The incorporation of the United Nations Convention on the Rights of the Child (UNCRC) into Scots law offers an unprecedented opportunity to improve the realisation of the right to education for all children and young people living in Scotland. One feature of such a commitment ought to be clear and comprehensive policies on Human Rights Education (HRE) within Scottish educational policy. This article explores what incorporation of the UNCRC means in the Scottish context and reflects on the current status of HRE in Scottish education. It also asks what role HRE might play alongside incorporation and as part of wider proposed reforms in Scottish education following the Muir Report. I argue that such an examination provides significant opportunities to ask and seek to answer key questions about how HRE may be developed in Scottish education, both conceptually and in classroom practice.
{"title":"Incorporating the Convention on the Rights of the Child in Scottish education","authors":"S. Daniels","doi":"10.7577/hrer.4771","DOIUrl":"https://doi.org/10.7577/hrer.4771","url":null,"abstract":"The incorporation of the United Nations Convention on the Rights of the Child (UNCRC) into Scots law offers an unprecedented opportunity to improve the realisation of the right to education for all children and young people living in Scotland. One feature of such a commitment ought to be clear and comprehensive policies on Human Rights Education (HRE) within Scottish educational policy. This article explores what incorporation of the UNCRC means in the Scottish context and reflects on the current status of HRE in Scottish education. It also asks what role HRE might play alongside incorporation and as part of wider proposed reforms in Scottish education following the Muir Report. I argue that such an examination provides significant opportunities to ask and seek to answer key questions about how HRE may be developed in Scottish education, both conceptually and in classroom practice.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132866667","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}
Human Rights Education (HRE) is critical to human development and societal transformation. In India, although HRE emerged in the 1980s, its incorporation in higher education has not yet reached its full potential. Using the state of Tamil Nadu as our case study, this paper evaluates the integration of courses on human rights in universities and colleges, using a descriptive qualitative approach to analyse the nature and content of such courses, their compliance with India’s apex institutional directives, and the challenges faced. The researchers conclude that there is a disconnect between the vision of policy makers and actual implementation of HRE in practice. It is suggested that wider holistic application of HRE in higher education is needed, so that learning becomes a transformative force, empowering the young to develop attitudes of solidarity, tolerance, and respect for social justice.
{"title":"From vision to transformation: integrating human rights courses in higher education in India","authors":"Radhika Lakshminarayanan, Dolly Thomas","doi":"10.7577/hrer.4546","DOIUrl":"https://doi.org/10.7577/hrer.4546","url":null,"abstract":"Human Rights Education (HRE) is critical to human development and societal transformation. In India, although HRE emerged in the 1980s, its incorporation in higher education has not yet reached its full potential. Using the state of Tamil Nadu as our case study, this paper evaluates the integration of courses on human rights in universities and colleges, using a descriptive qualitative approach to analyse the nature and content of such courses, their compliance with India’s apex institutional directives, and the challenges faced. The researchers conclude that there is a disconnect between the vision of policy makers and actual implementation of HRE in practice. It is suggested that wider holistic application of HRE in higher education is needed, so that learning becomes a transformative force, empowering the young to develop attitudes of solidarity, tolerance, and respect for social justice.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125741830","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}
Children’s human rights education is a complex area for schools to handle. Therefore, it is not uncommon for schools and teachers to seek guidance from actors outside school. This article examines UNICEF UK’s Rights Respecting Schools Award with the aim of shedding light on ways in which the programme can support successful work with children’s human rights education. The programme’s main aims are identified, and research about the programme is examined to determine to what extent the aims seem to be achieved in schools that use it. The analysis shows that the programme holds good potential to support successful work with children’s HRE, but that some areas of the programme need to be developed to provide a full HRE. A lack of strong research evidence for a programme effect is also noted.
{"title":"Unicef’s Rights Respecting Schools Award as children’s human rights education","authors":"Ann Quennerstedt","doi":"10.7577/hrer.4761","DOIUrl":"https://doi.org/10.7577/hrer.4761","url":null,"abstract":"Children’s human rights education is a complex area for schools to handle. Therefore, it is not uncommon for schools and teachers to seek guidance from actors outside school. This article examines UNICEF UK’s Rights Respecting Schools Award with the aim of shedding light on ways in which the programme can support successful work with children’s human rights education. The programme’s main aims are identified, and research about the programme is examined to determine to what extent the aims seem to be achieved in schools that use it. The analysis shows that the programme holds good potential to support successful work with children’s HRE, but that some areas of the programme need to be developed to provide a full HRE. A lack of strong research evidence for a programme effect is also noted.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125130824","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}
Educating for Peace and Human Rights: An Introduction represents another rich and complex work by renowned peace educators Maria Hantzopoulous and Monisha Bajaj. In this book, Monisha and Maria draw on their wealth of academic and practitioner experience to draw transdisciplinary connections between human rights education and peace education. Their work provides a thoughtful and concise overview of both fields, flagging their differences and similarities as well as evolutions and contestations across the past few decades. It is thus a valuable text for scholars, practitioners and educators at all stages of their journey in peace education, human rights education, and related fields.
{"title":"A fruitful banyan tree of peace and human rights","authors":"Nomisha Kurian","doi":"10.7577/hrer.4766","DOIUrl":"https://doi.org/10.7577/hrer.4766","url":null,"abstract":"Educating for Peace and Human Rights: An Introduction represents another rich and complex work by renowned peace educators Maria Hantzopoulous and Monisha Bajaj. In this book, Monisha and Maria draw on their wealth of academic and practitioner experience to draw transdisciplinary connections between human rights education and peace education. Their work provides a thoughtful and concise overview of both fields, flagging their differences and similarities as well as evolutions and contestations across the past few decades. It is thus a valuable text for scholars, practitioners and educators at all stages of their journey in peace education, human rights education, and related fields.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127776298","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":"Making education rights accessible for educators and schools","authors":"Jenna K. Gillett-Swan","doi":"10.7577/hrer.4913","DOIUrl":"https://doi.org/10.7577/hrer.4913","url":null,"abstract":"","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125145648","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 concept of freedom is at the moral core of human rights and human rights education. In the liberal tradition, the prevalent understanding of freedom is non-interference. In the republican tradition, however, freedom is primarily conceived of as non-domination rather than non-interference. This article discusses whether the republican ideal of freedom is conducive to the ambition of human rights education to strengthen and develop respect for human rights, and to build and promote a culture of human rights. The article argues that a republican perspective, although challenging, is important, because it identifies central aspects of freedom that are vital to the fundamental standing of persons and to living a life in dignity, and because it emphasises active citizenship and civic virtue as important for realising freedom. It further argues that a republican perspective requires a multidisciplinary approach to human rights education.
{"title":"Human rights education—a republican perspective","authors":"O. Hansen","doi":"10.7577/hrer.4443","DOIUrl":"https://doi.org/10.7577/hrer.4443","url":null,"abstract":"The concept of freedom is at the moral core of human rights and human rights education. In the liberal tradition, the prevalent understanding of freedom is non-interference. In the republican tradition, however, freedom is primarily conceived of as non-domination rather than non-interference. This article discusses whether the republican ideal of freedom is conducive to the ambition of human rights education to strengthen and develop respect for human rights, and to build and promote a culture of human rights. The article argues that a republican perspective, although challenging, is important, because it identifies central aspects of freedom that are vital to the fundamental standing of persons and to living a life in dignity, and because it emphasises active citizenship and civic virtue as important for realising freedom. It further argues that a republican perspective requires a multidisciplinary approach to human rights education.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126313926","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}
‘Do we have no worth?’ (p. 179). This is the question an anganwadi worker from the Kantapada block in India asked during an interview. The Kantapada block is one of 14 blocks in the Cuttack district, located at the coastal part of the Odisha state in India. The nearest town to Kantapada village is Cuttack, which is known as the commercial capital of Odisha. Anganwadi workers are women who provide government-subsidised services to the poor while trying to combat their own poverty (Chapter 11). This question, for me, embodies the human rights consequences of poverty.
{"title":"Multidisciplinary critique on, and solutions to, the human (rights) causes and consequences of global poverty","authors":"A. Becker","doi":"10.7577/hrer.4862","DOIUrl":"https://doi.org/10.7577/hrer.4862","url":null,"abstract":"‘Do we have no worth?’ (p. 179). This is the question an anganwadi worker from the Kantapada block in India asked during an interview. The Kantapada block is one of 14 blocks in the Cuttack district, located at the coastal part of the Odisha state in India. The nearest town to Kantapada village is Cuttack, which is known as the commercial capital of Odisha. Anganwadi workers are women who provide government-subsidised services to the poor while trying to combat their own poverty (Chapter 11). This question, for me, embodies the human rights consequences of poverty.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127452833","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}
Islamic education is a central pivot of Pakistan’s educational system; it is taught as a separate subject and purposefully included in many other subjects. The State uses Islam to manage public morality and national identity and there is a ‘functionalisation’ (Starrett, 1998) of religious education. A culturally lived tradition is transformed into a pedagogical practice based on narrow interpretations of sacred texts and religious doctrine. Aligning religious and national identity necessarily others those who fall outside of this nexus. The current government prioritises curricular reform predicated on a political commitment to create a unified and inclusive education system. The proposed reforms include curricula for five other religions, potentially addressing some human rights demands for educational equality for religious minorities. Unpacking the historical roots of education’s Islamization and the socio-political motivations behind the current reforms, we conduct a content analysis of the draft curricula and interview stakeholders to situate the implications of these reforms for Pakistan.
{"title":"Towards a rights-based multi-religious curriculum? The case of Pakistan","authors":"F. Panjwani, Camilla Hadi Chaudhary","doi":"10.7577/hrer.4506","DOIUrl":"https://doi.org/10.7577/hrer.4506","url":null,"abstract":"Islamic education is a central pivot of Pakistan’s educational system; it is taught as a separate subject and purposefully included in many other subjects. The State uses Islam to manage public morality and national identity and there is a ‘functionalisation’ (Starrett, 1998) of religious education. A culturally lived tradition is transformed into a pedagogical practice based on narrow interpretations of sacred texts and religious doctrine. Aligning religious and national identity necessarily others those who fall outside of this nexus. The current government prioritises curricular reform predicated on a political commitment to create a unified and inclusive education system. The proposed reforms include curricula for five other religions, potentially addressing some human rights demands for educational equality for religious minorities. Unpacking the historical roots of education’s Islamization and the socio-political motivations behind the current reforms, we conduct a content analysis of the draft curricula and interview stakeholders to situate the implications of these reforms for Pakistan.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132743725","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}
Citizenship education played a crucial role in the 19th century transition from royal sovereignty to democracy in the Nordic region, with folk high schools (FHS) playing an important role. While established to empower the people (folk) for active participation in society, the contemporary folk high schools have reoriented from their initial national focus to emphasise global citizenship education. The paper traces this development and asks how the identity and practice of the FHS reflect the ideals of human rights education. The article outlines the ideology and history of the Nordic folk high schools and builds an analytical framework for two empirical studies of student texts. The final discussion applies the presented material to shed light on the research question and concludes by suggesting that the Nordic folk high schools can be seen as a regional adaption of human rights education.
{"title":"From nation building to global citizenship: human rights education in the Nordic folk high schools","authors":"J. Lövgren","doi":"10.7577/hrer.4470","DOIUrl":"https://doi.org/10.7577/hrer.4470","url":null,"abstract":"Citizenship education played a crucial role in the 19th century transition from royal sovereignty to democracy in the Nordic region, with folk high schools (FHS) playing an important role. While established to empower the people (folk) for active participation in society, the contemporary folk high schools have reoriented from their initial national focus to emphasise global citizenship education. The paper traces this development and asks how the identity and practice of the FHS reflect the ideals of human rights education. The article outlines the ideology and history of the Nordic folk high schools and builds an analytical framework for two empirical studies of student texts. The final discussion applies the presented material to shed light on the research question and concludes by suggesting that the Nordic folk high schools can be seen as a regional adaption of human rights education.","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133952763","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}
Sexual abuse is a public health issue with long-term consequences for children’s lives and education. The Convention on the Rights of the Child is a key reference point in safeguarding, increasingly incorporated into domestic law. This article aims to strengthen safeguarding theory and practice by reviewing human rights education (HRE) theory and aligning it with care-based ethics. It proposes a renewed focus on HRE in teacher education that examines the teacher’s role and professional responsibilities, strengthens rights-based knowledge, and explores the transformative power of rights. By empowering teachers with skills to recognise and act on harmful sexual behaviour (HSB), they can become powerful human rights defenders, protecting children against child-on-child and adult-on-child abuse. Drawing on empirical data on teachers’ understandings of HSB, we apply theory, cautioning against an under-theorised approach that over-relies on rights knowledge or children’s ability to claim their rights in an emotionally charged arena with asymmetrical power relations.
{"title":"Teachers as human rights defenders: strengthening HRE and safeguarding theory to prevent child sexual abuse","authors":"Kjersti Draugedalen, A. Osler","doi":"10.7577/hrer.4776","DOIUrl":"https://doi.org/10.7577/hrer.4776","url":null,"abstract":"Sexual abuse is a public health issue with long-term consequences for children’s lives and education. The Convention on the Rights of the Child is a key reference point in safeguarding, increasingly incorporated into domestic law. This article aims to strengthen safeguarding theory and practice by reviewing human rights education (HRE) theory and aligning it with care-based ethics. It proposes a renewed focus on HRE in teacher education that examines the teacher’s role and professional responsibilities, strengthens rights-based knowledge, and explores the transformative power of rights. By empowering teachers with skills to recognise and act on harmful sexual behaviour (HSB), they can become powerful human rights defenders, protecting children against child-on-child and adult-on-child abuse. Drawing on empirical data on teachers’ understandings of HSB, we apply theory, cautioning against an under-theorised approach that over-relies on rights knowledge or children’s ability to claim their rights in an emotionally charged arena with asymmetrical power relations. ","PeriodicalId":418772,"journal":{"name":"Human Rights Education Review","volume":"76 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133721021","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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