Assessment/ Evaluation The lesson will be assess or evaluated using the following Quality Assessment Practices recommended in . a. Inquiry-based research activities Students will be given research assignments associated with activities 1, 2, & 3 such as cause and effect of people’s actions in the past their influence to present social justice system. b. Fieldwork activities Students will perform actual and virtual research such as collecting and analysing data from the internet, interpret graphical and statistical materials to improve their understanding of historical facts, perform investigation of social issues particularly the impact of social justice, colonisation, war, and others. c. Presentations Students will actively engage in presenting their individual analysis and interpretation of key issues in history particularly those that led to the development and appreciation of social justice and human rights. Reference List Andrzejewski, J., Baltodano, M., & Symcox, L. (2009). Social Justice, Peace, and Environmental Education: Transformative Standards: Taylor & Francis. Board of Studies NSW. (2003). History Years 7-10: Syllabus. Australia: Board of Studies, New South Wales. Bretherton, D., & Balvin, N. (2012). Peace Psychology in Australia: Springer. Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (2008). Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts: Taylor & Francis. Craig, G., Burchardt, T., & Gordon, D. (2008). Social Justice and Public Policy: Seeking Fairness in Diverse Societies: Policy Press. Foster, E. L. (2011). Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys In Elementary Classroom Settings: Xlibris Corporation. Legg, S. (2011). Spaces of Colonialism: Delhi's Urban Governmentalities: Wiley. Levstik, L. S., & Tyson, C. A. (2010). Handbook of Research in Social Studies Education: Taylor & Francis. Markauskaite, L., Freebody, P., & Irwin, J. (2010). Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research: Springer. Oduaran, A., Omolewa, M., Bhola, H., & Adekanmbi, G. (2006). Widening Access to Education as Social Justice: Essays in Honor of Michael Omolewa. Germany: Springer. Osler, A. (2005). Teachers, Human Rights and Diversity: Educating Citizens in Multicultural Societies: Trentham. Snyder, P. A. (2007). Conflict Resolution Education: A Middle School Experience. USA: American University. Vavrus, M. J. (2002). Transforming the Multicultural Education of Teachers: Theory, Research, and Practice: Teachers College Press. Zajda, J. I., Majhanovich, S., & Rust, V. D. (2006). Education and Social Justice: Springer.  Read More