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Philosophers and others have debated for centuries
about the
concept of rights - what they are, where they came
from, how they
evolved, on what authority they proceed, and in what
formulations.
It is precisely because of this uncertainty that the
international
community, in 1948, through the General Assembly of
the United
Nations, drafted the Universal Declaration of Human
Rights as a
standard of measurement for the formulation and
interpretation of
human rights and freedoms. Acknowledged within the
Declaration is
the universal right to education. However, despite
its recognition
little has actually been written on the right to
education to elaborate
upon its direction or define its boundaries. Clearly
this must
change. To prevail in practice human rights require
not only
articulation but interpretation, validation,
legislation, enforcement
by rule of law and, finally, to be conceived of in a
positive
formulation. Thus, rights have to be made, and the
purpose of this
study is to invite educators into the conversation to
assist in the
making of the right to education by contributing to its
interpretations and validating its claims.
about the
concept of rights - what they are, where they came
from, how they
evolved, on what authority they proceed, and in what
formulations.
It is precisely because of this uncertainty that the
international
community, in 1948, through the General Assembly of
the United
Nations, drafted the Universal Declaration of Human
Rights as a
standard of measurement for the formulation and
interpretation of
human rights and freedoms. Acknowledged within the
Declaration is
the universal right to education. However, despite
its recognition
little has actually been written on the right to
education to elaborate
upon its direction or define its boundaries. Clearly
this must
change. To prevail in practice human rights require
not only
articulation but interpretation, validation,
legislation, enforcement
by rule of law and, finally, to be conceived of in a
positive
formulation. Thus, rights have to be made, and the
purpose of this
study is to invite educators into the conversation to
assist in the
making of the right to education by contributing to its
interpretations and validating its claims.