Paradoxes of Normativity in Human Rights Education. Yeyinmen & Rodriguez
By: Diego Rodríguez.
In this paper we examine tensions in the Human Rights Education (HRE) movement stemming from the co- existence of normative-embracing and normative-rejecting elements within HRE aims and pedagogy. We call these tensions paradoxes of normativity and classify them into two types: 1) pedagogy-goal and 2) pedagogy-practice. We investigate these tensions using a constructive-developmental lens, arguing that a more complex epistemological framing allows for productive use of these tensions in service of growing the integrity and sustainability of the movement. First we apply Kegan’s subject-object theory to illustrate how the epistemological frame used to interpret these tensions can influence whether they are perceived as unresolvable contradictions or as mutually reinforcing elements of a more complex and integrated system.