•  
  •  
 

Abstract

Over the past few decades, certain currents in higher education have been engaged in a paradigm shift that highlights the importance of civic engagement and experimental learning as means to a comprehensive, holistic education in the service of social change. In this article, we argue that community-based research, as a component of service-learning, constitutes a vehicle through which we can address the topic of human rights—in much the same way as W. E. B. DuBois recognized both universal human rights for all people and case-specific human rights for particular individuals (Elias 2009). To this end, we offer a brief discussion of the basic schools of human rights thought, present two examples, and discuss the potential for community-based research and the Deliberative School in addressing human rights issues within the broad context of social justice. Finally, we examine ways not only to educate and empower university students and local residents, but also how to use community- based research as a catalyst for meaningful advancement of human rights.

Download

Share

COinS