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Education for Human Rights: Which Way Forward?

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dc.creator d'Engelbronner-Kolff, Marina
dc.date.accessioned 2015-08-24T14:35:04Z
dc.date.accessioned 2015-12-08T10:55:57Z
dc.date.available 2015-08-24T14:35:04Z
dc.date.available 2015-12-08T10:55:57Z
dc.date.created 2015-08-24T14:35:04Z
dc.date.issued 1993
dc.identifier d’Engelbronner-Kolff, M. (1993) Education for Human Rights: Which Way Forward? Zimbabwe Law Review (ZLRev), vol. 11, (pp. 64-79). UZ, Mt. Pleasant, Harare: Faculty of Law (UZ).
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/6810
dc.identifier.uri http://hdl.handle.net/10646/2393
dc.description.abstract Anno 1994, the world we live in seems more and more contradictory and incomprehensible. On the one hand, instruments containing provisions for the protection and promotion of universal human rights and fundamental freedoms are recognized by almost all governments; on the other hand, the same human rights and fundamental freedoms are violated to a high degree either by governments, groups of people or individual human beings. On the one hand, people and individuals strive for a more peaceful, equal and democratic world; on the other hand, their fellows prefer the use of weapons and the method of war. The current international tensions and conflicts raging over all continents, the continuing inequalities, the mass and gross violations of human rights, and the growing economic, political, cultural and social relations and interdependence, demonstrate a compelling need for international understanding, peace, human rights and fundamental freedoms.
dc.language en
dc.publisher Faculty of Law, University of Zimbabwe (UZ)
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe (UZ)
dc.subject Education
dc.subject Rights
dc.title Education for Human Rights: Which Way Forward?
dc.type Article


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