Mincu, Monica; (2010) Review Essay: Human Rights, International Cooperation and Development: Ethics and Practice in Italian Comparative Education. European Education , 42 (1) pp. 88-93. 10.2753/EUE1056-4934420105.

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Abstract

The theoretical perspective undertaken by Rizzi and Gandolfi on human rightsand development is essentially rooted in a liberal-perfectionist philosophy sincethey emphasize the role played by social actors, the value of sociality, a substan-tive vision of values as real, and the impossibility of neutral education. In fact, inGandolfi’s words, “human rights education entails the duty to reject neutrality,the strengthening of participation” (p. 37). Both Rizzi’s and Gandolfi’s volumesdraw on very interesting and relevant international data and sources and give fullacknowledgment to a plurality of voices from non-Western cultures (e.g., Nyerere,Pannikar). The merit of the edited volumes by Gandolfi et al. lies in the insightsproposed by NGO experts, scholars, and practitioners of international aid and theoffering of incisive and contextually informed policy documents. The volume onthe treatment of violence is distinguished by the generous space dedicated to indig-enous knowledge advancement, while also dealing with concepts such as culturalrights and the treatment of violence.

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