scholarly journals Protecting invisible children in England: how human rights education could improve school safeguarding

2021 ◽  
Author(s):  
Alison E.C Struthers
Keyword(s):  
Human Rights ◽  
Young People ◽  
Formal Education ◽  
Human Rights Education ◽  
Passive System ◽  
Invisible Children ◽  
Speak Up

This article brings together two distinct but interrelated fields: human rights education (HRE) and safeguarding. It endeavours to show that the former can be beneficial for the efficacy of the latter. By extending an argument put forward recently that for HRE to be effective it must enable children to recognise and respond to lived human rights injustices, the article places this important issue within the existing framework and processes associated with safeguarding young people in formal education. It attempts to both elucidate and consolidate the connection between HRE and safeguarding, arguing that if HRE were to become an integral part of safeguarding training and delivery, children may be better equipped to recognise and speak up about violations of their human rights, rather than relying on a passive system of adult observation.

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 More than a Mural: The Intersection of Public Art, Immigrant Youth, and Human Rights

2016 ◽  
Vol 104 ◽  
pp. 55-61 ◽  
Author(s):  
Marissa A. Gutiérrez-Vicario
Keyword(s):  
New York ◽  
Human Rights ◽  
Young People ◽  
Public Art ◽  
Immigrant Youth ◽  
Human Rights Education ◽  
Youth Empowerment ◽  
Global Competency ◽  
Community Art ◽  
The Arts

“….What makes somebody an American is not just blood or birth, but allegiance to our founding principles and the faith in the idea that anyone from anywhere can write the next great chapter of our story.”-U.S. President Barack Obama, January 2013 I am most interested in exploring the idea of the construction of global citizenship and engagement around human rights education of young immigrant youth through the arts, particularly public art in the form of muralism. I will use some of the work of Art and Resistance Through Education (ARTE), an organization that engages young people around human rights through the arts, as a case study. Some questions that may be explored include:How can educators break down unfamiliar human rights jargon and demonstrate the relevance of human rights on both a local and global level to young immigrant youth?  How can young people be galvanized into exploring the human rights of their home countries and the countries they have immigrated to, utilizing the arts?How can art be used to cultivate global understanding and human rights education among young people, most specifically through public art?In efforts for communities to construct more democratic public spaces, one often finds that these spaces manifest themselves as murals or similar forms of public art. What are more creative ways of building a more democratic form of community art? What are more creative ways for young immigrant youth to develop a sense of belonging through the arts?  Overall, this proposal seeks to explore the intersection between public art, human rights education/global competency, and immigrant youth empowerment. The proposal will discuss the involvement of immigrant youth, predominately from Latin America, in various art projects, as they explore their own sense of identity and belonging in New York City. 

scholarly journals By addressing life trajectories and political violence, human rights education can overcome radicalizing narratives

2016 ◽  
Author(s):  
Frank Ubachs
Keyword(s):  
Human Rights ◽  
Young People ◽  
Political Violence ◽  
Lived Experiences ◽  
Human Rights Education ◽  
Transfer Of Knowledge ◽  
Life Trajectories ◽  
Fundamental Freedoms ◽  
Major Target

As the needs and interests of young people are shifting under the influence of demographics and other social developments, 'new stories' have started to attract many that undermine the human rights narrative and nurture radical attitudes. This has consequences for human rights education (HRE). As competing narratives have gained a foothold in major target audiences of HRE, the latter has to realize it is facing an uphill battle. The evidence suggests that HRE can no longer rely on the mere transfer of knowledge and that the 'story of human rights' needs to be told in completely new ways. If HRE aims to change attitudes to be more inclusive and respectful, and to promote a struggle for justice, it has to make its story heard and win people over. Here HRE faces a central dilemma: how to promote fundamental freedoms while including the freedom not to subscribe to these same values? Instead of conceptual persuasion, emphasis should be put more on the affect, and relate to people's lived experiences. Crucially, HRE has to be prepared to make room for the discussion of the paradoxes of political violence. By making clear that it has vital relevance for its audience and can better answer the question of what someone should meaningfully do in life, HRE can change the narrative.

Journeys for Peace: A model of human rights education for young people in Mexico

2009 ◽  
Vol 22 (1) ◽  
pp. 69-75 ◽  
Author(s):  
Sergio Kopeliovich ◽  
Judy Kuriansky
Keyword(s):  
Human Rights ◽  
Young People ◽  
Human Rights Education

scholarly journals Human rights education in humanitarian settings: opportunities and challenges

2021 ◽  
Vol 4 (1) ◽  
pp. 27-48
Author(s):  
Megan Devonald ◽  
Nicola Jones ◽  
Silvia Guglielmi ◽  
Jennifer Seager ◽  
Sarah Baird
Keyword(s):  
Human Rights ◽  
Mixed Method ◽  
Formal Education ◽  
Human Rights Education ◽  
Active Citizenship ◽  
Syrian Refugees ◽  
Teacher Pedagogy ◽  
Humanitarian Settings ◽  
Adolescent Refugees ◽  
Citizenship Skills

Human rights education in humanitarian settings provides an opportunity for adolescent refugees to understand and exercise their human rights, respect the rights of others, and gain active citizenship skills. This paper examines non-formal education programmes and the extent to which they embed education about, through and for human rights; it draws on mixed method data from two diverse contexts–Rohingya refugees in Bangladesh and Syrian refugees in Jordan. We find stark differences in how human rights are reflected in non-formal education programming for refugees. In Jordan, the Makani programme integrates human rights across subjects and teacher pedagogy, and fosters skills for active citizenship. By contrast, in Cox’s Bazar, Bangladesh, a lack of basic rights hinders the delivery of meaningful human rights education for Rohingya adolescents. We conclude that human rights education should be a core pillar of humanitarian responses, but that it requires significant adaptations to contextual realities.

Human Rights Education

2010 ◽  
Author(s):  
Anja Mihr
Keyword(s):  
Human Rights ◽  
Formal Education ◽  
Human Rights Education ◽  
Governmental Organizations ◽  
United Nations General ◽  
Non Governmental Organizations ◽  
English Speaking ◽  
English Speaking World ◽  
The Right ◽  
Rights Issue

Human rights education (HRE) is a set of educational and pedagogical learning methods aimed at informing people and training them in their human rights. The earliest foundation of HRE is found under Article 26 of the Universal Declaration of Human Rights of 1948, which guarantees the right to education. HRE became a widespread concept in the 1990s with the resolution of the United Nations General Assembly in 1994 on the UN Decade for Human Rights Education from 1995 to 2004. With this decade, all UN member states agreed to undertake measures to promote and incorporate HRE in the formal and non-formal education sectors. However, toward the end of the UN Decade it was clear that only a few governments had complied with these requests. Instead, most of the promotional work for HRE was done by non-governmental organizations (NGOs). NGOs, foundations, academic institutions, and international organizations have edited and published most of the literature in the field of HRE over the past four decades. Publication figures estimate over 2000 publications since 1965, and the number is growing, particularly in the non-English speaking world. Most materials focus on a particular human rights issue such as gender, children, torture, or freedom rights. In the future, HRE is expected to be more local and community based as well as more target group–orientated.

Human Rights Education

2020 ◽  
pp. 697-717
Author(s):  
R. Brian Howe ◽  
Katherine Covell
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Formal Education ◽  
Children's Rights ◽  
Children’S Rights ◽  
Human Rights Education ◽  
Political Commitment ◽  
Normative Framework ◽  
Rights Of The Child ◽  
The United Nations

This chapter discusses the need for and value of children’s human rights education (HRE). It does so within the normative framework of the UN Convention on the Rights of the Child and related human rights instruments. The chapter discusses the growth of an international movement for HRE, models of HRE, and initiatives for children’s HRE in schools and non-formal education. Such initiatives are scattered and limited in scope. However, where comprehensive children’s rights education is provided, the evidence shows its success in teaching children about, through, and for human rights. It suggests also that children’s HRE can provide the framework for building a culture of human rights. In essence, children’s HRE is consistent with the goals of HRE described by the United Nations. The chapter concludes with a discussion of the lack of political commitment as an overarching challenge for HRE.

scholarly journals Medir progresos en educación en derechos humanos: Una experiencia interamericana en marcha

2008 ◽  
Vol 5 ◽  
Author(s):  
Diego Iturralde ◽  
Ana María Rodino
Keyword(s):  
Human Rights ◽  
Formal Education ◽  
National Level ◽  
Human Rights Education ◽  
Access To Justice ◽  
San Salvador ◽  
Derechos Humanos ◽  
Methodological Considerations ◽  
New Research ◽  
Year 2000

Since the year 2000, the Inter-American Institute of Human Rights (IIHR) has been developing a new research methodology on human rights based on a system of progress indicators about three groups of rights: access to justice, political participation and human rights education. The approach was initially applied in 6 countries of the region, and produced the Progress Maps on Human Rights. This experience set the foundations for the annual preparation of the Inter-American Report on Human Rights Education, which IIHR distributes every December 10th, since 2002. The paper explains the oldest and more widely used approaches for research on human rights: (i) the registration of violations and (ii) the analysis of human rights situations. Then, it introduces the approach of measuring progress, its tools (progress indicators), the main methodological considerations, and the application of this approach, up to date, in 19 countries of the American continent that subscribed and/or ratified the San Salvador Protocol. Such application constitutes the first two Inter-American Reports on Human Rights Education, which are part of a series of 4 reports. El main objective of the series is to investigate the variations produced regarding the incorporation of Human Rights Education in formal and non-formal education, in the selected countries, during the period 1990-2002/03. The I Report (2002) focused on the legal developments of Human Rights Education at the national level, and the II Report (2003) examined the advanced in the curriculum and the textbooks in the elementary and high school levels of the formal education system. The conclusions and recommendations of both Reports are transcribed in the appendices.

Child Human Rights Education: Barriers in Implementation

2019 ◽  
Vol 20 (1) ◽  
pp. 5-24
Author(s):  
Yvonne Vissing
Keyword(s):  
United States ◽  
Human Rights ◽  
Young People ◽  
The United States ◽  
Human Rights Education ◽  
Child Rights ◽  
Pilot Studies ◽  
Potential Capacity ◽  
The Us ◽  
Reduce Risk

This article suggests comprehensive implementation of child and human rights education is a strategy to reduce risk and increase benefits to children, yet there are barriers to its implementation. This article explores the current condition of human rights education (HRE) and child rights education (CRE) in the United States. It compares it to CRE implementation benefits globally, particularly in Wales. Exploratory pilot studies indicate that the way rights education is structured in the US does not allow young people to benefit from its potential capacity. Students lack of rights knowledge is explored in this article. Teachers identify obstacles to rights implementation in schools. Recommendations on how to improve HRE are provided.

Social representations of human rights violations: Further evidence

2001 ◽  
Vol 60 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Alain Clémence ◽  
Thierry Devos ◽  
Willem Doise
Keyword(s):  
Cluster Analysis ◽  
Human Rights ◽  
Costa Rica ◽  
Young People ◽  
Social Representations ◽  
Social Reality ◽  
Questionnaire Study ◽  
Human Rights Violations ◽  
High Tolerance ◽  
Individual Actions

Social representations of human rights violations were investigated in a questionnaire study conducted in five countries (Costa Rica, France, Italy, Romania, and Switzerland) (N = 1239 young people). We were able to show that respondents organize their understanding of human rights violations in similar ways across nations. At the same time, systematic variations characterized opinions about human rights violations, and the structure of these variations was similar across national contexts. Differences in definitions of human rights violations were identified by a cluster analysis. A broader definition was related to critical attitudes toward governmental and institutional abuses of power, whereas a more restricted definition was rooted in a fatalistic conception of social reality, approval of social regulations, and greater tolerance for institutional infringements of privacy. An atypical definition was anchored either in a strong rejection of social regulations or in a strong condemnation of immoral individual actions linked with a high tolerance for governmental interference. These findings support the idea that contrasting definitions of human rights coexist and that these definitions are underpinned by a set of beliefs regarding the relationships between individuals and institutions.

Sign in / Sign up

Export Citation Format

Share Document