Om mig
Associate Professor Rebecca Adami, PhD, currently Research Associate at the Centre for International Studies and Diplomacy, SOAS University of London (School of Oriental and African Studies).
As Fulbright Scholar at the Department of Arts and Humanities, Teachers College and the Institute for the Study of Human Rights, Columbia University in 2014-15 I conducted archival research at the United Nations on women in its history. My PhD thesis from 2014 titled Human Rights Learning: on Narratives, Relationality and Uniqueness explores from a philosophical perspective imperialistic, legalistic and unethical aspects of human rights education and advances a narrative turn that focus on learners and teachers life stories and the ethics of relationality.
Research interests:
Philosophy of Education
Human Rights
Women and UN History
Intersectionality and the Rights of the Child
In my research on the tensions between social justice, ethics and education I draw on philosophers and political theorists such as Arendt, Cavarero and Spivak who problematize notions of politics, voice and rights.
Through a continued exploration of questions raised by postcolonial and feminist critiques I am currently invested in work on social and epistemic injustice related to discrimination and prejudice against children and intersectional analysis of children’s rights as well as studies into women movements in the history of human rights from an intersectional perspective.
Current projects:
The Myth of A Happy Childhood: On Childism and the Rights of the Child (forthcoming monograph, UCT Press)
Women and the UN: A New History of Women's International Human Rights. Eds. Dan Plesch and Rebecca Adami (forthcoming anthology, Routledge)
Photo exhibit, United Nations, based on Women and the Universal Declaration of Human Rights (see link to monograph below):
https://www.un.org/en/observances/human-rights-day/women-who-shaped-the-universal-declaration
Book review: Making women human: uncovering the contribution of women to the Universal Declaration of Human Rights. By Lynsey Mitchell. Human Rights Education Review. Vol.2, No.2, 2019
https://humanrer.org/index.php/human/article/view/3407
Recent publications:
Adami, R. (2019). Women and the Universal Declaration of Human Rights. New York: Routledge https://www.routledge.com/Women-and-the-Universal-Declaration-of-Human-Rights/Adami/p/book/9781138345355
Counter Narratives in Human Rights Education, in Michalinos Zembylas & Andre Keet (Eds.) Critical Human Rights, Citizenship, and Democracy Education, Bloomsbury. https://www.bokus.com/bok/9781350045620/critical-human-rights-citizenship-and-democracy-education/
Adami, Rebecca. (2019). Morality without Rights? The Empty Space in Cosmopolitan Education, Knowledge Cultures, Vol.7, Issue 3, p.75-86
Undervisning
Course Leader, advanced level, Department of Education Spring 2020:
- Education and Development 7,5 Credits, International and Comparative Master
- Research Ethics 7,5 Credits, Doctoral Programme
- Law and Ethics 2,5 Credits, School Leaders Program
Publikationer
I urval från Stockholms universitets publikationsdatabas-
2017. Rebecca Adami. Policy Futures in Education 15 (3), 252-261
The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one's life story narrative through relationality.
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2015. Rebecca Adami, Marie Hållander. Journal of Philosophy of Education 49 (1), 1-13
In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.