Comparative Freedom of Assembly and the Fragmentation of International Human Rights Law

Assuming that the issue of fragmentation of international human rights law can also be usefully examined in the case-law on particular rights using a comparative method, this article examines the divergence and convergence of freedom of assembly guarantees and jurisprudence in international fora. It finds that some identified divergences in fact point to underlying common concerns and assumptions about assemblies. On this basis, the article argues that the fragmentation discourse is prone to structurally analogous, though “reverse”, fallacies as the methodology of comparative law. In particular, the functionalist method is much criticised for being apologetic or trapped within one’s own conceptual and institutional system, a concern which might be present in the fragmentation debate as well. The article concludes on this basis by formulating some suggestions which might be applied to examining fragmentation in international human rights law and potentially beyond. Keywords: Assembly; Fragmentation; Expression; ICCPR; ECHR; Comparative Law; Functionalis

Privacy and Data Protection

Készült az ELTE Felsőoktatási Struktúraátalakítási Alapból támogatott programja keretében

Communicative Freedoms

Készült az ELTE Felsőoktatási Struktúraátalakítási Alapból támogatott programja keretében

Co-developing educational programmes as a means of academic professional development

Recently, there has been a growing interest in supporting university teachers’ pedagogical development in Hungarian higher education institutions. Our aim is to develop professional development programme for academics, linked to programme development and followed by design based research (Barab 2006). On the one hand, we explore how university teachers’ beliefs and practice about teaching and curriculum design change in a specific case and on the other hand we reflect on the design and redesign of the pedagogical trainings which is the main driving force of the faculty professional development