© Chappatte in Le Temps, Geneva
Research Office, Geneva Graduate Institute
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.
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.
Today, we observe a renewed interest in the theme of decolonisation in three interrelated fields: in the academic world which opens new areas of research and teaching (e.g. decolonisation studies; decolonising the curriculum), in the practice of professionals and international actors who are revisiting their way of working, as well as in the vocabulary and activism of civil society targeting the remnants of colonial times such as street names, statues or museum objects. The renewed focus on decolonisation brings forth underlying issues such as the lingering of Eurocentrism, continued oppression of indigenous people, cultural relativism, the ongoing materiality of colonialism, the guilt of the West or, more generally, “the darker side of Western modernity”. While decolonisation has had a lasting impact on the political scene (with the decolonisation movements of the 1960s) and theoretically in the realm of academia, it lags behind in practice as processes, mentalities and epistemes are still permeated by “coloniality”. The present issue puts therefore decolonisation into historical perspective and provides fresh analytical perspectives on its epistemologies and methodologies as well as its practical application and consequences in various fields.
This issue has been coproduced by the Graduate Institute’s Department of International History and Politics and the Research Office. It also includes contributions from other research centres and departments of the Institute.
