Modes of discourse about education, peace and human rights in the 1974 UNESCO Recommendation |
| |
Authors: | Kaisa Savolainen and Judith Torney-Purta |
| |
Institution: | (1) 40 bis Avenue de Suffr?ne, 75015 Paris, France;(2) University of Maryland, College Park, MD 20742, USA |
| |
Abstract: | How do culturally, politically, and economically different actors define education in the UNESCO 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human
Rights and Fundamental Freedoms? This exploration of the document aims to increase understanding of the work of organizations such as UNESCO, as well as stimulating
new attention to the area of education for international understanding, peace, and human rights. The text of the Recommendation is analysed discursively, and five repertoires are identified: instruction, principled, factual, stand-taking, and adjusting,
as well as a wider discourse of rationality. Repertoires construct positions for the speaker, here the General Conference
of UNESCO, and for those to whom the Recommendation is addressed (member states). The adjusting discourse, in which member
states are given opportunities to define alternative modes of implementation, is especially important. Identifying the modes
of discourse used in the document helps to explain implicit aspects of the normative texts drafted by UNESCO and by international
organizations generally. This analysis also provides a basis for reflection on the interaction between international organizations,
education policy makers, and educators in this area. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|