Human rights play a vital role in citizens’ political, religious and cultural life (Wang
2002, 1... more Human rights play a vital role in citizens’ political, religious and cultural life (Wang
2002, 171). Due to the prominence of human rights in the everyday life of citizens,
including those of South Africa, human rights education has been included in many
school curricula. Human rights education aims to develop responsible citizens who
inter alia foster an understanding of gender, ethnical, religious and cultural
diversities. This, it is hoped will encourage and maintain peace, as outlined in
the 1948 Universal Declaration of Human Rights. Departing from a human
rights position, a qualitative study commenced in 2009 to explore how girls and
boys reason about the cultural and religious practices of girls in their
communities and families. Narratives by girls and boys highlighted their views
on girls’ positioning in their specific communities. From the findings it became
evident that the participants were aware of conforming to particular cultural and
religious practices. However, some participants also challenged how they
perceived these practices and the roles of girls in their communities. The article
highlights the necessity of embarking on a gendered perspective towards human
rights education.
Keywords: gender-based reasoning; human rights; cultural and religious practices;
gendered human rights; initiation; gender role
Human rights play a vital role in citizens’ political, religious and cultural life (Wang
2002, 1... more Human rights play a vital role in citizens’ political, religious and cultural life (Wang
2002, 171). Due to the prominence of human rights in the everyday life of citizens,
including those of South Africa, human rights education has been included in many
school curricula. Human rights education aims to develop responsible citizens who
inter alia foster an understanding of gender, ethnical, religious and cultural
diversities. This, it is hoped will encourage and maintain peace, as outlined in
the 1948 Universal Declaration of Human Rights. Departing from a human
rights position, a qualitative study commenced in 2009 to explore how girls and
boys reason about the cultural and religious practices of girls in their
communities and families. Narratives by girls and boys highlighted their views
on girls’ positioning in their specific communities. From the findings it became
evident that the participants were aware of conforming to particular cultural and
religious practices. However, some participants also challenged how they
perceived these practices and the roles of girls in their communities. The article
highlights the necessity of embarking on a gendered perspective towards human
rights education.
Keywords: gender-based reasoning; human rights; cultural and religious practices;
gendered human rights; initiation; gender role
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2002, 171). Due to the prominence of human rights in the everyday life of citizens,
including those of South Africa, human rights education has been included in many
school curricula. Human rights education aims to develop responsible citizens who
inter alia foster an understanding of gender, ethnical, religious and cultural
diversities. This, it is hoped will encourage and maintain peace, as outlined in
the 1948 Universal Declaration of Human Rights. Departing from a human
rights position, a qualitative study commenced in 2009 to explore how girls and
boys reason about the cultural and religious practices of girls in their
communities and families. Narratives by girls and boys highlighted their views
on girls’ positioning in their specific communities. From the findings it became
evident that the participants were aware of conforming to particular cultural and
religious practices. However, some participants also challenged how they
perceived these practices and the roles of girls in their communities. The article
highlights the necessity of embarking on a gendered perspective towards human
rights education.
Keywords: gender-based reasoning; human rights; cultural and religious practices;
gendered human rights; initiation; gender role
2002, 171). Due to the prominence of human rights in the everyday life of citizens,
including those of South Africa, human rights education has been included in many
school curricula. Human rights education aims to develop responsible citizens who
inter alia foster an understanding of gender, ethnical, religious and cultural
diversities. This, it is hoped will encourage and maintain peace, as outlined in
the 1948 Universal Declaration of Human Rights. Departing from a human
rights position, a qualitative study commenced in 2009 to explore how girls and
boys reason about the cultural and religious practices of girls in their
communities and families. Narratives by girls and boys highlighted their views
on girls’ positioning in their specific communities. From the findings it became
evident that the participants were aware of conforming to particular cultural and
religious practices. However, some participants also challenged how they
perceived these practices and the roles of girls in their communities. The article
highlights the necessity of embarking on a gendered perspective towards human
rights education.
Keywords: gender-based reasoning; human rights; cultural and religious practices;
gendered human rights; initiation; gender role