Suzanne Egan – författare

Drawing on insights from philosophy, history, economics and politics, contributors consider a range of questions concerning the nature of human rights and their possible relationship to poverty, inequality and development. Chapters interrogate human rights-based approaches and question whether the normative human rights framework provides a sound foundation for addressing global poverty and equitable distribution of resources. Probing practical questions concerning the extent to which international human rights institutions have been effective in combating poverty, this thought-provoking book considers possible strategies in response to the challenges that lie ahead.

Offering robust and provocative guidelines for the future of human rights and development, this unique book will be indispensable for academics and researchers investigating the intersection of human rights and poverty, particularly those interested in human rights-based approaches to tackling inequality. Its practical insights will also benefit policy makers in need of novel methodologies for promoting equality.

This book explores the potential of international human rights law to resolve one of the gravest human rights violations to have surfaced post 9/11: extraordinary rendition.  Although infamously deployed as a counter-terrorism technique, substantial evidence confirms that European states colluded in the practice by facilitating the transportation of suspects through their airspace or airports and in some cases, secret detention on their territories. Despite recent findings of the European Court of Human Rights, difficulties persist in holding many European States accountable for the role they played both at the domestic and international level. Distinguishing between various forms of accountability and interrogating the evolving parameters of international human rights law, this volume will fill gaps in extraordinary rendition literature and influence the policies of European States.

This book showcases the transformative impact of Aboriginal community-based educators teaching local histories and cultures to preservice teachers. It details the ‘Learning from Country in the City’ teaching and research project, which follows preservice teachers who participated in immersive ‘Learning from Country’ experiences in undergraduate Aboriginal education electives through to their first few years of teaching. Through storying Aboriginal community-based educator, preservice and early career teacher, and lecturer experiences, this book demonstrates the educational and emotional impact of Aboriginal truth telling processes and the significance of connecting with and learning from Country for all teachers and students.

A visual representation of the pedagogical framework articulates this work which is designed to capture localised place-based learning processes and apply these principles to diverse contexts. The book presents photographs and maps of the places at the centre of this learning so educators, community members and readers can visualise how they might apply this methodology to their context. Importantly, this book positions Indigenous Knowledges, Aboriginal voices and ways of knowing, being and doing front and centre - asserting that this is essential foundational work needed to prepare young people for living in an ever-changing world.