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Economic, Social and Cultural Rights in EU Development Policy: From Goals to Human Rights or Vice Versa?
Bezděková, Petra ; Martinková, Viera (advisor) ; Földes, Kristián (referee)
The main topic of this thesis is the role of economic, social and cultural (ESC) rights in the Development Policy of the European Union (EU). The aim of the thesis is to find out through critical discourse analysis, whether the ESC rights are implemented as human rights or rather as goals. The theoretical framework consists of two approaches to the understanding of ESC rights. First, equal position of ESC rights and civil and political rights as human rights, all universal, indivisible and interconnected. This approach is represented by Amartya Sen. Second approach denying the ESC rights such an equal position because to their achievement, certain economic resources are needed, and those are not distributed equally in the world. Therefore, they are rather goals to be achieved than human rights. This approach is represented by Aryeh Neier. The outcome of this thesis is a different position of ESC rights and civil and political rights in the EU Development Policy, despite the EU being legally bound to equal promotion of all human rights by international law and its own official documents. Tools for human rights promotion under the policy are mainly focused on fulfilling civil and political rights. ESC rights are rather implemented as practical, complementary means to economic growth and poverty...
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A gender perspective of group work of pupils in primary school
Bezděková, Petra ; Smetáčková, Irena (advisor) ; Valdrová, Jana (referee)
A gender perspective of group work of pupils in primary school: This work aims at analyzing the differences in children's behavior in the same-sex as opposed to a mixed-sex group, seeks to find out which of the two groups the children prefer to work in, and also wants to answer the question whether the children change their opinions condition on the task. The theoretical part of the work focuses on gender- and pedagogy-related issues. It specifically deals with the gender socialization, gender stereotypes and prejudices, characteristics of pupils, importance of one's peers, and gender socialization that are typical for this age category. This part of the work also discusses pros and cons of coeducation, and compares group and frontal education. Practical part of this work describes results of qualitative research conducted on a group of fourth-grade pupils. The students were divided, during three classes (mathematics, Czech, and an introductory social and natural science class) into working groups: first they were allowed to work in groups that they were used to work in, then they were divided into male- and female-only groups, and finally, they could themselves choose the group they wanted to work in. In the course of this research I have debriefed the children using semi-structured interviews.
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