International Human Rights Education

When the United Nations General Assembly adopted and proclaimed the Universal Declaration of Human Rights (UDHR) in 1948, it called upon member-states to publicize the declaration and for it to be disseminated, displayed, and read in schools and other educational institutions in all member-states. From the beginning, the UDHR was seen as an educational tool, and it was also quickly recognized as a campaigning tool to secure justice, freedom, and peace in the world. The UDHR confirms the universal right not only to education but also to human rights education. Human rights education is essentially about learning to live together in contexts of diversity at all scales from the local to the global. It is concerned with developing solidarities across differences with the aim of realizing dignity, justice and recognition for all, and particularly for the oppressed. It recognizes diversity as a central feature of our humanity and demands political and educational frameworks that respect the equal dignity of all people.

This research report investigates the extent to which Child Rights Education (CRE) is being implemented in countries where UNICEF conducts its fundraising activities. The headline findings indicate that, whilst there has been some progress in relation to what is taught, with over half of the countries including children’s rights in the curriculum for all or some children, there has been less progress in relation to ensuring teachers are prepared to teach CRE, and a similarly low level of monitoring of the quality of provision. A general survey across 26 countries was followed up with focused case studies of aspects of practice in Belgium, Finland, France, Germany (Hessen), Hong Kong, Israel, and Scotland, and the good practice observed in these case studies was used to inform the construction of a set of benchmarking statements, to help educators measure their progress against the best that is being achieved.

In 2002, I published three models for categorizing human rights education practice in the formal and nonformal education sectors: Values and Awareness, Accountability, and Transformation (Tibbitts 2002). I Infused within these models of HRE was an understanding of educational programming, learning theory, and social change. The original models were organized applying grounded theory from a practitioner’s point of view about learner goals, target groups, and other practical ele ments of educational programming, such as content and methodologies. Th e emerging models of HRE practice were linked with praxis and strategies for social change. In this chapter, I suggest revisions to these models, based on the intervening fifteen years of scholarship, documentation, and observation of practice across a range of teaching and learning settings globally, including my own. This writing has been a reflexive praxis that has allowed me to distill my own
understanding of how the field of human rights education has evolved. This process is consistent with grounded theory, which calls for researchers to continuously refine their definition of concepts and to check their models.

Full Citation:
Bajaj, M., Cislaghi, B., and Mackie, G. (2016). Advancing Transformative Human Rights Education. Appendix to The Universal Declaration of Human Rights in the 21st Century, Report of the Global Citizenship Commission. UK: Open Book Publishers.

Today's educational challenges in Africa have their roots in the colonial education system. The article explores the consequences of linguistic choices for quality education, self-determined development and children's rights in education. The analysis centers on a case study of a curriculum change in Zanzibar in which English has replaced Kiswahili as the language of instruction in the last years of primary school in Mathematics and Science subjects. The case study is grounded in an extensive review of theory and practices on the relationship between language of instruction, learning and rights in education. The field study researched the reasons behind the curriculum change, the extent to which schools were prepared for the change, and the consequences of the change for the learning environment. The article, therefore suggests that for the 21st century, Africa should place emphasis on rights policies that promotes not only access, but also inclusion and quality education.

The practice of child protection plays a key role in protecting every child, whether privileged or less privileged. Also, it plays a major role in the work of professionals such as human rights organizations, social workers, civic societies, and others dealing with children. The current paper proposes a novel child protection policy for Save & Nurture Child Care Foundation by Oluwadamilola Taiwo Oyebanji, who is the founder and president of Save & Nurture Child Care Foundation and the founder of SNCC Ambassador of Change and SNCC Kids Club. This paper considers that the proposed SNCC Child Protection Policy clearly directs ambassadors, staff, attendees of seminars on child protection, and other clients about expected behavior while working with protection-related issues in the office, home, and school context. Abuse, negligence, trafficking, and violence against children occur everywhere in societies and globally. This evil menace that negatively affects children aged 3–17 years old occurs in homes, families, schools, communities, caregiver homes, IDP camps, and other places where children should feel safe. Save & Nurture Child Care Foundation is supporting the economies of Nigeria and other countries where our organization is registered to guide and protect children from abuse, harm, trafficking, labor, domestic violence, and other forms of violence. Child protection policy is a statement of the commitment of schools to safeguard children from harm and foster their holistic development and welfare.

The authors look at ways in which we can support moves to oppose the death penalty in all places through the prism of campaigning to save the lives of Myurun Sukumaran and Andrew Chan.
International human rights law and leaders who are prepared to engage their populace on the issue are helpful adjuncts.
Regional cooperation is one means of utilising the opportunities in Australia's region including the reversal of the recent alarming movement in Indonesia.
Working together, even in the face of impending tragedy, can be rewarding to us all.

La pandemia en la que nos encontramos ha suscitado desigualdades sociales, económicas, educativas, laborales, sanitarias, etc., en la vivencia diaria y el acceso de las personas a los diferentes ámbitos vitales. Los menores y la familia han sido especialmente golpeados por la Covid-19 en el tiempo de pandemia. Se constatan las dificultades y las desigualdades que han experimentado, destacando especialmente, los problemas surgidos en la familia, al relacionarla con la comunicación. Se sugieren algunas medidas para su mejora.

Francisco, the collection explores some specific possibilities and challenges of Human Rights Education (HRE) in various contemporary settings, particularly from the standpoint of governmental education policy. A multitude of locations on different continents are included: Western Europe, China, Pakistan, India, Chile, and the United States. The underlying thread that connects these articles has to do with the search for truly * Ion Vlad, a native of Romania, is a recent graduate of the doctoral program in International and Multicultural Education, with a concentration in Human Rights Education, at the University of San Francisco. His dissertation explores the extent to which national human rights museums and centers in the United States and Canada engage in critical pedagogy and provide a 'third space' of dialogic education. Other research interests include the impact of globalization on human rights in post-Communist Eastern Europe, the role of emotion in peacebuilding and reconciliation after violent conflict, and the impact of the nation-state on the language of public-school textbooks.

En este trabajo aspiramos a ofrecer una visión general sobre las principales transformaciones que ha experimentado el derecho educacional chileno durante las últimas décadas. A este respecto, nos centraremos en tres hitos relevantes. En primer lugar, analizaremos los cambios que se instauraron durante la dictadura, colocando el énfasis, en aquellas transformaciones estructurales que van a marcar la discusión posterior. Posteriormente, haremos una mención a los elementos de continuidad que van a caracterizar a los primeros gobiernos de la Concertación. A continuación, reflexionaremos acerca del alcance de las modificaciones que se introdujeron durante los dos mandatos de la Presidenta Michelle Bachelet. Conocer esta evolución es clave para el debate constitucional que se está iniciando, puesto que nos ayudará a determinar cuáles son los orígenes del actual sistema que tenemos en nuestro país, sus puntos más problemáticos, y las razones que justifican las críticas que se le han formulado. Para finalizar, procederemos a entregar algunas propuestas que permitan fortalecer del rol que debe tener el Estado en esta materia, en tanto principal garante del derecho a la educación.

ENGLISH ABSTRACT
Human  Rights  Education  is  still quite  a  new  educational  field  where  the development of theoretical and practical aproaches unfolds especially since the beginning of the 1990s. The aim of this study is therefore:
•  to examine «developmental lines» of human rights edcation, 
•  to discuss main concepts and categories and,
•  to evaluate emerging human rights education approaches in South Africa, as a «good-practice-example» for realizing human rights in education. 

Behind  this  background  this  study  is  divided  into  two  main  parts:  In  Part  I (chapter 3-5) the emphasis lies on showing the international developments in the field of human rights education. This part will therefore examine:
•  how  the  foundations  for  human  rights  and  education  are  laid  in
international documents and declarations (UNESCO/ United Nations),  which concepts and approaches have been developed in this field, with
the aim on showing the diversity and multiperspectivity of international
human rights education, and
•  which categories or concepts have been shaped to form the didactics of human rights education.

In  Part  II  (chapter  6-8)  I  will  dicuss  the  research  results  of  my  qualitative-empirical  study.  Here,  the  emphasis  lies  on  the  examination  of  current developments in the field of human rights and education in South Africa. The research was conducted through the moderation and evaluation of Focus Group Discussions with educators and scientists working in this field, mainly in Non-Governmental-Organisations (NGOs) in the Western Cape and in Johannesburg. 
Finally, I will show how the results of both, part I and part II of my research, can be combined to built upon the current developments in the field of human rights education  for  deepening  the  theoretical  understanding  and  development  of international human rights education approaches. 

ISICATSHULWA (XHOSA)
Imfundo    ngamalungelo  abantu  yinto  entsha,  apho  uphuhliso  lweendlela zeenkcazelo  eziyingcingane  neziphathekayo  ziqala  ukubonakala  kule  minyaka yoo-1990.  Injongo yolu phando ke ngoko:
•  kukuvavanya uphuhliso lwemfundo engamalungelo abantu
•  kukuxoxa ngezona zinto zingundoqo neendidi zazo zale mfundo
kukuphononga  iindlela  zokufundisa  ngamalungelo  abantu
ezisetyenziswa  apha  eMzantsi  Afrika  njengomzekelo  omhle
wokuphumelelisa ukufundisa ngamalungelo abantu.

Olu  phando  lwahlulwe  Iwaziziqingathya  ezibini.    Kwisiqingatha  sokuqala (izahluko-3  ukuya  ku-5)  kugxininiswa  ekuboniseni  uphuhliso  kulo  mba wokufundisa  ngamalungelo  abantu  kwezinye  izizwe.  Kwesi  siqingatha kuphononongwa:
•  indlela  iziseko  ngokufundisa  ngamalungelo  abantu  ezibekeke
ngagyo  kumaxwebu  nezibhengezo  zamazwe  ngamazwe
(UNESCO/United Nations)
•  ukuba  ziziphi  na  iindlela  ezeziphuhlisiwe  zokufundisa  ezinjongo
yazo  ikikubonisa  ukwahlukana  kweendlela  zokufundisa
ngamalungelo abantu
•  nokuba  ziziphi  na  iindlela  neendidi  esezilungiselelwe  ukufundisa
ngamalungelo abantu.

Kwisiqingatha  sesibini  (kwizahluko  -  6  ukuya  kwese-8)  ndiza  kuxoxa
ngeziphumo  zophando  lwam.    Apha  ndiza  kugxininisa  kwiindlela  zangoku zophuhliso  lwemfundo  ngagalungelo  abantu  eMzansi  Afrika.    Olu  phando beluphononogwa  luhlalutywa  liqela  leFocus  Group  Discussions  ekukho  kulo iititshala  nezazi-nzulu  ngesensululwazi  ezijongene  nalo  mba,  uninzi  lwabo bengasebenzeli uRhulumente (NGO) kwiNtshona-Koloni nase Rhawutini.

Okokugqibela,  ndiza  kubonisa  ukuba  iziphumo  zophando  lwam  kwimfundo ejongene  namalungelo  abantu  lungadityaniswa  njani  k\noku  sekuqhubeka kwimfundo ngamalungelo abantu ukuze kwande ingqiqo nophuhliso ngeendlela zokufundisa ngamalungelo abantu.

This response to Anja Mihr’s article, “Why Holocaust Education Is Not Always Human Rights Education,” argues that despite their differences, Holocaust education and human rights education are more similar than Mihr suggests and face similar challenges. Holocaust education offers numerous opportunities to engage critically in comparative and prospective reflection that relates to human rights. This paper claims that its relevance transcends regional and cultural limitations and that an analytical and comparative approach—tempered with critical reflection on historical context, collective memory, and the implications of its status as a symbol of evil—is preferable to one based on empathy. Likewise, human rights education is incomplete without fostering critical thinking, including acknowledgement of the failures of human rights law and critical attention to the darker side of human rights discourse and logic.

An updated version of the HRE Models is forthcoming as a book chapter. The Table 1 overviews their key features, building on the original Values & Awareness, Accountability and Transformation Models. The models are now entitled Values & Awareness - Socialization; Accountability - Professional Development; Activism-Transformation.

Human rights are statements of values and putting them into practice can present a range of challenges. In Australia, these challenges are compounded by the widespread belief that human rights are only at issue somewhere else. In 2006 human rights legislation entitled the ‘Charter of Human Rights and Responsibilities Act’, based on the British Human Rights Act, was introduced in the Australian state of Victoria, locating the acknowledgement of, and respect for, civil and political rights firmly ‘in our own backyard’. The Australian Centre for Human Rights Education (ACHRE) developed a teaching and training programme to assist the implementation of this legislation. In this practice note we analyse how ACHRE has used education to advance the civil and political rights covered by ‘the Charter’ from guiding principles into practical applications in organizational settings. We explore the pedagogical approach by reviewing teaching and learning materials and participant responses to activities. We evaluate how effective the programme is in achieving understandings of how to apply human rights in local organizational contexts. We argue that the methodology is strengthened by using a human rights based approach to the design, documentation and application of course materials. This approach offers the potential for wide scale application of human rights values and principles in organizational settings. Importantly, it develops an understanding of human rights as relevant in local contexts.

Rights and responsibilities are enshrined in the Constitution of the Republic of South Africa. These rights are the basic rights of every human being. This study focuses on the rights and responsibilities of Grade 3 learners across diverse school settings; I identified five significant aims. The main aim of this research was to use the findings gained to assist and guide educators and all adults working with children in all school contexts and in all grade levels to transform education related to rights and responsibilities to empower children. The aim of the study was to understand the experiences of Grade 3 learners regarding their rights and responsibilities across diverse settings. My objectives were firstly to investigate whether children were educated and informed about their rights and responsibilities as child citizens. Secondly, to explore possible gaps in the knowledge of children's experience and understanding of their rights and responsibilities. Thirdly, to give children an opportunity to use their voices through participating in this study.

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.

The study was set to elicit teachers’ perceptions of adopting a new curriculum integrating Human Rights Education (HRE) into most school subjects and developing textbooks which could address the mainstreaming of the Syrian children into the Lebanese schools especially after the influx of more than 1.2 million Syrian refugees who migrated to Lebanon due to the outbreak of civil war in Syria in 2011. The present study employed a descriptive qualitative methodology design. Thus, the policy context and current HRE literature were assessed and reported along with the responses to a survey developed by BEMIS, a national body established in 2001 to promote and develop capacity and support inclusion and integration of ethnic minorities in Scotland. The BEMIS survey was conducted as a mapping exercise eliciting data required to help address the study questions. The study findings yielded recommendations that underscored the necessity of developing new curriculum and textbooks integrating HRE focused on accepting diversity, building peace culture, democracy and citizenship as well as utilizing the whole-school approach and the transformative model.

This article briefly defines the meaning of the right to basic education within South Africa's current post-apartheid constitutional framework. It argues that educational rights cannot be divorced from wider socioeconomic rights and cautions against an uncritical use of human rights instruments without applying them to pedagogical practice and urges that legal mechanisms and human rights instruments must be understood within the larger realities of power and social relations.

Este artículo parte de la base de la necesidad del derecho a la educación en las sociedades contemporáneas, siendo el principal instrumento para la consecución del pleno desarrollo de la personalidad humana. Para ello, utilizaremos los Objetivos de Desarrollo del Milenio como ejemplo, demostrando que con una educación en y de derechos humanos es posible alcanzar, a largo plazo, un progreso social que asegure el fin último de los Objetivos. En último lugar, nos centraremos en el tratamiento constitucional español del derecho a la educación y la libertad de enseñanza, con el pleno desarrollo de la personalidad humana como principio, centro y fin del mismo. This article starts with the premise that there is a need for a right to an education in contemporary society, as it is the main means for achieving the full development of human personality. To this extent, we use the Millennium Development Goals as an example to show that with an education that’s “in and of” human rights it is pos...

This book addresses the question of human rights education in a world that is witnessing a resurgence of religion in public life, and a continuation of religion across much of the globe, long after secularization theories predicted its decline. Promoting a universal vision of human rights while acknowledging religious diversity is a challenge for schools. This book starts with the basic premise that human rights are grounded in a belief in the dignity and ultimate worth of the human person. Drawing on key philosophical and theological sources for understanding dignity, it builds a vision of human rights and religious education that seeks to square the impossible circle of universal human rights education in a religiously diverse world.

W hil e ma ny l ingui sts a nd educ at iona li st s oft en r efe r t o a "ri ght to l angua ge" or to a "ri ght t o be educ at ed i n one's own language", and have done s om e e xtr em ely det ail ed a nd w el l-re sea rche d w ork (S kut nabb- Kangas and Phillipson, 1994, pp. 71-110) , t he pur el y l ega l po int of vi ew at the international level has not been so accommodating. Only in the last few years have international legal instruments-those which impose l ega lly bi ndi ng rul es r at her t ha n nobl e as pi ra tio ns -re cogni se d, s tri ct ly speaking, such a right. An increasing variety of documents such as the United Nations' De cl arat ion on t he R ig hts o f P ers on s Be longi ng t o Na tion al or Et hni c, R el igi ous a nd Li ngui st ic M inor it ies (ht tp :/ /ww w. unhc hr.c h/ htm l/ menu3 /b/ d_m inor i. ht m) a nd t he 1996 The Ha gue R ecom mend at ions r ega rdi ng t he Ed uca ti on R igh ts of Nat iona l M inori ti es

Propelled by the global dominance of human rights discourse and the well-established international consensus on its importance, Human Rights Education (HRE) has proliferated from the mid-1990s onwards. Instead of advancing criticality as a central purpose of education, HRE, as co-constructed within the agencies of the United Nations, became the uncritical legitimating arm of human rights universals. Thus, it has ultimately contributed to the counter-hegemonic distrust in human rights that we experience today. Popular and dominant
formulations of HRE, I argue, lack the conceptual and practical resources to be transformative, let alone emancipatory. Steering my reasoning through the historical development of HRE, I contend that the time for Critical Human Rights Education has arrived.

Keywords: critical human rights education, human rights critiques

Since the adoption of the Universal Declaration of Human Rights of 1948, the discourse of human rights has expanded to include not just civil and political rights but also economic, social, cultural, and, most recently, collective rights. Given their broad scope, human rights issues are useful touchstones in the humanities classroom and benefit from an interdisciplinary and cross-cultural pedagogy in which objects of study are situated in historical, legal, philosophical, literary, and rhetorical contexts. Teaching Human Rights in Literary and Cultural Studies is a sourcebook of inventive approaches and best practices for teachers looking to make human rights the focus of their undergraduate and graduate courses. Contributors first explore what it means to be human and conceptual issues such as law and the state. Next, they approach human rights and related social-justice issues from the perspectives of particular geographic regions and historical eras, through the lens of genre, an...

El discurso actual sobre los derechos humanos tiene su origen en las elucubraciones
fantasiosas del "parti philosophique" del siglo XVIII. De ahí provienen
todos sus problemas. El problema jurídico, porque no siempre la retórica de
los derechos humanos coincide con los imperativos de justicia; el problema
político, porque ciertos derechos resultan funcionales a los proyectos omnicomprensivos
de reingeniería social que se imponen desde el Poder; el problema
metodológico, pues el lenguaje de los derechos humanos, más que una
técnica para proteger los bienes del hombre, puede convertirse en un  instrumento con
sentido de revolución, dirigido a nivelar, amalgamar y corroer las relaciones
entre las personas y las cosas.
Es ésta la esencia de "La crítica al discurso de los Derechos Humanos". La obra
revisa, con particular erudición, su momento genético: el de la Revolución
Francesa y sus proyecciones hasta nuestros días. Como se prueba a lo largo
de sus páginas, lo que en dicha revolución se realizó en cámara rápida, se ha
repetido en las sociedades occidentales en cámara lenta, durante los dos últimos
siglos. Una tendencia cada vez más radical, que apunta al subjetivismo
jurídico (por parte del sujeto de derechos) y al absolutismo jurídico (por parte
del Estado).
En la actualidad, nos encaminamos hacia a un derecho de tipo
holográfico, es decir, sin consistencia, construido de espaldas a la realidad y a
sus exigencias básicas.

In an effort to support the curricular institutionalisation of human rights education (HRE) as a school subject, Walter Parker has proposed a curriculum model based on the powerful knowledge (PK) thesis developed by a group of social realist educators. This article aims to contribute to this worthwhile endeavour to develop a consensual HRE curriculum model by identifying four issues with Parker’s proposition. While Parker argues the prevalence of constructivism impeded the development of an HRE curriculum, the author argues that the negative implications of constructivism for traditional subjects are not true for HRE. After expanding on the other two issues, Sen notes empirical evidence from an HRE textbook, in use in Turkey, to support his fourth point that what is key to a powerful HRE is political support. The article ends with a call to the HRE community to contemplate political impediments that risk making HRE an ineffective enterprise at schools.

Problem Statement: Transferring technology from university labs to startups at techno-parks is expensive and takes time. Therefore, blended learning has been using to improve the effectiveness and efficiency of technology transfer.
Research Questions: In this study, how the blended learning can significantly affect the technology transfer from the university labs to the startups at the university technology parks is studied.
Purpose of Study: The purpose of this paper is to provide an alternative practice model called blended learning at the technology parks to enhance the effective and efficient technology transfer experiences. Hence, the design, methodology, and approach in technology transfer have changed by empowering the blended learning-online, mobile, and face to face learning.
Research Methods: In this study, 46 participants were randomly selected and randomly placed into a technology transfer group (n=23) and a control group (n=23). The data were collected through intensive interviews and analyzed by using Atlas.ti 7. The learning experiences and outcomes were articulated and compared through pre and post tests, including the control groups.
Findings: The results showed blended learning had increased motivation of the participants. Most (89%) of the participants agreed they could not find time and money even though they needed the intensive know-how in terms of the technology transfer in their field that they could reach from the experts at the university. They learnt additional info to improve their products and services.
Conclusions: The experiences in blended learning could open new perpectives in empowering the startups in technology transfer. The shareholders at the university labs and startups could not find enough time and even money to increase efficiency and effectiveness of the technology transfer. Hence, face to face learning on online and mobile can improve the efficiency and effectiveness of the technology transfer.

Key Words: Technology Transfers, Techno-parks, Higher Education

Human rights and democracy education is a form of education which includes furnishing individuals with social behaviors, and learning through experience should be considered as the grounds in order for it to make permanent changes and allow students to internalize human rights and democracy manners. Thus, the problem statement of the research question is as follows; "What are pre-service teachers' perceptions, opinions and interpretations on the effectiveness of using drama about human rights and democracy education in training Social Sciences pre-service teachers?" The study group of the action research consists of 69 junior students who were studying in the Department of Social Sciences Teaching during 2012-2013 academic year and who were taking Human Rights and Democracy course. Data for the study were gathered through open-ended question forms, semi-structured interviews and video recordings taken during drama activities. The data were analyzed by using content analysis and descriptive analysis methods. It was observed that human rights and democracy education could turn into social behaviors and the setting required for enabling awareness could be provided through drama activities.

Throughout history individual and collective narratives have been used in struggles for justice. We draw on Sen’s theory of justice to examine the potential of narratives in teaching and researching for social justice. Human rights are presented as powerful ethical claims which can be critically examined by learners to consider their rights and responsibilities to others, at scales from the local to the global. One life history is used as an illustrative example to examine the Universal Declaration of Human Rights 1948 and its possible meanings for learners in China and globally. The paper discusses the strengths and limitations of narratives as research and pedagogical tools in understanding justice, human rights and inequalities; in stimulating solidarity and our common humanity; and in enabling learners to explore their multiple identities. We conclude by making the case for human rights as principles for learning and living together in overlapping communities of fate.


Keywords: Amartya Sen, human rights education, China, social justice, global solidarity, life history/narrative

Propelled by the global dominance of human rights discourse and the well-established international consensus on its importance, Human Rights Education (HRE) has proliferated from the mid-1990s onwards. Instead of advancing criticality as a central purpose of education, HRE, as co-constructed within the agencies of the United Nations, became the uncritical legitimating arm of human rights universals. Thus, it has ultimately contributed to the counter-hegemonic distrust in human rights that we experience today. Popular and dominant formulations of HRE, I argue, lack the conceptual and practical resources to be transformative, let alone emancipatory. Steering my reasoning through the historical development of HRE, I contend that the time for Critical Human Rights Education has arrived.