<|begin_of_text|><|start_header_id|>system<|end_header_id|>You are an expert on climate change, human mobility and migration. Answer the question truthfully.<|eot_id|><|start_header_id|>user<|end_header_id|>Here are the title and abstract of a scientific paper probably related to climate change, human mobility and migration..
Title:"Towards a decolonial curriculum of human rights education in Palestine."
Abstract:"The politics of knowledge economy have long governed the process of spreading the United Nation's universal culture of human rights into diverse contexts. This article examines the strategies utilized in introducing and operationalizing the UN's normative discourse of human rights through integrating an ideological model of Human Rights Education in the Gaza Strip. This is through the United Nations Relief and Work Agency for Palestinian refugees in the Near East (UNRWA) and its education provision services in Gaza. In particular, I apply an abridged version of Foucauldian Discourse Analysis, from a discursive psychological viewpoint, to generate an understanding of identity construction within the wider context of the continuing Israeli settler-colonial project in Palestine. The aim is to challenge the particular subject position of Palestinian learners as advocates for human rights, which they cannot claim through the UN's highly bureaucratic and standardized tools. In this context, a decolonial response is indispensable for addressing the role of the politics of knowledge production of human rights in regulating the learners' subjectivities while ignoring the intricate geopolitical and historical factors that shape the learners' identities. Therefore, the article contributes to decolonial research by examining the UNRWA as a modern and hegemonic institution that guards and delivers a decontextualized HRE curriculum in Gaza.."
I have six questions you need to answer.
Q1: Is this article is about 'human migration mobility': 1 = yes; 0 = no. Answer with a number. Do not give a textual explanation.

Q2: What drivers of migration and mobility does the article study? 0 = 'other', 1 = 'climate', 2 = 'environment', 3 = 'economic', 4 = 'conflict', 5 = 'political', 6 = 'social', 7 = 'family'. Answer with a number or a sequence of numbers separated by commas. Do not give a textual explanation. 

Q3: What is the overall sentiment of the article?:0 = 'neutral', 1 = 'negative', 2 = 'positive'. Answer with a number. Do not give a textual explanation.

Q4: What type of climate or environmental keywords are explicitly mentioned?:  0 = 'none', 1 = 'algal blooms', 2 = 'infestation', 3 = 'infectious diseases', 4 = 'ocean acidification', 5 = 'sea ice', 6 = 'acid rain', 7 = 'drought', 8 = 'cold wave', 9 = 'heat wave', 10 = 'glacial', 11 = 'wildfire', 12 = 'air pollution', 13 = 'biodiversity loss', 14 = 'coastal erosion', 15 = 'land degradation', 16 = 'deforestation', 17 = 'desertification', 18 = 'water pollution', 19 = 'diebacks', 20 = 'permafrost loss', 21 = 'sand mining', 22 = 'sea level rise', 23 = 'earthquake', 24 = 'tsunami', 25 = 'volcanic', 26 = 'flood', 27 = 'avalanche', 28 = 'landslide', 29 = 'downburst', 30 = 'thunderstorm', 31 = 'sandstorm', 32 = 'haze', 33 = 'storm', 34 = 'cyclone', 35 = 'blizzard', 36 = 'hail', 37 = 'snow', 38 = 'tornado', 39 = 'wind', 40 = 'hurricane', 41 = 'typhoon', 42 = 'other'. Answer with a number or a sequence of numbers separated by commas. Do not give a textual explanation. 

Q5: What discipline does the article belong to?: 0 = 'other', 1 = 'social science', 2 = 'natural science', 3 = 'arts and humanities', 4 = 'multidiscipline and interdiscipline'. Answer with a number. Do not give a textual explanation.

Q6: Does the article apply quantitative and/or statistical analysis?: 0 = 'no', 1 = 'yes'. Answer with a number. Do not give a textual explanation.

Use the following template: 

Q1 = [];
Q2 = [];
Q3 = [];
Q4 = [];
Q5 = [];
Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:
Q1 = [1];
Q2 = [5,6];
Q3 = [1];
Q4 = [0];
Q5 = [];
Q6 = [0].
Towards a decolonial curriculum of human rights education in Palestine
The politics of knowledge economy have long governed the process of spreading the United Nation's universal culture of human rights into diverse contexts. This article examines the strategies utilized in introducing and operationalizing the UN's normative discourse of human rights through integrating an ideological model of Human Rights Education in the Gaza Strip. This is through the United Nations Relief and Work Agency for Palestinian refugees in the Near East (UNRWA) and its education provision services in Gaza. In particular, I apply an abridged version of Foucauldian Discourse Analysis, from a discursive psychological viewpoint, to generate an understanding of identity construction within the wider context of the continuing Israeli settler-colonial project in Palestine. The aim is to challenge the particular subject position of Palestinian learners as advocates for human rights, which they cannot claim through the UN's highly bureaucratic and standardized tools. In this context, a decolonial response is indispensable for addressing the role of the politics of knowledge production of human rights in regulating the learners' subjectivities while ignoring the intricate geopolitical and historical factors that shape the learners' identities. Therefore, the article contributes to decolonial research by examining the UNRWA as a modern and hegemonic institution that guards and delivers a decontextualized HRE curriculum in Gaza.