Any analysis of histories and cultures of remembrance, bears testimony to the witnessing of humans who have either lived through the experiences as insiders or who have not lived through the... Show moreAny analysis of histories and cultures of remembrance, bears testimony to the witnessing of humans who have either lived through the experiences as insiders or who have not lived through the experiences of the past as outsiders. The possibility of bearing witness to (remember) the horrors, trauma, and destitution of the human condition and to consider its implications for human rights education is what this anthology of essays is about. The editors, Anne Becker, Ina Ter Avest and Cornelia Roux, portrayed as insiders, cogently accentuate how human rights violations in South Africa and the Netherlands ought to be expiated through teaching and learning to justify and preserve dignity, self-respect, and freedom towards the advancement of affective life and humanity. Hopefully, through education, it is averred that degradation, inhumanity, and irresponsibility will be undermined and eradicated. The possibility that dignity and decency will remain in place and that it ought to be preserved at all costs even beyond the imagination, and rightfully so, seems to be at the centre of the editors’ concern for the cultivation of human rights education. In this way, apartheid, colonialism and other pervasive torments of human and non-human life should be distanced from genuine educational encounters. Show less
The dissertation examines the justification and conditions of global citizenship and the relation between global citizenship education and education in general. An applicable concept of... Show moreThe dissertation examines the justification and conditions of global citizenship and the relation between global citizenship education and education in general. An applicable concept of cosmopolitanism is derived from both a historical and conceptual analysis and by means of a comparative method lessons are drawn from (the history of) Afghanistan and the detrimental effects of foreign intervention on the formation of a democratic nation-state. The case for new forms of a cosmopolitan concept of democracy is made, applicable to an interdependent and globalising world. This philosophical analysis is applied to the present-day educational systems of both the Netherlands and Afghanistan. From this a starting point for a proposal towards world citizenship education is derived. In this research the case of the human rights violation of Farkhunda is used as a benchmark for the validity of the discussed theories. Show less
This contribution explores the role of human dignity in the constitutional system of the Netherlands. In what way are human dignity-related norms part of the constitutional framework? Is there a... Show moreThis contribution explores the role of human dignity in the constitutional system of the Netherlands. In what way are human dignity-related norms part of the constitutional framework? Is there a role for human dignity besides the human rights standards that are enshrined in the Dutch constitution? And if so, what is its legal status? Can human dignity norms be invoked before Dutch courts? In order to shed some light on these questions, the author first investigates the text of the Dutch Constitution as well as Dutch constitutional history and tradition (§ 1). In the second phase of the investigation, he discusses some recent proposals for constitutional amendments in which human dignity was a key factor (§ 2). After that, he inquires whether human dignity is referred to in ordinary legislation (§ 3) and in case law of the Dutch courts (§ 4). In § 5, the author summarises his findings. Show less
