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Librería Kolima (Madrid)
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Philosophers and others have debated for centuriesabout the concept of 'rights' - what they are, where they camefrom, how they evolved, on what authority they proceed, and in whatformulations. It is precisely because of this uncertainty that theinternational community, in 1948, through the General Assembly ofthe United Nations, drafted the Universal Declaration of HumanRights as a standard of measurement for the formulation andinterpretation of human rights and freedoms. Acknowledged within theDeclaration is the universal right to education. However, despiteits recognition little has actually been written on the right toeducation to elaborate upon its direction or define its boundaries. Clearlythis must change. To prevail in practice human rights requirenot only articulation but interpretation, validation,legislation, enforcement by rule of law and, finally, to be conceived of in apositive formulation. Thus, rights have to be made, and thepurpose of this study is to invite educators into the conversation toassist in the making of the right to education by contributing to its interpretations and validating its claims.
