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Global Human Rights Organizations And National Patterns: Amnesty International’S Responses To Darfur, Joachim J. Savelsberg
Global Human Rights Organizations And National Patterns: Amnesty International’S Responses To Darfur, Joachim J. Savelsberg
Societies Without Borders
This article provides an analysis of Amnesty International and its efforts to establish a global, human rights-based narrative on the mass violence in Darfur, Sudan, during the first decade of the 21st century. Interviews show how Amnesty’s narrative resembles that of the judicial field. Respondents insist that justice, once achieved, will help reach other goals such as peace. Relative unanimity in representing the violence supports the notion of globalizing forces highlighted by the world polity school, but national conditions also color narratives, in line with recent literature on national contexts of INGO work and a long tradition of neo-Weberian …
Who Says Human Rights Are Not Respected? A Cross-National Comparison Of Objective And Subjective Ratings, Rob Clark
Societies Without Borders
Country ratings of human rights conditions are now quite popular in macro comparative analysis. However, little is known as to whether (or to what extent) these scores correspond with mass sentiment in each country. Do “objective” ratings from the Political Terror Scale (PTS) and the Cingranelli-Richards index (CIRI) correspond with “subjective” ratings issued by the public? In this study, I answer this question, drawing from the most recent wave of the World Values Survey (2010 – 2014), in which respondents from 59 countries are asked to assess the level of respect for individual human rights in their country. The findings …
Revisiting The Role Of Education In Global Society: Relevance Of The Concept Of “Value Generalization” In An Educational Context, Matteo Tracchi Phd
Revisiting The Role Of Education In Global Society: Relevance Of The Concept Of “Value Generalization” In An Educational Context, Matteo Tracchi Phd
Societies Without Borders
Interpreting global society through the morphogenetic approach, the article looks at education as one of the dimensions of social change brought about by the plural process of globalization. The role and vision of education will therefore be questioned to finally claim that education has to be revisited in culturally diverse and complex global societies. Necessary steps include moving from a market- to a human-centred approach to education and taking the paradigm of human rights as the universal point of departure. Indeed, framing the concept of “value generalization” (Joas 2013) within an educational context, the paper argues that human rights should …