scholarly journals The role of legal clinics of law schools in human rights education; Mofid University legal clinic experience

2011 ◽  
Vol 15 ◽  
pp. 3014-3017 ◽  
Author(s):  
Mohammad Mahdi Meghdadi ◽  
Ahmad Erfani Nasab
Keyword(s):  
Human Rights ◽  
Human Rights Education ◽  
Law Schools ◽  
Clinic Experience

scholarly journals Students’ Understanding of Institutional Practices: The Missing Dimension in Human Rights Education

2019 ◽  
Vol 57 (1) ◽  
pp. 188-217 ◽  
Author(s):  
Keith C. Barton
Keyword(s):  
Human Rights ◽  
Potential Role ◽  
Institutional Factors ◽  
Human Rights Education ◽  
Young Adolescents ◽  
Civic Action ◽  
Specialized Knowledge ◽  
Institutional Practices ◽  
Group Interviews

This study used task-based group interviews with young adolescents in four countries to investigate their understanding of the causes of human rights violations, means for protecting human rights, and their own potential role in ensuring human rights. Although students recognized the role of personal and institutional factors in both violating and protecting human rights, their ideas for influencing human rights focused primarily on the personal contexts with which they were most familiar. Their understanding of political and economic mechanisms was much less elaborate. These findings suggest the need for curricula that equip students with the complex and specialized knowledge that would enable them to engage in a range of meaningful civic action, both in their lives now and as adults.

scholarly journals The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education

2018 ◽  
Vol 1 (2) ◽  
pp. 04-24 ◽  
Author(s):  
Laura Lundy ◽  
Gabriela Martínez Sainz
Keyword(s):  
Human Rights ◽  
Experiential Learning ◽  
Lived Experiences ◽  
Formal Education ◽  
Human Rights Education ◽  
Negative Experiences ◽  
Under Five ◽  
Children’S Views ◽  
Do So

Human Rights Education (HRE) emphasises the significance of children learning about, through and for human rights through their lived experiences. Such experiential learning, however, is often limited to instances of enjoyment of rights and disregards experiences of injustice, exclusion or discrimination.  By neglecting the ‘negative’ experiences, including breaches of their human rights, HRE fails in one of its fundamental aims: empowering individuals to exercise their rights and to respect and uphold the rights of others.  Drawing on a range of legal sources, this article identifies a number of violations of the human rights of children in schools, categorised under five themes: access to school; the curriculum; testing and assessment; discipline; and respect for children’s views. It argues that for HRE to achieve its core purpose, it must enable children to identify and challenge breaches of rights in school and elsewhere. To do so, knowledge of law, both domestic and international, has a fundamental role to play.

scholarly journals Human Rights Education and Training Programs in Mexico: A Cross-Case Analysis of Practitioners’ Professional Knowledge and Practices

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Gabriela Martínez Sainz
Keyword(s):  
Human Rights ◽  
Training Programs ◽  
Professional Knowledge ◽  
Case Analysis ◽  
Individual Case ◽  
Education And Training ◽  
Human Rights Education ◽  
Cross Case Analysis ◽  
And Training

In Mexico, human rights education and training programs are becoming one of the most recurrent outcomes in official settlements related to institutional violations and abuses of human rights. Despite their predominant role in addressing human rights violations, there is little systematic information on how these programs are conducted in practice. To fill the gap, this article presents a cross-case analysis of three qualitative studies that explore practitioners’ professional knowledge and practices in implementing human rights education programs in Mexico. Each individual case examines some of the challenges practitioners face in the implementation of these programs, the institutional influence on their work, and the role of their own experiences in human rights practices.

scholarly journals Introduction: Radical Teaching About Human Rights Part II

2016 ◽  
Vol 104 ◽  
pp. 1-3
Author(s):  
Michael Bennett ◽  
Susan O'Malley
Keyword(s):  
United States ◽  
Human Rights ◽  
The United States ◽  
Human Rights Education ◽  
Colonial State ◽  
Humanitarian Interventions ◽  
Rights Discourse

In our introduction to the first of these two issues of Radical Teacher devoted to “Radical Teaching About Human Rights,” we cautioned that all forms of Human Rights Education (HRE) are not radical.  The problem, we pointed out, with rights discourse is that it can mask the politics of how rights are defined, whose rights are recognized, and how they are enforced.  This problem becomes evident when HRE is bound up with a neoliberal, or worse than neoliberal, perspective that points fingers at others and rallies troops for supposedly humanitarian interventions while eliding the role of the United States as an imperializing settler colonial state.  Fortunately, we have once again received several essays that seem to us to be aware of this danger and provide admirable examples of radical teaching about human rights.

scholarly journals Championing human rights close to home and far away: human rights education in light of national identity construction and foreign policy in Norway

2019 ◽  
Vol 2 (1) ◽  
pp. 05-24 ◽  
Author(s):  
Knut Vesterdal
Keyword(s):  
Human Rights ◽  
Foreign Policy ◽  
National Identity ◽  
Identity Construction ◽  
Foreign Relations ◽  
Research Question ◽  
Human Rights Education ◽  
International Image ◽  
Image Building

Human rights education (HRE) has been recognised in international educational discourses as a sustainable practice to develop active citizenship and protect human dignity. However, such education has not been fully explored in a broader political context. In addition to contributing to empowering citizens to resist human rights violations, HRE plays several roles in society, contributing to both national identity and international image-building. The article explores possible relations between national identity construction, foreign policy and HRE in Norway through the following research question: What interplay occurs between Norwegian foreign policy and national identity in relation to human rights, and, within this context, what is the role of HRE? The article presents a qualitative analysis of Norwegian policy documents and reports, arguing that HRE is a component of Norwegian national identity as well as political currency in foreign relations.  

scholarly journals Hypocrites or heroes? Thinking about the role of the teacher in human rights education

2018 ◽  
Vol 1 (2) ◽  
pp. 46-64 ◽  
Author(s):  
Lee Jerome
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Citizenship Education ◽  
Research Literature ◽  
Human Rights Education ◽  
Just World ◽  
Policy Documents ◽  
Academic Literature ◽  
The Face

Human rights education (HRE) seeks to provide young people with an optimistic sense that we can work towards a more peaceful and socially just world, and that everyone can do something to contribute to securing improvement. But, whilst the academic literature and policy documents frequently position teachers as crucial to promoting human rights and social justice, the literature is also replete with examples of teachers’ conservatism, their compliance in the face of authority and their ignorance. In addition, teachers work in institutions which routinely reproduce inequality and promote a narrow individualistic form of competition. This article explores some of the international research literature relating to the role of the teacher in HRE specifically, and more generally in the related fields of citizenship education and social studies, in order to offer some conceptual tools that might be used to critically interrogate practitioners’ own beliefs and actions.    

scholarly journals Reorienting the Field of Human Rights Education

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Peter Simpson
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Student Success ◽  
Comparative Education ◽  
Education Sector ◽  
Human Rights Education ◽  
Positive Outcomes ◽  
Critical Awareness ◽  
Critical Approaches

Review of: Foley Jr., W.J. (2021). Suggestions for critical awareness, accountability, and transformation in human rights education. Current Issues in Comparative Education, 23(1), 77-89. The examination of critical approaches to human rights and the focus on community engaged spaces to enact human rights are rich contributions of Foley's article. He also presents innovative approaches and methodologies to ensure student success and positive outcomes for all stakeholders involved. Going forward, more detail about the role of critical human rights in the higher education sector may be beneficial. 

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