What if the way we (teach and learn to) speak about human rights crises is part of these crises? This conceptual paper sets out to explore the role of a human rights-informed pedagogy of hope in helping learners cultivate languages of hope and advocacy in the context of language education for sustainable development. Recognising that a focus on agency connects critical pedagogies of hope, human rights education, and language education, this contribution argues that the language classroom may become a space of hope by offering stories of hope, change, and transformation to help learners envision a better future and take communicative action towards these futures. Cultivating languages of hope and advocacy highlights the learners’ role as active change agents who assume responsibility in the face of their human rights duties and act accordingly. Thus, human rights-informed language education may empower learners to contribute to living together in a more sustainable and just world.
{"title":"Learning languages of hope and advocacy - human rights perspectives on sustainability-oriented language education","authors":"R. Römhild","doi":"10.7577/hrer.5192","DOIUrl":"https://doi.org/10.7577/hrer.5192","url":null,"abstract":"What if the way we (teach and learn to) speak about human rights crises is part of these crises? This conceptual paper sets out to explore the role of a human rights-informed pedagogy of hope in helping learners cultivate languages of hope and advocacy in the context of language education for sustainable development. Recognising that a focus on agency connects critical pedagogies of hope, human rights education, and language education, this contribution argues that the language classroom may become a space of hope by offering stories of hope, change, and transformation to help learners envision a better future and take communicative action towards these futures. Cultivating languages of hope and advocacy highlights the learners’ role as active change agents who assume responsibility in the face of their human rights duties and act accordingly. Thus, human rights-informed language education may empower learners to contribute to living together in a more sustainable and just world.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131394475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the social media activity (Twitter) of the youth-led ‘Fridays for Future’ climate movement during the transition from in-person to online strikes early in the Covid-19 pandemic. Our aim was to identify possibilities and challenges for human rights education in youth digital activism. The research question of the study was to explore whether and how the digital environment serves as an educational space for learning about, for and through human rights. Adopting a digital ethnography, we analysed over 9,400 posts in 2020 and 2022, examining the extent to which activists’ understandings of civil, political and socio-economic rights—particularly peaceful assembly, freedom of expression, the right to a healthy environment and adequate standard of living—developed. Findings reveal the responsive, inclusive, and experiential nature of peer-to-peer learning in a social movement and our discussion considers how digital activism might support future human rights-based digital learning.
{"title":"Youth digital activism, social media and human rights education: the Fridays for Future movement","authors":"Gabriela Martínez Sainz, A. Hanna","doi":"10.7577/hrer.4958","DOIUrl":"https://doi.org/10.7577/hrer.4958","url":null,"abstract":"This article examines the social media activity (Twitter) of the youth-led ‘Fridays for Future’ climate movement during the transition from in-person to online strikes early in the Covid-19 pandemic. Our aim was to identify possibilities and challenges for human rights education in youth digital activism. The research question of the study was to explore whether and how the digital environment serves as an educational space for learning about, for and through human rights. Adopting a digital ethnography, we analysed over 9,400 posts in 2020 and 2022, examining the extent to which activists’ understandings of civil, political and socio-economic rights—particularly peaceful assembly, freedom of expression, the right to a healthy environment and adequate standard of living—developed. Findings reveal the responsive, inclusive, and experiential nature of peer-to-peer learning in a social movement and our discussion considers how digital activism might support future human rights-based digital learning.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126622000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Across Australia many young people are taking action to address the issue of climate change and educating others through leading grassroots activism on local and global issues of sustainability. This paper discusses findings from an online document analysis that investigated three case studies of how youth-led organisations in Australia are leading and developing human rights-based education for sustainability (EfS) to empower others to enjoy and exercise their rights in keeping with the guidance of the 2011 UN Declaration on Human Rights Education and Training. This paper discusses how these organisations represent their activism online to empower young people to lead democratic action to achieve climate crisis justice. Drawing on a conceptual framework developed by Jensen & Schnack, the authors argue that the data suggests that the young activists in these case studies demonstrate high levels of ‘social action competence’ through raising awareness and taking action.
{"title":"Enabling grass roots activism and human rights-based education for sustainability: case studies of Australian youth organisations","authors":"G. Hall, L. Tudball","doi":"10.7577/hrer.5016","DOIUrl":"https://doi.org/10.7577/hrer.5016","url":null,"abstract":"Across Australia many young people are taking action to address the issue of climate change and educating others through leading grassroots activism on local and global issues of sustainability. This paper discusses findings from an online document analysis that investigated three case studies of how youth-led organisations in Australia are leading and developing human rights-based education for sustainability (EfS) to empower others to enjoy and exercise their rights in keeping with the guidance of the 2011 UN Declaration on Human Rights Education and Training. This paper discusses how these organisations represent their activism online to empower young people to lead democratic action to achieve climate crisis justice. Drawing on a conceptual framework developed by Jensen & Schnack, the authors argue that the data suggests that the young activists in these case studies demonstrate high levels of ‘social action competence’ through raising awareness and taking action.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130788732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a new research design for pedagogical research at university. The design demonstrates how personal and cultural citizenship education can be a form of transformative human rights education by nurturing citizens who challenge patterns of exclusion. It draws on shared traditions of citizenship and human rights education that have focused on lived experiences of injustice and uses spaces that mitigate prevailing power structures. These ideas have shaped a new pedagogical action research design that uses theories and practices of transformational learning, authentic reflection, and participatory theatre to stimulate ‘becomings’ in civic identity and agency. ‘Becoming’ is a form of dialogical knowledge arising from profound moments of empathy and solidarity. In these moments participants recognise the human dignity of excluded others and share experiences of injustice, which expands their sense of community and agency. The research design is a potential alternative to more market-driven global citizenship education at university.
{"title":"How research into citizenship education at university might enable transformative human rights education","authors":"Piers Von Berg","doi":"10.7577/hrer.5120","DOIUrl":"https://doi.org/10.7577/hrer.5120","url":null,"abstract":"This article presents a new research design for pedagogical research at university. The design demonstrates how personal and cultural citizenship education can be a form of transformative human rights education by nurturing citizens who challenge patterns of exclusion. It draws on shared traditions of citizenship and human rights education that have focused on lived experiences of injustice and uses spaces that mitigate prevailing power structures. These ideas have shaped a new pedagogical action research design that uses theories and practices of transformational learning, authentic reflection, and participatory theatre to stimulate ‘becomings’ in civic identity and agency. ‘Becoming’ is a form of dialogical knowledge arising from profound moments of empathy and solidarity. In these moments participants recognise the human dignity of excluded others and share experiences of injustice, which expands their sense of community and agency. The research design is a potential alternative to more market-driven global citizenship education at university. ","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"2828 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127443641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Revisiting ‘voice’ in early childhood education","authors":"Carmel Ward","doi":"10.7577/hrer.5024","DOIUrl":"https://doi.org/10.7577/hrer.5024","url":null,"abstract":"No abstract as this is a book review. ","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124700572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The United Nations (UN) and Council of Europe (CoE) have engaged in the development of a human rights education (HRE) curriculum in Turkey. The study programme for an elective high school course, Democracy and Human Rights, was first developed as part of the UN Decade for HRE initiative in 1999. The programme was later renewed as part of CoE’s Education for Democratic Citizenship and HRE initiative in 2013. This study scrutinises the course’s two programmes with a view to providing insights into the role of international agencies in HRE curriculum reforms. The introduction and development of the course—which is possibly the world’s longest-lived example of HRE taught as a school subject—was a product of the efforts of the international organisations. After discussing the political-ideological influences of the factions that held power when both programmes were developed, the paper ends with suggestions to improve the effectiveness of international organisations in HRE curriculum reform.
{"title":"International organizations and human rights education curriculum reform","authors":"K. Sen","doi":"10.7577/hrer.5098","DOIUrl":"https://doi.org/10.7577/hrer.5098","url":null,"abstract":"The United Nations (UN) and Council of Europe (CoE) have engaged in the development of a human rights education (HRE) curriculum in Turkey. The study programme for an elective high school course, Democracy and Human Rights, was first developed as part of the UN Decade for HRE initiative in 1999. The programme was later renewed as part of CoE’s Education for Democratic Citizenship and HRE initiative in 2013. This study scrutinises the course’s two programmes with a view to providing insights into the role of international agencies in HRE curriculum reforms. The introduction and development of the course—which is possibly the world’s longest-lived example of HRE taught as a school subject—was a product of the efforts of the international organisations. After discussing the political-ideological influences of the factions that held power when both programmes were developed, the paper ends with suggestions to improve the effectiveness of international organisations in HRE curriculum reform.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127551492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Legal and policy commitment to children’s rights If, as Nelson Mandela proclaims, there can be no keener revelation of a society’s soul than the way in which it treats its children, then there can, perhaps, be no sharper an indication of a government’s commitment to children’s rights than a strong legal and policy framework. This edited collection takes on the challenge of showcasing rights-based participatory approaches across the domains of policy making, practice and research with children and young people, and probes the complexities of transforming such approaches into children’s everyday lives.
{"title":"Appraising youth participation in Ireland","authors":"A. Hanna","doi":"10.7577/hrer.4982","DOIUrl":"https://doi.org/10.7577/hrer.4982","url":null,"abstract":"Legal and policy commitment to children’s rights If, as Nelson Mandela proclaims, there can be no keener revelation of a society’s soul than the way in which it treats its children, then there can, perhaps, be no sharper an indication of a government’s commitment to children’s rights than a strong legal and policy framework. This edited collection takes on the challenge of showcasing rights-based participatory approaches across the domains of policy making, practice and research with children and young people, and probes the complexities of transforming such approaches into children’s everyday lives.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124071933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Here in northern Europe, as winter holidays and festivities fast approach, your editors have another reason to celebrate. December 2022 marks five years of Human Rights Education Review. We are celebrating all our authors and book reviewers. With five full volumes, 12 editions and 53 research articles behind us, we believe we have taken important foundational steps in fulfilling the journal’s mission to extend and deepen the specialist field of human rights education (HRE) by publishing high-quality research from across the globe. We wish to thank our International Editorial Advisory Board and all our reviewers for the hard work they have put in to ensure high-quality articles of which authors can be proud.
{"title":"Celebrating innovation in human rights education","authors":"A. Osler, R. Shanks, Christian Stokke","doi":"10.7577/hrer.5193","DOIUrl":"https://doi.org/10.7577/hrer.5193","url":null,"abstract":"Here in northern Europe, as winter holidays and festivities fast approach, your editors have another reason to celebrate. December 2022 marks five years of Human Rights Education Review. We are celebrating all our authors and book reviewers. With five full volumes, 12 editions and 53 research articles behind us, we believe we have taken important foundational steps in fulfilling the journal’s mission to extend and deepen the specialist field of human rights education (HRE) by publishing high-quality research from across the globe. We wish to thank our International Editorial Advisory Board and all our reviewers for the hard work they have put in to ensure high-quality articles of which authors can be proud.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131506610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Transformative human rights education (HRE) implies a pedagogic intention to generate human rights cultures, protecting against and preventing human rights violations. This article draws on Freirean critical pedagogy to define transformative HRE as requiring four pedagogical principles: an explicit pedagogic intention; critical engagement on purposes of education; a critical holistic approach; and cosmopolitan perspectives. A thematic analysis of ten upper secondary school teachers’ narratives on working with human rights in Iceland reveals reliance on tacit rather than explicit pedagogical intentions, a lack of critical engagement on purposes of education, and limited opportunities to develop human rights and HRE knowledge, inhibiting a critical holistic approach and cosmopolitan perspectives. However, the narratives offer content and contexts that provide possibilities to develop the four pedagogical principles required for transformative HRE through processes of critical relational dialogue. This paper raises questions of significance for teacher education in Iceland and internationally.
{"title":"Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools","authors":"S. Gollifer","doi":"10.7577/hrer.4981","DOIUrl":"https://doi.org/10.7577/hrer.4981","url":null,"abstract":"Transformative human rights education (HRE) implies a pedagogic intention to generate human rights cultures, protecting against and preventing human rights violations. This article draws on Freirean critical pedagogy to define transformative HRE as requiring four pedagogical principles: an explicit pedagogic intention; critical engagement on purposes of education; a critical holistic approach; and cosmopolitan perspectives. A thematic analysis of ten upper secondary school teachers’ narratives on working with human rights in Iceland reveals reliance on tacit rather than explicit pedagogical intentions, a lack of critical engagement on purposes of education, and limited opportunities to develop human rights and HRE knowledge, inhibiting a critical holistic approach and cosmopolitan perspectives. However, the narratives offer content and contexts that provide possibilities to develop the four pedagogical principles required for transformative HRE through processes of critical relational dialogue. This paper raises questions of significance for teacher education in Iceland and internationally.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122547014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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