Dignity and Discourses: Student Perspectives From The Human Dignity Curriculum

This phenomenological study examines the ways in which 55 upper-elementary and middle grades students in the US and Canada frame human dignity after participating in the Human Dignity Curriculum. Using Gee’s theoretical framing of Discourses, it examines what human dignity is for students, and how student perceptions of human dignity shape views of the self and of others. Analysis of students’ semi-structured interviews shows students describing human dignity as universal, as inherent and irrevocable, and as differentiating and valuable. Students further described human dignity as mediating relationships with varied Discourses, thus reflecting students’ agency. The study concludes with implications for research and other pedagogies that seek to promote students’ knowledge and awareness of human dignity, as well as related concepts.