Om mig
Dr. Rebecca Adami, PhD is currently Research Associate at the Centre for International Studies and Diplomacy, SOAS University of London (School of Oriental and African Studies). Former Fulbright Scholar at the Department of Arts and Humanities, Teachers College as well as at the Institute for the Study of Human Rights, Columbia University.
Research Areas:
- Philosophy of Education
- Human Rights
- Women and UN History
Recent publications:
Book
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
Book chapter
"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/
Article
Adami, R. (2018). “In A Man’s Words – the politics of female representation in the Public”, Studier i Pedagogisk Filosofi, 6:1, pp.56-68 https://tidsskrift.dk/spf/article/view/102213
Undervisning
Course Leader, advanced level, Department of Education Fall 2018:
- Human Rights and Education 7,5 Credits, International and Comparative Master
- Theory of Science 7,5 Credits, International and Comparative Master
- Law and Ethics 2,5 Credits, School Leaders Program
Teaching advanced level Intersectionality, Discourse Analysis In-Depth Research, Diversity and School Leadership
Forskning
- (2018). In a Man’s words – the politics of female representation in the public, Studier I Paedagogisk Filosofi
https://tidsskrift.dk/spf/article/view/102213
- (2018). Intersectional dialogue - analyzing power in reaching a universal declaration on human rights in 1948, Journal of Human Rights
https://www.tandfonline.com/doi/abs/10.1080/14754835.2017.1357027
- (2017). A narratable self as addressed by human rights, Policy Futures
http://journals.sagepub.com/doi/abs/10.1177/1478210317716299
- (2016). The Praxis of Ethics and Justice In Human Rights Learning: Examining the Limits Of Progressive Education, Ethics and Education
https://link.springer.com/article/10.1007/s40889-016-0026-7
- (2015). Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice, Studier i Pedagogisk Filosofi
- (2015) On Subalternity and Representation: Female and Post Colonial Subjects Claiming Universal Human Rights in 1948, Journal of Research on Women and Gender
https://journals.tdl.org/jrwg/index.php/jrwg/article/view/18
- (2015). Counter Narratives as Political Contestation: Universality, Particularity and Uniqueness, The Equal Rights Review
- (2014). Human Rights For More Than One Voice: Re-Thinking Political Space Beyond the Local/Global Divide, Ethics and Global Politics
https://www.tandfonline.com/doi/abs/10.3402/egp.v7.24454
- co-authored w. Hållander, M. (2014). Testimony and Narrative as a Political Relation: the question of Ethical Judgement in Education, Journal of Philosophy of Education
https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9752.12089
- (2014) Towards Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights, Ethics and Education
https://www.tandfonline.com/doi/abs/10.1080/17449642.2014.890272
- (2014) Re-Thinking Relations in Human Rights Education: The Politics of Narratives, Journal of Philosophy of Education
https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9752.12063
- (2013). Intersectional Dialogue: A Cosmopolitan Dialogue of Ethics, Cosmopolitan Civil Societies Journal
http://epress.lib.uts.edu.au/journals/index.php/mcs/article/view/3179
- (2012). Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights, Cosmopolitan Civil Societies Journal
http://epress.lib.uts.edu.au/journals/index.php/mcs/article/view/2346
- (2009). Breaking Points in Life Stories, Leading to Learning Processes, 1. Dyskursy, 10, sid.99-107
- co-authored w. Bron, A. (2007). The Way to Democracy Through Education and Learning in Sweden, Journal für Politische Bildung, Wochenschau Verlag, Tyskland
Book chapters
Adami, R. (2018). “The Critical Potential of Using Counter Narratives in Human Rights Education”, in Michalinos Zembylas & Andre Keet (Eds.) Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations, Bloomsbury.
Schumann, C & Adami, R. (2018) “Feminism and Philosophy of Education”, chapter in Warnick, Bryan, and Lynda Stone, editors. Philosophy: Education. Macmillan Interdisciplinary Handbooks: Philosophy series. Farmington Hills, MI: Macmillan Reference USA/Gale, a Cengage Company, kapitel 7.
Schumann, C. & Adami, R. (2014) ”Towards a Critical Cosmopolitanism in Human Rights Learning: The Vienna Conference in 1993”, Chapter in Papastephanou, M., Strand, T. & Pirrie, A. (Eds.). Philosophy as a Lived Experience. Navigating through dichotomies of thought and action. Berlin: VDM Verlag (ISBN 9783643902900) pp: 259-276
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.