International Studies of Human Rights Education: Focus on Argentina

NYU Steinhardt Education Studies

Updated January 29, 2018

International Studies of Human Rights Education: Focus on Argentina

INTE-UE 8013

INTE-GE 2809

Spring 2018(including short-term study abroadcomponent)

INSTRUCTORCOURSE COORDINATOR

Carol Anne Spreen, PhDAnna Hillary, MA, MSed

Associate Professor, International Education Doctoral Student, International Education

Email: mail:

Office hours: Walk ins - Tuesdays 12-5 (or by appointment)

OVERVIEW

Course Dates

Mondays 3:30-4:45

Travel Dates: Friday, March 9 – Saturday, March 17

(8 instructional days in Argentina)

Course Description

Contemporary struggles for human rights are simultaneously global and highly networked, but must be embedded and enacted in local realities and contexts. Internationally, communities approach the idea of human rights though many histories, traditions, and values. This course studies those differences and returns to the foundational questions of contemporary human rights, asking: First, what are human rights? Can there be such a thing as universal standards, laws, and mandates—are they useful/enforceable? How and where does “the particular” (e.g., culture, politics, and tradition) fit into international human rights law—is it a “western” construct? Do rights play a role in development? How do educators and activists advocate for human rights both locally and globally? Why are “rights” simply not adequate in ensuring justice for all in an unequal world?

Students will engage with these questions as they are introduced to international human rights law, as well as the role of the United Nations, NGOs, civil society, and state governments in facilitating human rights. Students will also engage critically with debates over whether the international human rights system is an appropriate way to achieve justice in diverse contexts. Throughout the course, students will apply theory on human rights and activism to real-life examples in Argentina.

International Studies of Human Rights Education: Focus on Argentinais a four-credit undergraduatecourse (and 3 credit graduate course) that will provide students with an international learning experience that will enable them to identify and utilize different entry points and strategies for talking about and advocating for human rights in distinct parts of the world (but mainly the U.S. and Argentina). Focusing on education as a “multiplier” of other human rights, this course will examine the ways in whicheducation is not only a right in itself,but also empowers people to access other rights.The right to education is guaranteed through numerous international treaties and conventions which promote principles that give credence to rights within education and rights through education.

In addition, this course will include a component working on environmental justice and human rights. Argentina is one of few countries in the world with a right to an environmental education written into its constitution, and yet efforts to include an environmental focus in the public school curriculumhave been systematically impeded. As advocates across the country have continued to work toward the inclusion of environmental education, and have recently been gaining ground,we will explore this case, as well as other education rights movements, to demonstrate how human rights activists, social movements, and advocacy organizations have influencedpolicy and practice, particularly around education rights. How do these organizations mobilize toachieve their purpose? We examine the strategies and tactics that successfuladvocates use to organize constituencies and achieve their purposes.

The course locations—New York and Buenos Aires, Argentina—placestudents at the heart of two networks for global human rights and education activism. While taking this course beginning of the Spring 2018 semester, students will spend spring break in Buenos Aires during from March 9 – 17. In Buenos Aires we will be joined by faculty from the National University of San Martin, the University of Buenos Aires, the Inter-American Institute for Human Rights, and University of La Plata. Students will have the opportunity to engage with social justice activists to understand how universal laws and principles are understood and enacted in national and local contexts, how human rights advocates draw attention to their struggles, and the challenges they face intheir efforts to secure social justice across the globe.

ACADEMIC INTEGRITY
All students are responsible for understanding and complying with the NYU Steinhardt Statement on Academic Integrity. A copy is available at
STUDENTS WITH DISABILITIES
Students with physical or learning disabilities are required to register with the Moses Center for Students with Disabilities, 719 Broadway, 2nd Floor, and are required to present a letter from the Center to the instructor at the start of the semester in order to be considered for appropriate accommodation.

Course Requirements:

Students will begin an online blog discussionin the fall semester and continue with two posts while we travel. In addition,students will write a final paper due at the end of the semester. In order to take full advantage of the place-based learning students will be expected to do some preliminary work in anticipation of the visit to Argentina. Students are expected to contribute to the development of a strong, inclusive learning community. They should immerse themselves in books and films on Argentina (especially Buenos Aires) in order to learn as much as possible about the issues confronting Argentina. They will read a work of fiction or non-fiction by an Argentinean writer (See recommended reading list) and see films about Argentina or by Argentinean directors prior to your trip so you can share what you have learned with others. They are also expected to do all class readings and attend and actively participate in all classes and scheduled trips.

Assignments and Grading Procedures

40 points: 2 Double Entry Journals (See appendix A) and 2 posts on Tumblr blog:

(10 points each – 40 total)

Check out our blog from last year:

Required Reading Reflections and Film Viewings: Post double-entry journals in the FORUM folder on NYUClasses using at least 5 of the course readings and a few videos on each of the forum topics below. (See appendix B for guidelines for journals – with thanks to Gary Anderson for providing the template)

• One journal entry should focus on the Human rights, youth movements and Neoliberalism. Due: February 15.

• The secondjournal reflection should be on Argentina’s political and social history and its human rights violations. Then discuss civil society’s recent response to neoliberal reforms and its impact on education, the rise in inequality, agrarian reform, workers rights, women’s rights. Due: March 8.

• Two blogs – one written as a travelogue (including pictures) on one of the sites we visited and another a personal reflection about the trip and your own learning/growth about human rights, education, advocacy, social movements, the use of memory and memorial sites to commemorate past injustices, the importance of civil society/democracy and protest against authoritarianism. Due: April 16

50 points: Synthesis paper. A central question throughout this course has been “How do you make rights a reality?” Given the policies, mandates and declarations present in the universal human rights regime, how can rights be realized for the most marginalized, poor or excluded members of Argentine society or community? In Argentina we have learned about many violations and/or major challenges to human rights throughout history and even today. Pick one of these issues – the right to education, workers rights, women’s rights, rural workers or indigenous rights, political versus social rights, environmental/health rights – and in your paper discuss the legal, political and social implications of this issue. Compare and contrast the roles within civil society in Argentina of a) community organizing (comunidades de base) b) social movements c) non-profits/NGOs d) cooperatives e) schools and education centers.Perhaps consider how you could develop an advocacy strategy that relies on human rights or rights based approaches but extends far beyond legal doctrine. What would it look like? How would you start? Then lastly discuss, what is the role of education in human rights advocacy? In making your argument, use ideas from course readings as well as class and guest lectures, videos, site visits, and discussions. You must cite at least 10 of the required readings or videos in your paper. Use correct APA style. Papers should be 12-15 double-spaced pages in length (no less than 12 and no more than 15). This does not include references. You should leave Argentina with at least a rough draft of your paper. Get as much of it done while the readings, discussions, and observations are fresh, and so it doesn’t overlap with your final exams. Don’t “wing it.” I’ll be looking for evidence of an in depth understanding of the readings. Quotes from readings in your paper will help in this regard. The paper is due on our last course meeting, which will be at NYU (New York) on: May 10

Participation: 10 Points total: 1 point will be deducted for non-attendance (both in New York and Buenos Aires) at each seminar and/or site visits.

Total: 100 points

The OVERALL GRADE of the course is determined as follows:

A = 94 - 100 points

A- = 90 - 93 points

B+ = 87 - 89 points

B = 83 - 86 points

B- = 80 - 82 points

C+ = 77 - 79 points

C =73 - 76 points

Publication Manual of the American Psychological Association (Sixth Edition) Washington, D.C.: A.P.A. (Your final paper should follow APA guidelines.)

Or visit: and take the tutorials.

A travel guide is recommended (e.g: Lonely Planet, Insight Guides, or Time Out). We will not be traveling outside the general Buenos Aires area, so a Buenos Aires guide might make more sense than an Argentina guide. See also:

Class Schedule:

Class meets Mondays 3:30-4:45 in ASH conference room for 7 weeks in NYC,8 full days in Buenos Aries (March 9-17), and two follow up/debriefing sessions upon return.

All readings will be in the Resources Folder on the course website in NYUClasses.

CLASS 1: January 22

First class: Orientation to the course/overview of trip(Allison Michaud, Global Programs)

Advocating for Democracy and Human Rights through Social Movements:

Get to know each other icebreakers – bingo

Central concepts of the course: Human Rights, Education and Social Justice in the current context: Establishing our understanding of human rights education, social justice, and the public sphere. Looking at social movements and advocacy as an identity and social/cultural project.

What are human rights and social justice? Why are these concepts important and relevant today? What is the relationship between human rights and education? How does the current state of affairs shape concepts of rights and justice:

Read in Advance:

Donnelly: Chapter 1

Haarstad, H., Amen, M., & Clair, A. S. (2012). Social Movements, the Poor and the New Politics of the Americas. Globalizations, 9(6), 741-752.

Rambla, X. and Veger, A. (2009). Pedagogising poverty alleviation: a discourse analysis of educational and social policies in Argentina and Chile. British Journal of Sociology of Education 30(4), 463–477.

Gorostiaga, J. y Ferreira, A. (2012). Discourses and policies on educational quality in Argentina, 1990-2010. Research in Comparative and International Education, 7(3), 364-375.

CLASS 2: January 29:

Education Activism and Social Movements in Argentina and Chile

Guest speaker: Gary Anderson

Anderson, G.L. and Herr, K. (Eds.) (2007). The Encyclopedia of Activism and Social Justice. Thousand Oakes, CA: Sage Pub. (Scroll down to and read “Civil Society” and “Cooperatives” entries) (on NYU Classes)

Flores-Kastanis, E., Montoya-Vargas, J. And Suarez, D. (2009). Participatory Action Research in Latin American Education: A road map to a different part of the world. In S. Noffke and B. Somekh (Eds.)The Sage Handbook of Educational Action Research. Thousand Oaks, CA: Sage.

Villalon, R. (2007). Neoliberalism, Corruption, and Legacies of Contention: Argentina's Social Movements, 1993-2006, Latin American Perspectives, 34(2), 139-156.

CLASS 3: February 5

Citizenship and HR Education in Argentina

Astiz, F. and Mendez, G. (2006). Education for citizenship: The Argentina case in comparison. Education, Citizenship, and Social Justice, 1(2), 175-200.

Fischman, Gustavo (2007). Persistence and ruptures: The feminization of teaching and teacher education in Argentina. Gender and Education, 19(3), 353-368.

Suárez, D. (2008). Rewriting citizenship? Civic education in Costa Rica and

Argentina, Comparative Education, 44(4), 485-503.

In class watch:

Giroux Neoliberalism, Youth and Social Justice

Higher Education as a public good: Giroux, Where is the Outrage? Critical Pedagogy in Dark Times.

What is neoliberalism? Youth movements? What are the incentives and costs of global neoliberalism?:

OPTIONAL: Tango night at Zinc Bar Sunday February 11 8pm (lesson $10each) followed by open dancing 9-?

CLASS 5: February 12: (Assignment 1 due today: first blog on education rights)

Representation, Memory and the Public Sphere in Argentina

Guest Speaker: Daniel Friedrich, Columbia University

Friedrich, D. (2011). The Memoryscape in Buenos Aires: Representation, Memory, and Pedagogy. Journal of Curriculum Theorizing, 27: 3.

Avritzer, L. (2002). Democracy and the public space in Latin America. Princeton: Princeton University Press. (READ CHAPTER TWO ONLINE FROM LIBRARY

Freidrich, D (2014). Global Microlending in Education Reform: Ensen ̃a ́ por Argentina and the Neoliberalization of the Grassroots. Comparative Ed Review 58(2), 296-321.

In class watch:

ESMA

Watch Democracy now video on torture survivor and role of university informants:

CLASS 6: February 20 (possible visit to La Base in NYC - TBD)

Workers Rights

Arem, H. (2005). The Face of Globalization: The Recovered Factories Movement of Argentina. The Interdisciplinary Journal of Study Abroad.

Klein, N (2007) The Shock Doctrine: The Rise of Disaster Capitalism. (Read parts 1 and 2).

WATCH the FILM: The Take (La Toma) by Avi Lewis and Naomi Klein - YouTube

and the new LaBase video –(insert here)

Recommended:

Ranis, P. (2010). Argentine worker cooperatives in civil society: A challenge to capital-labor relations. Working USA: The Journal of Labor and Society, 13, 77-105. {TO BE POSTED}

Larrabure, M., Vieta, M., and D. Schugurensky. (2011). The New Cooperativism in Latin America: Worker-Recuperated Enterprises and Socialist Production Units. Studies in the Education of Adults, 43:2

OPTIONAL:Pre-departure Trip: Saturday Feb 24 (weather permitting)

Class will visit the Irish Hunger Memorial.

The Irish Hunger Memorial (or Irish Famine Memorial) is devoted to raising public awareness of the events that led to the "Great Irish Famine and Migration" of 1845-1852. It serves as a reminder to millions of New Yorkers and Americans who proudly trace their heritage to Ireland, of those who were forced to emigrate during The Great Hunger" which began in 1845 when a blight destroyed the Irish potato crop, depriving Ireland of its staple food. By 1847 millions were starving and dying. Between 1847 and 1852 hundreds of thousands of Irish immigrated to New York where they arrived at South Street Seaport and Castle Clinton. Today, almost 800,000 New York City residents trace their ancestry to Ireland. Think of the placement, location and “feel” in visiting a memorial at the foot of Wall street, that is devoted to poverty, hunger, migration during the height of the British Empire.

Themes to think of today: hunger, famine, empire and neo-colonization, power, wealth, migration, social movements and networks issues of rights, governmental obligations and responsibilities, global fraternity and solidarity, support of immigrant rights, “renewal of tradition of cooperation and pooling of resources and talents to support one another” “building and strengthening society”

CLASS 7: February 26

Education Policy, Inequality and Rights in Argentina

Meo, Analia. (2011). Zafar, so good: Middle-Class students, school habitus, and secondary schooling in the city of Buenos Aires. British Journal of Sociology of Education, 32:3

Meo, A.I. (2011). The moral dimension of class and gender identity making:

poverty and aggression in a secondary school in the city of Buenos Aires, British Journal of Sociology of Education, 32(6), 843-860.

Astiz, F. (2006). School Autonomy in the Province of Buenos Aires, Argentina: Evidence from Two School Districts. Comparative Education, 42(2), 203-223.

Optional Evening FILM and empanadas at Carol Anne’s: La Historia Official (or watch on your own)

CLASS 8:March 6 ASSIGNMENT 2 DUE TODAY: reflection journal on history and political economy of Argentina)

Argentina – politics, economics, culture and history

Guano, Emanuela (2002). Spectacles of Modernity: Transnational Imagination and Local Hegemonies in Neoliberal Buenos Aires. Cultural Anthropology, 17(2),181-209.

Wylde, C. (2011). State, society and markets in Argentina: The political economy of Neodesarrollismo under N’estor Kirchner, 2003-2007. Bulletin of Latin American Research, 30(4), 436-452.

FILM:Work, Dignity, and Social Change (video workshop series):

Recommended

Beltán, G. (2015). The discreet charm of neoliberalism: the paradox of Argentine business support of market reforms. Latin American Perspectives, 42(1), 27-45.

FILM: DocumentaryArgentina's Economic Collapse

(Memoria Del Saqueo 2004)

CLASS 9-12: MARCH 9-18SPRING BREAK WEEK IN ARGENTINA (SEE BUENOS ARIES ITINERARY BELOW).

CLASS 13: APRIL 2

What did you learn? What questions do you still have?

CLASS 14: APRIL 16

FINAL CLASS: WRAP UP AND REPORT SHARING

Appendix A:

Suggested format for the Double Entry Journal

1. Author(s), year of publication, title of chapter or article and title of book or journal it came from, and the location and name of the publisher.
Left-hand side- Objective Summary & Highpoints / Right-hand side- Subjective Reflections
2. Full summary of reading (5 or 6 sentences someone who hadn't read the reading could understand / 1. Three or four paragraphs on your thoughts on the overall content of the reading.
3. List 3-5 thought provoking points or quotes from the reading / These are just prompts for reflection – you needn’t answer each one.
1. Do you agree or disagree with each point?
2. Is there anything more you would like to know about the topic?
3. Are you aware of any literature or research that conflicts with the author's position?
4. How did this change your understanding of this topic?
4. One question you have. / 1. Why is this question important to you?
2. What are the implications of the question?

Appendix B: Argentinian films, fiction and non-fiction books (pick one).

(Again thanks to Gary Anderson and Anna Hillary)

Films

Highly recommended: