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Bildung, Menschenrechte, Universität Veröffentlicht mit Unterstützung des Forschungsrates der Alpen-Adria-Universität Kla- genfurt aus den Fördermitteln des Landes Kärnten, mit Mitteln der Fakultät für Kul- turwissenschaften, der Dr. Manfred-Gehring-Privatstiftung Klagenfurt und der Öster- reichische HochschülerInnenschaft an der Alpen-Adria-Universität Klagenfurt/Celovec. Darüber hinaus danken wir der Österreichischen UNESCO-Kommission für die ideelle Unterstützung im Rahmen der Förderung einer universellen Kultur der Menschenrech- te, die zu den Grundanliegen der UNESCO (United Nations Educational, Scientific and Cultural Organization) zählt. © Drava Verlag 2012 Layout und Druck: Tiskarna/Druckerei Drava Cover: Walter Oberhauser Alle: Klagenfurt/Celovec www.drava.at ISBN 978-3-85435-687-5 Jahrbuch Friedenskultur 2012 Bildung, Menschenrechte, Universität Menschenrechtsbildung an Hochschulen im Wandel als gesellschaftliche Herausforderung Herausgegeben von Claudia Brunner | Josefine Scherling Drava Verlag Klagenfurt/Celovec INHALT Teil I: UTOPIEN UND ANFÄNGE Claudia Brunner Hoffnungen, Horizonte und Herausforderungen Das Menschenrecht auf Bildung und Menschenrechts- bildung im universitären Kontext 9 Josefine Scherling Menschenrechts-Universität – eine konkrete Utopie? Zur Rolle des Utopischen innerhalb eines Konzeptes ›Menschenrechts-Universität‹ 27 Florian Kerschbaumer | Sabrina Schifrer Menschenrechtsbildung ›von unten‹ Der Arbeitskreis ›Menschenrechte & Universität‹ an der Alpen-Adria-Universität Klagenfurt 40 Teil II: DAS RECHT AUF BILDUNG Erich Ribolits Die Antiquiertheit der Menschenwürde Oder: Warum auch ein Recht auf Bildung nichts mit Menschenwürde zu tun hat 55 Gertrud Brücher Menschenrechte zwischen Bildung und Ausbildung Zum Zusammenhang von Wertbindung und Gesellschaftsstruktur 69 Ingolf Erler Das Recht auf Bildung 84 Andreas Keller | Klemens Himpele Der Zugang zur Hochschule im Lichte des UN-Sozialpakts Theorie und Praxis am Beispiel der Alternativ- berichterstattung der Gewerkschaft Erziehung und Wissenschaft zum UN-Pakt für wirtschaftliche, soziale und kulturelle Rechte in Deutschland 105 Teil III: MENSCHENRECHTSBILDUNG INNERHALB UND AUSSERHALB DER UNIVERSITÄT Betty Reardon Human Rights and the Renewal of the University 123 Peter G. Kirchschläger Menschenrechtsbildung als bildungstheoretischer Referenzrahmen unter Berücksichtung der UN- Deklaration über Menschenrechtsbildung und -training 139 Wolfgang Benedek | Nora Scheucher Menschenrechtsbildung an österreichischen Universitäten Ergebnisse der Basisstudie (für Österreich) 159 Felisa Tibbitts Human Rights in Academia: the NGO Link 171 Georges Younes Filling the Gap The Amnesty Academy and the Interconnectedness of Human Rights Education in Non-Formal and Formal Education Frameworks 182 Shulamith Koenig Learning and Integrating Human Rights as a Way of Life Towards Maintaining and Sustaining Economic Social Justice and Peace, Guided by the Comprehensive Human Rights Framework 202 Teil IV: PRIVILEGIEN VERLERNEN, HALTUNGEN UND HANDLUNGEN VERÄNDERN Monika Mayrhofer Zur Kritik der Menschenrechte aus postkolonialer und feministischer Sicht und deren Auswirkung auf die Menschenrechtsbildung 225 Christine Löw Subalternität und eine neue Pädagogik Postkolonial-feministische Perspektiven auf Menschen- rechte und Bildung im globalen Süden 244 Teil V: DIE UNIVERSITÄT ALS ORT DER MENSCHENRECHTE Ronald Barnett | Carolina Guzman The Human Rights University: a Feasible Utopia 269 Sabine Broeck Für eine dekoloniale Praxis der Humanities – gegen die neoliberale Universität 289 AutorInnen des Bandes 306 Teil I UTOPIEN UND ANFÄNGE 9 Claudia Brunner Hoffnungen, Horizonte und Herausforderungen Das Menschenrecht auf Bildung und Menschenrechtsbildung im universitären Kontext 1. Bildung über, durch und für Menschenrechte Bildung über die Menschenrechte, Bildung durch die Menschenrechte, Bildung für die Menschenrechte – sowie das Recht und die Möglichkeit, sich zu diesen Ressourcen Zugang zu verschaffen: Auf diese Kurzformel lässt sich das Ziel des derzeit laufenden Weltprogramms für Menschen- rechtsbildung der Vereinten Nationen verdichten, das auf die UNO-De- kade für Menschenrechtsbildung 1995 bis 2004 folgt. Gegenwärtig be- finden wir uns in der sogenannten zweiten Phase (2010−2014) dieses Programms, in der explizit auch auf den tertiären Bildungssektor, also auf Einrichtungen Höherer Bildung wie Universitäten und Fachhoch- schulen fokussiert wird. Auch wenn die im Dezember 2011 verabschie- dete UNO-Deklaration – im Gegensatz zum Draft Plan of Action (2010) – nicht mehr ausdrücklich von Universitäten spricht, zählen diese zu je- nen Institutionen, an denen Menschenrechtsbildung im Sinne der Ver- einten Nationen stärker verankert werden soll. Die internationalen Dokumente bzw. die ihnen vorausgehenden jahrelangen Debatten und Mobilisierungsprozesse unzähliger NGOs hat das Zentrum für Friedensforschung und Friedenspädagogik an der Alpen-Adria-Universität Klagenfurt im Sommer 2010 zum Aus- gangspunkt für die Etablierung eines Arbeitsschwerpunkts Men- schenrechte & Universität genommen. Der Einladung von Lehrbeauf- tragten mit Expertise in Menschenrechtsbildung folgte auf Initiative von Josefine Scherling und mir die Gründung eines Arbeitskreises für Studierende. Zu diesem Zeitpunkt lagen die europaweiten Studieren- denproteste des Winters 2009 nur wenige Monate zurück (vgl. Heis- senberger/Mark/Schramm/Sniesko/Süss 2010), weshalb wir bereits in der Anfangsphase unserer Auseinandersetzung den Zusammen- hang zwischen ›Menschenrechten‹ und ›Bildung‹ nicht lediglich auf eine curriculare Forderung nach ›mehr Menschenrechtsbildung‹ re- duziert wissen wollten. Vielmehr wurde rasch die Frage der Potenzia- 10 Claudia Brunner le und Grenzen des ›Rechts auf Bildung‹ (Artikel 26 der Allgemeinen Erklärung der Menschenrechte) für eine emanzipative Universitäts- politik bzw. für ein Abwehren von deren stetiger Verschlechterung von Anfang an mit diskutiert. So haben wir die Ziele und Gründe des Arbeitskreises ›Menschenrechte & Universität‹ in einem Leitbild fol- gendermaßen ausformuliert: Der AK ›Menschenrechte & Universität‹ ist entstanden, • weil wir die zunehmende Ökonomisierung von Wissen als problematische gesell- schaftliche Entwicklung verstehen, die bestehende Ungleichheitsverhältnisse lokal und global verschärft, • weil wir vor diesem Hintergrund einen emanzipativen und partizipatorischen Bil- dungsbegriff stärken wollen, der Menschen zu Kritik und Mitgestaltung befähigt, • [und] weil das Privileg höherer Bildung mit gesellschaftlicher Verantwortung ver- bunden ist, für die es mehr braucht als verwertungsorientierte Ausbildung. (Leit- bild AK ›Menschenrechte & Universität‹ 2010). Diese Formulierung bezieht sich auf das Recht auf Bildung, in das wir auch den freien Zugang zu Universitäten und die Hinterfragung von deren Entstehungsbedingungen und aktuellen Praktiken inklu- dieren. Mit Privileg ist also keineswegs die Voraussetzung finanzi- ellen und symbolischen Kapitals gemeint, welches in zunehmendem Ausmaß zur Vorbedingung des Zugangs zu Universitäten wird. Diese Institutionen, so die Vision eines Bildungssystems, das Gerechtigkeit und Partizipation ins Zentrum gesellschaftlichen Zusammenlebens stellt, sollen auch Orte sein, die ihre Angehörigen befähigen, in die- sem Sinne und auf allen Ebenen der Organisation – von der Professo- rin über Studierende bis zum Hausmeister, sozusagen – zu arbeiten. Für eine solche Universität kann ein menschenrechtsbasierter Ansatz potenziell nützliche Anregungen liefern. Zugleich machen margina- lisierte Stimmen der Kritik seit vielen Jahren auch die Begrenzungen, Ambivalenzen und Widersprüche der Diskurse und Praktiken rund um Menschenrechte deutlich (vgl. Ehrmann 2009; spezifisch zu Bil- dungsfragen Castro Varela 2007a und 2007b sowie Spivak 2008). Po- tenzial und Kritik vor Augen haben wir als Arbeitskreis in unserem Leitbild dementsprechend festgehalten: Die langfristigen Ziele des AK ›Menschenrechte & Universität‹ sind • die Implementierung von Menschenrechtsbildung im Leitbild sowie in allen Orga- nisationseinheiten der Universität, Hoffnungen, Horizonte und Herausforderungen 11 • die Verankerung der Menschenrechts-Thematik als Querschnittsmaterie von For- schung und Lehre in allen Studienrichtungen, [und] • die Stärkung von Wissen, Bewusstsein und Handeln im Sinne der Menschenrechte bei allen Angehörigen der Universität. (Leitbild AK ›Menschenrechte & Universi- tät‹ 2010). In unterschiedlichen Formen und Formaten (siehe Kerschbaumer/ Schifrer in diesem Band) werden seitdem Fragen nach dem Zusam- menhang von Bildung und Menschenrechten im universitären Kon- text auf diesen beiden Ebenen diskutiert: Inwiefern kann der Bezug auf das Menschenrecht auf Bildung ein wirksames Mittel in der Aus- einandersetzung um die Zukunft der Universitäten als Orte von Kri- tik und Reflexion gesellschaftlicher Entwicklung sein? Auf welche Weisen kann und soll Menschenrechtsbildung auch an Universitäten verankert werden und wie sollte diese aussehen? Nicht explizit im Leitbild oder in diesen beiden Fragen ausformu- liert, aber unserem Zugang implizit ist dabei die aus unserer Sicht notwendige Dimension bisweilen radikaler Kritik(fähigkeit), die die oft affirmativ geführten liberal-demokratischen Debatten um -Men schenrechte in ihrem universalistisch-humanistischem Gestus mit- unter vermissen lassen. Das heißt, dass wir Menschenrechtsbildung oder auch das Menschenrecht auf Bildung nicht lediglich als etwas bereits Erreichtes oder per se uneingeschränkt Positives verstehen oder der genannten UNO-Deklaration
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