By Ali A Abdi, Lynette Shultz

Essays that spotlight the position of schooling in bringing approximately inclusive citizenship and human rights norms.

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There are at least four concrete priorities that need to comprise a human rights agenda for this generation. 1. We must come to terms seriously and definitively with the issue of impunity, that is, that we break the cycle by which those who commit violations continue to do so because, fundamentally, they know they can get away with it. The International Criminal Court must become a fully operational agency enjoying universal cooperation and application. 2. We must begin seriously to address the issue of responsibility for human rights in an inclusive manner.

Or that we produce a rather smaller number of educated people who become active global citizens and the future “movers and shakers” of the world? Second, does all this emphasis on global citizenship education (at either level) conflict with the normal agenda of ordinary citizenship education, either in competing for time and resources devoted to each, or in presenting conflicting sets of values? I shall argue later in the chapter, that the three goals—basic global citizen education, education for active global citizenship, and citizenship education itself—are largely (or rather can be, if properly conceived) complementary to one other.

THE SECOND GENERATION: STANDARD SETTING These principles were significant achievements, but their practical effect in concrete situations was very limited. The character of the Universal Declaration as a moral statement of the “human family” may have been one of its virtues in some respects, but it also meant that it expressed only an “aspiration” and lacked any force of law to back it up. The work of the second generation was standard setting, translating the moral force of the UDHR into legal instruments that “We the People” could not only believe in but could actually use to realize and protect our rights and those of our neighbors.

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