Overlapping Priorities And Goals Of Hre, Gce And Sje

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Overlapping priorities and goals of HRE, GCE, and SJE Before proceeding, I should mention that I use the phrase ‘reused of the same rhetoric’ to connote the way in which international organizations have tended to polish, build upon, and extend already existent priorities in international education programs. Therefore, when introducing new initiatives, essentially, international organizations intertwine ‘old ' and ‘new’ education programs and creating this overlap in priorities. Having this in mind, recall that under the UDHR, HRE was meant to make students aware of their international rights, and how to claim them. Thus, initially, in the 1950s HRE was a way to dissipate knowledge about human rights, however, over time, this view evolved. During the 1990s there was an increase of intra-state war due to inter-ethnic and sectarian conflicts, hence the U.N. expanded the goals of HRE to include the “promotion and achievement of stable and harmonious relations among communities and fostering mutual understanding, tolerance, and peace” (“From HR to GCE”, Monaghan and Spreen, 8). By 2010 the increase of “sectarian and religious extremism [along with the]… fear of ‘Islam’ in the ‘West’ and secularism in the Middle East” led to the emergence of the term global citizenship education in order to “facilitate and strengthen a supposedly nascent ‘global consciousness’” (Monaghan and Spreen, 13). Since the U.N. frame HRE as inherent to GCE, both of these types of education initiatives

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