1. Dialogue as facilitation strategy: infusing the classroom with a culture of human rights Petro du Preez Stellenbosch University pdp@sun.ac.za

2. Background to PhD Study Enquiry seeks to: Enquiry seeks to: uncover significance of dialogue to assist in-service teachers in infusing a culture of human rights uncover significance of dialogue to assist in-service teachers in infusing a culture of human rights Research Question: Research Question: How would a theory of dialogue as a mode of facilitation with the aim of infusing a culture of human rights look like; and How would a theory of dialogue as a mode of facilitation with the aim of infusing a culture of human rights look like; and could such theory of dialogue be maintained to assist in-service teachers in facilitating human rights? could such theory of dialogue be maintained to assist in-service teachers in facilitating human rights?

3. Background to PhD Study Aims of Study: Aims of Study: To explore teachers' understanding of dialogue as a means of infusing a culture of human rights To explore teachers' understanding of dialogue as a means of infusing a culture of human rights To conceptually construct a theory of dialogue as a facilitation strategy to enhance teachers’ understanding and facilitation strategies relating to the infusion of a culture of human rights To conceptually construct a theory of dialogue as a facilitation strategy to enhance teachers’ understanding and facilitation strategies relating to the infusion of a culture of human rights To implement this theory by means of intervention research to perceive whether the theory of dialogue as facilitation strategy, is according to teachers applicable and useful to their classroom practices To implement this theory by means of intervention research to perceive whether the theory of dialogue as facilitation strategy, is according to teachers applicable and useful to their classroom practices

4. Human Rights Discourses Human Rights and Education in the African Context Human Rights and Education in the African Context Human Rights and Education in the Pre-Democratic South African Context Human Rights and Education in the Pre-Democratic South African Context Human Rights and Education in the Democratic South African Context Human Rights and Education in the Democratic South African Context

5. Confusing HR in Education with Education for Citizenship HR Discourses in education frequently confounded to education for citizenship HR Discourses in education frequently confounded to education for citizenship Kiwan: universalist and particularist framework Kiwan: universalist and particularist framework DoE’s attempt to include HR as subset of education for citizenship beget the notion that HR are dealt with instrumentally DoE’s attempt to include HR as subset of education for citizenship beget the notion that HR are dealt with instrumentally HR discourses should conceptually be removed from citizenship discourses HR discourses should conceptually be removed from citizenship discourses

6. ResearchDesignNon-empiricalEmpirical TheoryConstruction InterventionResearch Qualitative KnowledgeDevelopment Knowledge Utilisation Design & Development Intervention Programme Interviews Questionnaires Questionnaires Theory of dialogue as mode of facilitation for infusing a culture of HR Implementing theory through programme to explore viability thereof

7. CHAPTERS 4 & 5 CHAPTER 2: Dialogue CHAPTER 3: Human Rights Non-empiricalEmpirical Qualitative TheoryConstruction InterventionResearch KnowledgeDevelopmentKnowledgeUtilisation Design & Development InterventionProgramme Interviews Questionnaires Questionnaires Non-empiricalEmpirical Qualitative

8. Conclusion This study will explore the possibility that a pedagogy of dialogue has the potential to unleash the ethical nature of an individual to the betterment of common humanity This study will explore the possibility that a pedagogy of dialogue has the potential to unleash the ethical nature of an individual to the betterment of common humanity