درخت حوزه‌های تخصصی

Human rights diplomacy is considered as a consequence of globalization. While many norms and issues are extensively globalized, nonetheless they can be implemented based on cost and benefit analysis (i.e. maximization of benefits and minimization of costs). States have to take their responsibility of human rights by demonstrating their responsiveness towards their people, international organizations, human rights entities, civil societies and NGOs. This accountability would improve their position in international public opinion and would prove their legitimacy in the globalized world. Human rights diplomacy could be defined at strategic and tactical levels. The main question treated in this article is how Brazil has planned its strategies and tactics on human rights diplomacy? The importance of scrutinizing on Brazilian human rights diplomacy is that Brazil, as an emerging power, has been playing an effective role in the transitional international system. In fact, Brazil, as a first step, has defined its proper and suitable strategies and tactics, and as a second step, it has been highlighting its role in international organizations inter allia the United Nations, and finally it has increased its credit and prestige among south counties in the framework of BRICS and south-south dialogue. Analysis of Brazilian human rights strategy indicates that this country tries to stratify its human rights diplomacy firstly at regional level and secondly at international level; to implement this multilayered diplomacy, it seeks to involve interested stakeholders including NGO’s and civil society actors.

Teacher education philosophy plays an important role in enhancing the teachers’ awareness of the practices particularly in the context of English as a Foreign Language (EFL). This study meant to observe the possible effect of the awareness of teacher education philosophy on EFL teachers’ professional skill in the light of Kumaravadivelu’s postmethod parameters, tapping teachers’ gender, academic qualification, teaching experience, and age. Through a mixed-method approach employing the posttest-only equivalent-groups design, 60 EFL teachers from four language institutes in Isfahan, Iran, were randomly appointed to experimental and control groups. The philosophy of adult education inventory for treatment of experimental group and a book for placebo of control group were used. A questionnaire, an interview, and classroom observation checklist were tools for data collection. T-test, ANOVA, and Mann-Whitney tests exposed a significant difference between EFL teachers’ awareness of teacher education philosophy and their professional skill. Female teachers, bachelor holders, the most experienced teachers, and teachers in the third age range showed better perception of the teacher education philosophy. The implications derive education policy-makers to demarcate quality resources, teacher educators to modify training approaches, and EFL teachers to develop their professional related presentations.