The Uncertain Future of Human Rights | Figure for Article 10
Governance of Digital Technologies and Human Rights
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The Uncertain Future of Human Rights
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https://ourworldindata.org/
After 70 years of existence, human rights are facing criticism from many sides, some even claiming their fundamental inadequacy for the 21st century or imminent end. The human rights regime, based on the Universal Declaration of Human Rights (1948) and several subsequent covenants, is variously being accused of being elitist, Eurocentric and/or imperialistic in its universal claims and remaining blind to local customs and cultural specificities; of being implemented too tamely, inconsistently or even counterproductively by International organisations that are frequently co-opted by powerful state interests; and of being unable to address fundamental societal issues and transformations such as inequality, digital transformations and climate change.
Further critiques castigate human rights’ unmet promises, framing them as a neoliberal smokescreen, or admonishing their anthropocentrism, overlooking the rights of animals, plants or other non-human entities such as robots. In such a state of flux and uncertainty, human rights have also become, to some extent, victims of their own success, being articulated not only by an increasing armada of human rights actors and activists but also by atavistic forces referring to them more cynically. Such inflationary use of human rights, increasingly following a logic of transversality as reflected in the ever-expanding UN human rights issues or the flourishing of corporate CSR strategies and codes, ultimately risks eroding their operability and epistemic traction.
However, as shifting geostrategic constellations, the rise of populism, identitarian politics, authoritarian governments and the current epidemic are all contributing to further fragilising human rights, they remain more crucial to the world’s future than ever. The current Dossier therefore asks how the human rights regime will likely evolve faced by such challenges. Can it reinvent itself and, if so, how? Can we imagine human rights without the pretension to universalism and beyond the decline of the liberal paradigm? Are we moving towards human rights that are more collective in nature or of variable geometry? New perspectives and insights are needed from the legal, social and human sciences to answer these pivotal questions.
This dossier was produced by the Graduate Institute’s Research Office in collaboration with the Geneva Academy of International Humanitarian Law and Human Rights.
We currently face a baffling paradox. While since the fall of the Berlin Wall in 1989 a seemingly inexorable process of globalisation has been foreshadowing a peaceful and frontierless world, the number of walls across the world has been rising at a steady pace. Liberal and open societies buttressed by trade, international law and technological progress were supposed to implacably contribute to the erosion of frontiers and walls between nations. However, in a context of surging populist discourses, securitarian anxieties and identitarian politics as well as concomitant flows of migration alimented by climate change, conflict and poverty, nations have recently started to barricade themselves behind new walls.
Neoliberal globalisation has not only transformed the role of the state; it has also shaken up the internal “DNA” of education policies, from schools to universities. New technologies have paved the way for new forms of transmitting knowledge; calls to decolonise curricula are growing louder; in the South, many countries face the challenge of financing public education policies in an era of new public management, while the model and transfer of these policies have become a key problem, compounded by the exclusion of historically marginalised populations and the advance of private and religious players. Against this backdrop of criticism of the public education model, the present Dossier seeks to better apprehend what could be done to restore the purpose and meaning of education and universities.
