Purpose
– There has been a lack of human rights education for a long period since New China was founded. Human rights education appeared at the university level in the 1990s, and has developed quickly over the past decade in mainland China. The purpose of this paper is to argue that human rights education in mainland China has had its own characteristics and problems during its development, and intends to identify and solve its problems in order to achieve sustainability.
Design/methodology/approach
– First, this paper surveys the development of human rights education in mainland China. Second, it summarizes its characteristics and problems objectively, and then gives some ideas and suggestions for its future sustainable development.
Findings
– Human rights education in mainland China has seen great improvement, although it also has its own characteristics and has had problems during its development. The ideas about and approaches to human rights education development in mainland China should be adjusted. Ensuring and promoting the respect of human rights in society is the main goal of human rights education. Balanced development, independent development, the encouragement of and investment by the government and society in the subject and the high quantity and quality of available human rights teachers are the guarantees for a sustainable model of human rights education in mainland China.
Originality/value
– This paper studies the history and current situation of human rights education in mainland China, summarizing its characteristics and existing problems completely and objectively. This paper states that human rights education in mainland China should change its theories and its approaches to development.
Analysis and Suggestions for Improvement of Human Rights Education in China
