This monograph was developed by the European Wergeland Centre’s (EWC) as a contribution to the project “A systemic approach to peer violence in educational institutions – model and guidelines”, supported by the Norwegian government through the EEA Grants and carried out collaboratively with the Institute of Criminology at the Faculty of Law, Ljubljana, Slovenia.
This publication elucidates the debates surrounding the historical development of human rights after 1945. The authors examine a number of specific human rights, e.g. the prohibition of discrimination freedom of opinion, to consider how different historical experiences and legal traditions shaped their formulation.
When viewed on the internet, the waterslides and pools at Amman Waves look deserted, but when paying a visit they are filled with children, women and men in various kinds of swim wear. At Amman Waves women’s swim wear fashion ranges from small bikinis to swim-suits that cover every part of a woman’s body except the face, hands and feet. In this article these differences in covering are discussed and categorized in relation to Islamic law. It is argued that this variation in swim wear also has relevance for European societies since it shows possibilities for negotiations (agreement) between traditional Islamic ideals and ideals in modern Western societies.
This report presents the first overview of the human rights situation of Roma and Travellers, covering all 47 member states of the Council of Europe. Its purpose is to encourage a constructive discussion about policies towards Roma and Travellers in Europe today, focusing on what must be done in order to put an end to the discrimination and marginalization they suffer.
State-funded Muslim schools has since the 1980s emerged in Europe. In several countries, there among the Nordic ones, there has been considerable debate about these schools.
Competences for Democratic Culture - Living together as equals in culturally diverse democratic societies, gives an introduction to the Council of Europe model of competences that an individual needs in order to act as a responsible democratic citizen in culturally diverse societies. The model, developed by the project on “Competences for Democratic Culture” (CDC) consists of 3 sets of values, 6 attitudes, 8 skills, and 3 bodies of knowledge and critical understanding.
This publication reflects on how European citizenship and debates around European identity could help and empower young people to actively contribute to building Europe. It presents the debates and findings of the research seminar entitled "Young People and Active European Citizenship" organised by the Youth Partnership between the Council of Europe and the European Commission.
This paper aims to reflect on the linguistic equipment or repertoire individuals will realistically require in order to be able to participate in the developing and shaping process of a European polity. It looks at a model of the structure of a European public communicative sphere and explores possible consequences for policies in foreign language teaching in general and the role of English in particular.
The United Nations Declaration on Human Rights Education and Training (2011) is the first instrument in which international standards for human rights education are officially proclaimed by the United Nations. Most importantly, it contains a framework of key components necessary for the provision of holistic human rights education – education about, through and for human rights. This article highlights the usefulness of this framework for assessing and comparing state practice in the provision of human rights education. But it argues that comprehensive and effective national strategies for human rights education are likely to follow only from more detailed guidance and support for states at the international level.
The first paper in HREA's Research in Human Rights Education Papers Series reviews twenty-six evaluation reports of human rights training programs, as well as supportive literature.
In the summer of 2010, the Council of Europe’s Secretary General, Thorbjørn Jagland, asked an independent “Group of Eminent Persons” (the Group) to prepare a report on the challenges arising from the resurgence of intolerance and discrimination in Europe. The report assesses the seriousness of the risks, identifies their sources and makes a series of proposals for “living together” in open European societies.
This paper, held at the conference "Anti - Semitism in the past and the present" in Oslo on February 5th, 2013, investigates into semantics and discursive patterns that indicate a relation to anti-Semitic stereotypes and world views. A special attention is directed towards the mechanisms of secondary anti-Semitism and Israel-related anti-Semitism. Instead of pleading for “objective” indicators for anti-Semitism, however, the author insists on the relevance of broader contexts and existing ambiguities. The papers concludes that the competence to distinguish legitimate criticism from anti-Semitism requires not only knowledge, but skills of critical thinking and a self-reflective attitude in order to escape mechanisms of prejudice and othering.