# bib

id: human-4754
author: team, Editorial
title: Reviewer acknowledgements 2021
date: 2022-01-03
pages: 6
extension: .pdf
mime: application/pdf
words: 494
sentence: 6
flesch: -31
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summary:
  Rebecca ADAMI Stockholm University, Sweden Vanessa ANDREOTTI The University of British Columbia, Canada Madeleine ARNOT University of Cambridge, UK Keith BARTON Indiana University, USA Oddrun BRÅTEN Norwegian University of Science and Technology, Norway Tony BURNER University of South-Eastern Norway, Norway Claire CASSIDY University of Strathclyde, UK Sicong CHEN, Kyushu University, JAPAN https://creativecommons.org/licenses/by/4.0/ https://www.humanrer.org/ HRER Reviewer acknowledgements 167 Sandra CULLEN Dublin City University, IRELAND Cecilia DECARA The Danish Institute for Human Rights, Denmark Judith DUNKERLY-BEAN Old Dominion University, USA Suzanne EGAN University College Dublin, Ireland Dag Øistein ENDSJØ University of Oslo, Norway Kristin Gregers ERIKSEN University of South-Eastern Norway, Norway William R. FERNEKES Rutgers Graduate School of Education, USA Bjørn Aksel FLATÅS, University of South-Eastern Norway, Norway Liam GEERON University of Oxford, United Kingdom Viola B. GIORGI University of Hildesheim, Germany Sue GOLLIFER University of Iceland, Iceland Rolf GOLLOB University of Teacher Education Zug, Switzerland Chelsea HACKETT University of Colorado, USA 168 Carole L. HAHN Emory University, USA Shandon HARRIS-HOGAN University of Oslo, Norway Lisa HARTLEY Curtin University, Australia Peter HERVIK Aarhus University, Denmark Marlene Printz JELLESEN University College of Northern Denmark, Denmark Camilla Stabel JØRGENSEN Norwegian University of Science and Technology, Norway Despina KARAKATSANI University of Peloponnese, Greece Susan Roberta KATZ University of San Francisco, USA Astrid de KEIZER University of Applied Sciences Leiden, The Netherlands Yuka KITAYAMA Osaka University, Japan Lisa van LEENT Queensland University of Technology, Australia Hadi Strømmen LILE Østfold University College, Norway Johan LÖVGREN University of South-Eastern Norway, Norway HRER Reviewer acknowledgements 169 Knut LUNDBY University of Oslo, Norway Laura LUNDY Queen’s University Belfast, UK David LUNDIE University of Glasgow, UK Uvanney MAYLOR University of Bedforshire, UK Caroline OLIVER University College London, UK Barbara OOMEN Utrecht University, The Netherlands Farid PANJWANI Aga Khan University, Pakistan Eugenia PASTOR University Complutense, Spain Mario PEUCKER Victoria University, Australia Jefferson R. PLANTILLA Hurights Osaka, Japan Norman RICHARDSON Stranmillis University College, UK Hans Ingvar ROTH Stockholm University, Sweden Cornelia ROUX Stellenbosch University, South Africa 170 Josefine SCHERLING Pädagogische Hochschule Kärnten, Austria Peter SCHREINER Comenius-Institut, Germany Feroz Mehmood SHAH University of South-Eastern Norway, Norway Farzana SHAIN Goldsmiths, University of London, UK Mira SKADEGÅRD Aalborg University, Tuukka TOMPERI Tampere University, Finland HRER Reviewer acknowledgements 171 Özgür ULUBEY Muğla Sıtkı Koçman Üniversitesi, Turkey Knut VESTERDAL Norwegian University of Science and Technology, Norway Rune ØYSTESE NLA University College, Norway


id: human-4653
author: Seroto, Johannes
title: Perspectives about citizenship, human rights and reconciliation in the post-genocide period
date: 2022-06-08
pages: 3
extension: .pdf
mime: application/pdf
words: 976
sentence: 39
flesch: 39
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summary:
  255 pp., $28.95 (paperback) ISBN: 978-1-9788-0286-5. Reviewed by Johannes Seroto University of South Africa, South Africa, serotj@unisa.ac.za Garnett Russell is one of the most prolific scholars in human rights education, reconciliation and peace education in post-conflict societies. Russell critically reviews how the state has selectively positioned itself in global discourses about citizenship and human rights to draw together broader human rights legitimacy to Rwanda while simultaneously avoiding discussions of controversial issues.


id: human-2565
author: Lybæk, Lena
title: Addressing religion and human rights
date: 2018-06-25
pages: 3
extension: .pdf
mime: application/pdf
words: 1097
sentence: 60
flesch: 49
cache: cache/human-2565.pdf
txt: txt/human-2565.txt
summary:
  Two chapters, authored and co-authored by Ziebertz himself, are dedicated to quantitative and comparative studies of young people’s attitudes towards human rights, and consequences for human rights education. While most of the other articles and chapters are more broadly concerned with the relation between religion and education in various North and East European contexts and possible human rights perspectives, Paula Gerber’s focus, in her contribution, is on human rights education in school curricula, with examples drawn mostly from Australia and New Zealand, with some references to the UK and Ireland.


id: human-2795
author: Bracey, Paul
title: A model linking history education and human rights education
date: 2018-08-20
pages: 3
extension: .pdf
mime: application/pdf
words: 1130
sentence: 48
flesch: 46
cache: cache/human-2795.pdf
txt: txt/human-2795.txt
summary:
  Change: handbook for history learning and human rights education for educators in formal, non-formal and higher education. Change: handbook for history learning and human rights education for educators in formal, non-formal and higher education.


id: human-4941
author: Osler, Audrey; Egan, Suzanne; Shanks, Rachel; Stokke, Christian
title: Legal knowledge, rights, and students’ lived experiences in HRE
date: 2022-06-08
pages: 3
extension: .pdf
mime: application/pdf
words: 1115
sentence: 40
flesch: 36
cache: cache/human-4941.pdf
txt: txt/human-4941.txt
summary:
  https://www.humanrer.org Editorial Legal knowledge, rights, and students’ lived experiences in HRE Audrey Osler, University of South-Eastern Norway, Norway, University of Leeds, UK Suzanne Egan University College Dublin, Ireland Rachel Shanks University of Aberdeen, United Kingdom Christian Stokke University of South-Eastern Norway, Norway This volume brings human rights education (HRE) alive by tying it to a range of key issues facing schools and educators in different national contexts; these include LGBTI+ rights, the rights of religious minorities, child sexual abuse, and bullying and harassment. Such a counter-intuitive http://doi.org/10.7577/hrer.4941 https://creativecommons.org/licenses/by/4.0/ https://www.humanrer.org/ Human Rights Education Review–Volume 5(2) 2 development raises important questions about the impact of political choices on children’s human rights when rights legislation is strengthened and the necessity to raise public awareness of human rights and equality principles and practices.


id: human-2872
author: Tang, Mei-Ying
title: New research-based insights for human rights education
date: 2018-09-17
pages: 4
extension: .pdf
mime: application/pdf
words: 1151
sentence: 43
flesch: 38
cache: cache/human-2872.pdf
txt: txt/human-2872.txt
summary:
  Although these case studies may not give a complete picture of HRE practice, they point out the major challenges, complexities, and limitations facing HRE, especially in regions where it may be regarded as potentially disruptive or even opposed to existing educational and political systems. In the first section, the text provides conceptual perspectives on the rise of HRE as a global phenomenon, the significance of emotion and sentimentality in HRE, the evolution of HRE models for empowering various learners toward empowerment, and HRE’s legal standing as defined in international law.


id: human-4862
author: Becker, Anne
date: 2022-09-07
pages: 3
extension: .pdf
mime: application/pdf
words: 1269
sentence: 62
flesch: 54
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txt: txt/human-4862.txt
title:
  Multidisciplinary critique on, and solutions to, the human (rights) causes and consequences of global poverty

summary:
  Reading this book is an investment every scholar interested in global poverty, inequality, social justice, human rights, human rights education, international human rights law, policy and political studies should make. The first part includes an outline of how poverty came to be associated with human rights and an analysis of various theoretical stances defining poverty as a human rights issue.


id: human-4913
author: Gillett-Swan, Jenna
title: Making education rights accessible for educators and schools
date: 2022-09-07
pages: 3
extension: .pdf
mime: application/pdf
words: 1249
sentence: 47
flesch: 40
cache: cache/human-4913.pdf
txt: txt/human-4913.txt
summary:
  Making education rights accessible for educators and schools ISSN: https://www.humanrer.org Book and media reviews Making education rights accessible for educators and schools Strømmen Lile, H. (2021).


id: human-4711
author: Helakorpi, Jenni
date: 2022-06-08
pages: 3
extension: .pdf
mime: application/pdf
words: 1263
sentence: 54
flesch: 37
cache: cache/human-4711.pdf
txt: txt/human-4711.txt
title:
  Analysis and solutions for solving the citizenship and civic education dilemma in multicultural nations and global contexts

summary:
  Here Banks provides a solution to the citizenship education dilemma: when transformative citizenship education is implemented, students experience democracy in classrooms and schools, and this is how the internalization of democratic beliefs and values is accomplished. In this chapter Banks also relies on implementing transformative citizenship education in schools, and he describes interventions that educators can utilize.


id: human-5024
author: Ward, Carmel
title: Revisiting ‘voice’ in early childhood education
date: 2023-05-03
pages: 4
extension: .pdf
mime: application/pdf
words: 1234
sentence: 59
flesch: 45
cache: cache/human-5024.pdf
txt: txt/human-5024.txt
summary:
  The book is structured around eight talking-point posters which illustrate elements of voice work: Voice, Democracy, Culture, Listen with Purpose, Space and Place, Skills and Tools, Enable, and Build Capacity (Wall et al., 2019). Here, they connect voice work to education for human rights, attending to the complex and contested constructs of children’s agency and capacity.


id: human-4982
author: Hanna, Amy
title: Appraising youth participation in Ireland
date: 2023-05-03
pages: 4
extension: .pdf
mime: application/pdf
words: 1379
sentence: 56
flesch: 42
cache: cache/human-4982.pdf
txt: txt/human-4982.txt
summary:
  Overview of the Collection Divided into three parts, the collection begins by setting out the policy framework in Ireland that supports youth participation; the National Framework for Children and Young People’s Participation in Decision-Making (2021), which is built upon the National Strategy on Children and Young People’s Participation in Decision-Making 2015-2020. The Feedback Loop Feedback (Lundy, 2018) is identified in this collection as essential in embedding institutional allyships within policy-making processes (chapter 5); youth participation can only be realised when the young understand the outcomes of sharing their views and opinions.


id: human-2498
author: Egan, Suzanne
title: Human rights education: a vehicle for negotiating the challenges posed by global migration?
date: 2018-06-25
pages: 4
extension: .pdf
mime: application/pdf
words: 1309
sentence: 36
flesch: 23
cache: cache/human-2498.pdf
txt: txt/human-2498.txt
summary:
  Although these critiques are familiar territory for HRE scholars, this collection does make its own fascinating contribution, in helping to progress the conversation between scholars and practitioners of diverse backgrounds on the appropriate interplay between multicultural citizenship and human rights education in the context of citizenship education. Part 1 introduces cross- cutting issues, concepts as well as meta-ideas for how citizenship education could be progressed in the contextual reality of global migration.


id: human-4727
author: Skeie, Geir ; Stokke, Christian
title: Exploring the intersections between human rights education and religious education
date: 2022-01-03
pages: 4
extension: .pdf
mime: application/pdf
words: 1536
sentence: 67
flesch: 42
cache: cache/human-4727.pdf
txt: txt/human-4727.txt
summary:
  Editorial Exploring the intersections between human rights education and religious education Geir Skeie University of Stavanger, Norway, geir.skeie@uis.no Christian Stokke University of South-Eastern Norway, Norway We are happy to present this special issue of Human Rights Education Review, which explores the intersections between human rights education (HRE) and religious education (RE).


id: human-4766
author: Kurian, Nomisha
title: A fruitful banyan tree of peace and human rights
date: 2022-09-07
pages: 4
extension: .pdf
mime: application/pdf
words: 1561
sentence: 93
flesch: 49
cache: cache/human-4766.pdf
txt: txt/human-4766.txt
summary:
  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. A critical comparative study of peace education in Jamaica and Peru.


id: human-5106
author: Croke, Rhian
title: Giving future generations human rights
date: 2023-05-03
pages: 4
extension: .pdf
mime: application/pdf
words: 1545
sentence: 66
flesch: 39
cache: cache/human-5106.pdf
txt: txt/human-5106.txt
summary:
  https://www.humanrer.org Book and media reviews Giving future generations human rights Linehan, J. and Lawrence, P. (Eds.) However, several authors suggest we must give greater protection to the HRER Book and Media Reviews 4 interests of future generations by firmly placing the full range of human rights and individual administrative justice rights into law, so there is enhanced legal accountability.


id: human-2805
author: Osler, Audrey
title: Human rights education: a project for our common future
date: 2018-06-25
pages: 5
extension: .pdf
mime: application/pdf
words: 1825
sentence: 84
flesch: 45
cache: cache/human-2805.pdf
txt: txt/human-2805.txt
summary:
  The University is building a body of expertise both in the fields of human rights and human rights education within and beyond the Faculty of Humanities, Sports and Educational Science. HRER provides opportunities for scholars to contribute to debates and critical thinking in the expanding field of human rights education and addresses these fields as they relate to citizenship, identity and belonging.


id: human-2495
author: Hayden, Matthew; Lange, Petra
title: Whose rights are they? Social justice, HRE discourse, and the politics of knowledge
date: 2018-06-25
pages: 7
extension: .pdf
mime: application/pdf
words: 3221
sentence: 119
flesch: 44
cache: cache/human-2495.pdf
txt: txt/human-2495.txt
summary:
  In Joanne Coysh’s critique of human rights education, Human rights education and the politics of knowledge, the primary institutions (i.e. the United Nations, UNESCO) and distributors (NGOs) of HRE are accused of producing and distributing a narrowly constructed hegemonic discourse that serves to reproduce its knowledge through predetermined facts of human rights that are then consumed by target populations in a way that preserves the discourse and the knowledge it contains. Human rights education and the politics of knowledge.


id: human-3264
author: team, Editorial
title: Reviewer acknowledgements
date: 2019-03-06
pages: 2
extension: .pdf
mime: application/pdf
words: 171
sentence: 5
flesch: 32
cache: cache/human-3264.pdf
txt: txt/human-3264.txt
summary:
  Rebecca ADAMI University of Stockholm, Sweden Paul BRACEY University of Northampton, UK Kjersti BRATHAGEN University of South-Eastern Norway, Norway Cecilia DECARA Danish Institute for Human Rights, Denmark Judith DUNKERLY-BEAN Old Dominion University, USA Viola B. GEORGI University of Hildesheim, Germany Carole HAHN Emory University, USA Brynja HALLDÓRSDÓTTIR University of Iceland, Iceland Lisa HARTLEY Curtin University, Australia Lee JEROME Middlesex University, UK Claudia LENZ Norwegian School of Theology, Norway Hadi Strømmon LILE Østfold University College, Norway Anja MIHR Center on Governance though Human Rights, Germany Virginia MORROW University of Oxford, UK 107 Thomas NYGREN Uppsala University, Sweden Barbara OOMEN Roosevelt University College, The Netherlands Anatoli RAPOPORT Purdue University, USA Farzana SHAIN Keele University, UK Hugh STARKEY University College London, UK Sharon STEIN University of British Columbia, Canada


id: human-3143
author: Mezzanotti, Gabriela
title: Problem-posing HRE: a revolutionary tool for social change and human development
date: 2019-02-04
pages: 4
extension: .pdf
mime: application/pdf
words: 1283
sentence: 58
flesch: 46
cache: cache/human-3143.pdf
txt: txt/human-3143.txt
summary:
  Criticism of “top down projects” and their apparent disregard for local values and their role in human development are frequently linked to hidden structures of power and colonialist ideals. Ben Cislaghi offers a practical model of human development, drawing on the approaches of Sen, Nussbaum, and Appadurai.


id: human-3033
author: Carlile, Anna
title: Queer pedagogies: LGBTQ education, democracy and human rights
date: 2018-11-08
pages: 3
extension: .pdf
mime: application/pdf
words: 972
sentence: 35
flesch: 41
cache: cache/human-3033.pdf
txt: txt/human-3033.txt
summary:
  The book makes it clear that alliances are more important - which is why LGBTQ education is for everyone interested in democracy, and not just for LGBTQ teachers and students. 101 pp., £35.25 (hardback) ISBN: 978-0-414-70992-7; £16 (ebook) ISBN: 978-1-315-88525-4 Reviewed by Anna Carlile Goldsmiths, University of London, UK Anna Carlile: a.carlile@gold.ac.uk http://doi.org/10.7577/hrer.3033 mailto:a.carlile@gold.ac.uk HRER Book and Media Reviews 66 BOOK AND MEDIA REVIEWS Queer pedagogies: LGBTQ education, democracy and human rights DOI: http://doi.org/10.7577/hrer.3033 Camicia, S. P. (2016).


id: human-3088
author: Osler, Audrey
title: Embodying human rights in formal education: an ongoing challenge
date: 2018-12-20
pages: 4
extension: .pdf
mime: application/pdf
words: 1476
sentence: 61
flesch: 36
cache: cache/human-3088.pdf
txt: txt/human-3088.txt
summary:
  Each of the articles addresses human rights education (HRE) in formal settings, in spaces where there are often tensions between the duty of the state to guarantee rights, including the right to human rights education, and the power of the state to deny those same rights. Set alongside the legal obligations that teachers have in relation to HRE, those responsible for teacher education are challenged to look afresh at curriculum, pedagogy and, perhaps most importantly, the purposes of human rights education.


id: human-3407
author: Mitchell, Lynsey
date: 2019-10-07
pages: 3
extension: .pdf
mime: application/pdf
words: 1088
sentence: 37
flesch: 42
cache: cache/human-3407.pdf
txt: txt/human-3407.txt
title:
  Making women human: uncovering the contribution of women to the Universal Declaration of Human Rights

summary:
  This book provides ample real-life examples of the continuing debates in human rights, such as the universalism versus relativism debate, the generalist rights versus specific rights debate, and the legally binding versus aspirational mechanisms of promoting and protecting human rights debate. This text will also prove useful to those providing generalist education and information on international human rights due to its accessibility and reinvigoration of the story of the birth of UN human rights.


id: human-3320
author: Waldron, Fionnuala
title: Imagining Europe: narratives of identity and belonging
date: 2019-09-05
pages: 4
extension: .pdf
mime: application/pdf
words: 1313
sentence: 50
flesch: 45
cache: cache/human-3320.pdf
txt: txt/human-3320.txt
summary:
  In terms of his findings, Ross lays out his key themes in the following six chapters, with chapters 2 and 3 addressing the cultural, communal and civic values which young people draw on to construct their narratives of identity in the context of a diverse, multicultural Europe. Chapter 4 examines the resources which young people harness in those constructions, including local knowledge, engagement with a range of media, and social interactions with family and, to a lesser extent, friendship groups and schools.


id: human-3032
author: Cassidy, Claire
title: Power, pedagogy and practice in human rights education: questions of social justice
date: 2019-01-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1576
sentence: 71
flesch: 52
cache: cache/human-3032.pdf
txt: txt/human-3032.txt
summary:
  Chapter 6 leads neatly to Tibbitts’ Chapter 7, where she explores the thorny problem of universalism in relation to human rights education. Crossing continents, to South Africa, Ahmed, in Chapter 11, shares his empirical research, evidencing that those who advocate for and support human rights education may find their personal values at odds with the work they do.


id: human-3506
author: Osler, Audrey
title: Addressing the ‘why’, ‘what’ and ‘how’ of human rights education
date: 2019-09-05
pages: 4
extension: .pdf
mime: application/pdf
words: 1665
sentence: 75
flesch: 48
cache: cache/human-3506.pdf
txt: txt/human-3506.txt
summary:
  This focus on the underlying purposes of state- led, human rights education (HRE) is important for several reasons. Human rights education from this perspective is about challenging and addressing injustice, including sexual injustice.


id: human-3548
author: Elbers, Frank
title: Lost in translation? On vernacularisation and localisation of human rights
date: 2019-11-03
pages: 3
extension: .pdf
mime: application/pdf
words: 1107
sentence: 45
flesch: 39
cache: cache/human-3548.pdf
txt: txt/human-3548.txt
summary:
  The contributors define the process by which actors around the globe engage and interact with human rights norms at the transnational level and how, in turn, this affects the ‘travel, translation and transformation’ of human rights (p.3). Anyone engaged in human rights work knows that international human rights norms are not created in a vacuum by human rights and legal experts and diplomats in Geneva or New York.


id: human-4981
author: Gollifer, Sue E.
date: 2022-12-01
pages: 17
extension: .pdf
mime: application/pdf
words: 7010
sentence: 358
flesch: 31
cache: cache/human-4981.pdf
txt: txt/human-4981.txt
title:
  Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools

summary:
  Keywords Narrative inquiry, upper secondary schooling, human rights education, critical pedagogy, teacher education http://doi.org/10.7577/hrer. Re-thinking relations in human rights education: The politics of narratives.


id: human-5098
author: Sen, Kerim
title: International organizations and human rights education curriculum reform
date: 2023-05-03
pages: 20
extension: .pdf
mime: application/pdf
words: 8349
sentence: 385
flesch: 42
cache: cache/human-5098.pdf
txt: txt/human-5098.txt
summary:
  Human rights education programme of Turkey 1998-2007. [Secondary education democracy and human rights course programme of study].


id: human-4958
author: Martinez Sainz, Gabriela; Hanna, Amy
title: Youth digital activism, social media and human rights education: the Fridays for Future movement
date: 2023-06-15
pages: 21
extension: .pdf
mime: application/pdf
words: 8291
sentence: 404
flesch: 45
cache: cache/human-4958.pdf
txt: txt/human-4958.txt
summary:
  However, participants rarely frame their claims for climate action as a matter of human rights or explicitly name their right to a clean and healthy environment. Activism & human rights education There is increasing evidence that social media can serve as an effective learning space for human rights among adults, including academics and practitioners (Kim, 2011; Kiwan, 2020; Zanatta et al., 2019).


id: human-2656
author: Muñoz Ramírez, Alicia
date: 2018-06-23
pages: 20
extension: .pdf
mime: application/pdf
words: 8229
sentence: 453
flesch: 45
cache: cache/human-2656.pdf
txt: txt/human-2656.txt
title:
  Education for citizenship and human rights and the impact of neoconservative catholic influences in Spain

summary:
  A. Muñoz Ramírez 63 Human Rights Education Review – Volume 1(1) 64 Source: prepared by the author. Education for Citizenship and Human Rights and the Impact of Neoconservative Catholic Influences in Spain Introduction International recommendations on human rights education and democratic citizenship education The implementation of Education for Citizenship and Human Rights in Spain Impact of neoconservative Catholic influences on Education for Citizenship and Human Rights Conclusion Notes References Figure 1. One of the most significant examples is the World Programme for Human Rights Education (2005-present), which consists of a series of consecutive phases to advance the implementation of human rights education in schools, higher education, teacher training programmes and society in general (Office of the United Nations High Commissioner for Human Rights & United Nations Educational, Scientific and Cultural Organization, 2012).


id: human-4771
author: Daniels, Stephen
title: Incorporating the Convention on the Rights of the Child in Scottish education
date: 2022-10-11
pages: 20
extension: .pdf
mime: application/pdf
words: 8548
sentence: 352
flesch: 34
cache: cache/human-4771.pdf
txt: txt/human-4771.txt
summary:
  Human rights education Following the definition outlined in the United Nations Declaration on Human Rights Education and Training (UNDHRET), human rights education and training encompasses education: (a) About human rights, which includes providing knowledge and understanding of human rights norms and principles, the values that underpin them and the mechanisms for their protection; (b) Through human rights, which includes learning and teaching in a way that respects the rights of both educators and learners; (c) For human rights, which includes empowering persons to enjoy and exercise their rights and to respect and uphold the rights of others. Human rights education in Scotland As detailed above, it is the intention of the Scottish Government to incorporate the UNCRC into Scots law.


id: human-3570
author: Osler, Audrey; Flatås, Bjørn Aksel; Ozdowski, Sev
title: Networking to promote and transform human rights education
date: 2019-11-03
pages: 6
extension: .pdf
mime: application/pdf
words: 2049
sentence: 94
flesch: 35
cache: cache/human-3570.pdf
txt: txt/human-3570.txt
summary:
  They start with a pedagogical focus on students’ active learning about human rights, asking ‘what is human rights education?’ Their study points towards a pedagogy wherein the conception of human rights education is dialogic, in which knowledge about human rights and diversity is negotiated, and where active learning requires active unlearning.


id: human-2691
author: Grover, Sonja
title: Rights education and children’s collective self-advocacy through public interest litigation
date: 2018-06-23
pages: 20
extension: .pdf
mime: application/pdf
words: 9204
sentence: 285
flesch: 16
cache: cache/human-2691.pdf
txt: txt/human-2691.txt
summary:
  It may seem odd to select a U.S. constitutional case as a case exemplar of children as a class pursuing public interest litigation to advance child rights. Retrieved 09.04.2018 from https://www.icj.org/wp-content/uploads/2012/08/rightto-remedy-and- reparations-practitioners-guide-2006-eng.pdf Jerome, L., Emerson, L., Lundy, L. & Orr, K. (2015) Teaching and learning about child rights: A study of implementation in 26 countries (detailing a March 2015 UNICEF report in collaboration with the University of Belfast) Retrieved 12.06.2018 from https://www.unicef.org/crc/files/CHILD_RIGHTS_EDUCATION_STUDY_11M ay.pdf Juliana et al. vs. the United States et al.


id: human-4761
author: Quennerstedt, Ann
title: Unicef’s Rights Respecting Schools Award as children’s human rights education
date: 2022-09-25
pages: 23
extension: .pdf
mime: application/pdf
words: 8892
sentence: 452
flesch: 47
cache: cache/human-4761.pdf
txt: txt/human-4761.txt
summary:
  Previous research on the impact of school programmes for rights education Research that studies school programmes for children’s rights education almost exclusively refers to the findings of two groups of scholars, whose research was conducted during the first decade of the millennium. In the following I will account for findings in the reviewed research that support the view that programme schools achieve the aims elaborated above, or that question the extent of the contributions.


id: human-3574
author: Starkey, Hugh
title: From failed citizenship to functioning citizenship: a challenging agenda for human rights education
date: 2020-02-08
pages: 4
extension: .pdf
mime: application/pdf
words: 1139
sentence: 59
flesch: 47
cache: cache/human-3574.pdf
txt: txt/human-3574.txt
summary:
  Another useful concept with potential for adaptation as an activity or framework in human rights education (HRE) is the attention to rights to place and purpose. The promise of justice and peace, the raison d’être of human rights, is effectively broken.


id: human-2852
author: Eriksen, Kristin Gregers
title: The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses
date: 2018-12-20
pages: 21
extension: .pdf
mime: application/pdf
words: 8778
sentence: 574
flesch: 44
cache: cache/human-2852.pdf
txt: txt/human-2852.txt
summary:
  The new overarching curriculum follows a process of acknowledgment and institutionalization of Sami education. Samisk opplæring under LK06-samisk: analyse av læreplan og tidlige tiltak for implementering [Sami education under LK06 Sami: Analysis of the curriculum and former implementation], Vol. 3/2009.


id: human-5016
author: Hall, Genevieve; Tudball, Libby
date: 2023-06-14
pages: 21
extension: .pdf
mime: application/pdf
words: 7976
sentence: 374
flesch: 33
cache: cache/human-5016.pdf
txt: txt/human-5016.txt
title:
  Enabling grass roots activism and human rights-based education for sustainability: case studies of Australian youth organisations

summary:
  The workshops are designed to spark students’ interest in climate change and solutions, and how they can lead climate action in their school and community. The first organisation, School Strike for Climate (SS4C), formed in response to Greta Thunberg’s call for climate action, provides comprehensive documentation of their goals and activities on their website.


id: human-3645
author: Klein, Gillian
title: The ‘special framing of hindsight’: teaching the unthinkable in HRE
date: 2020-04-06
pages: 4
extension: .pdf
mime: application/pdf
words: 1300
sentence: 68
flesch: 57
cache: cache/human-3645.pdf
txt: txt/human-3645.txt
summary:
  Polgar urges that their lives, cultures and contributions as German citizens should be taught about in Holocaust education, that the teaching be contextualized and age- appropriate. The chapter positioning Holocaust education in the context of multicultural education and cultural studies asks many questions about getting Holocaust education onto the US curriculum.


id: human-2610
author: Erdal, Marta Bivand; Strømsø, Mette
title: Children’s rights, participatory research and the co-construction of national belonging
date: 2018-06-23
pages: 22
extension: .pdf
mime: application/pdf
words: 9746
sentence: 480
flesch: 49
cache: cache/human-2610.pdf
txt: txt/human-2610.txt
summary:
  Thus, in this article we ask: How can participatory group discussions help young people to take part in the co-construction of national belonging? Group discussions - a pedagogical intervention facilitating the right to participation In this article we ask: How can participatory group discussions help young people to take part in the co-construction of national belonging?


id: human-3606
author: Martínez Sainz, Gabriela
title: Joy as a pedagogical tool for critical human rights education
date: 2020-04-06
pages: 4
extension: .pdf
mime: application/pdf
words: 1288
sentence: 67
flesch: 44
cache: cache/human-3606.pdf
txt: txt/human-3606.txt
summary:
  In ‘Joyful Human Rights’, Simmons proposes a new approach to analysing, discussing and–ultimately–understanding human rights. The book, thus, serves as an invitation for educators and researchers to rethink how human rights are commonly taught – mostly with a focus on tragedies, abuses and violations – and why a shift in the narrative towards joy can be beneficial.


id: human-4776
author: Draugedalen, Kjersti; Osler, Audrey
date: 2022-05-06
pages: 24
extension: .pdf
mime: application/pdf
words: 9646
sentence: 497
flesch: 50
cache: cache/human-4776.pdf
txt: txt/human-4776.txt
title:
  Teachers as human rights defenders: strengthening HRE and safeguarding theory to prevent child sexual abuse 

summary:
  It would seem that by combining these two approaches— teaching child rights within a care-based ethics where relationships of trust are established— teachers create opportunities for children to ‘open up’. This framework aligns HRE with care-based ethics; addresses the role of emotions in teachers’ work as it relates to child rights and safeguarding; considers the role of asymmetrical power relations when talking about rights; and proposes a transformative HRE.


id: human-2560
author: Lundy, Laura; Martínez Sainz, Gabriela
date: 2018-09-17
pages: 21
extension: .pdf
mime: application/pdf
words: 10038
sentence: 444
flesch: 51
cache: cache/human-2560.pdf
txt: txt/human-2560.txt
title:
  The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education

summary:
  The UN Committee on the Rights of the Child has chosen to focus on the topic of child human rights defenders in its 2018 day of general discussion . Abstract: Human rights education (HRE) emphasises the significance of children learning about, through and for human rights through their lived experiences.


id: human-2450
author: Parker, Walter C.
title: Human rights education’s curriculum problem
date: 2018-06-25
pages: 21
extension: .pdf
mime: application/pdf
words: 9571
sentence: 602
flesch: 55
cache: cache/human-2450.pdf
txt: txt/human-2450.txt
summary:
  Keywords: Human rights education, epistemology, knowledge, curriculum coherence, curriculum development, content selection Introduction While evidence suggests that human rights education (HRE) in some respects “has expanded dramatically over the last few decades” (Russell & Suarez, 2017, p. 39), its curriculum remains at best opaque and at worst so under-developed as to include only “mentions” of something called “human rights.” Public school curriculum development is a matter for the fifty state governments, most of which further devolve authority to local school districts, thereby making some 14,000 ministries of education nationwide, each with a locally elected board of directors.3


id: human-4789
author: Gerber, Paula; Lindner, Phoebe Irving
title: Educating children about sexual orientation and gender identity post-marriage equality in Australia
date: 2022-06-08
pages: 28
extension: .pdf
mime: application/pdf
words: 10393
sentence: 528
flesch: 33
cache: cache/human-4789.pdf
txt: txt/human-4789.txt
summary:
  The HRC’s ‘Plan of Action for the fourth phase (2020-2024) of the World Programme for Human Rights Education’ states that one of the programme’s ‘specific objectives’ is, To expand human rights education for, with and by youth in formal and nonformal education and, indirectly, informal learning, prioritizing young people in situations of exclusion or vulnerability. The Australian Council for Human Rights Education (ACHRE), was established in 1999 by a group of committed and dedicated volunteers to actively pursue human rights education in Australia (Australian Council for Human Rights Education, n.d.).


id: human-2832
author: Brantefors, Lotta
date: 2019-09-05
pages: 23
extension: .pdf
mime: application/pdf
words: 10767
sentence: 682
flesch: 55
cache: cache/human-2832.pdf
txt: txt/human-2832.txt
title:
  ‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

summary:
  Championing human rights close to home and far away: Human rights education in light of national identity construction and foreign policy in Norway Volume 2, No 1 (2019) Keywords: content, teaching, learning, education, human rights, children’s human rights L. Brantefors: lotta.brantefors@edu.uu.se http://doi.org/10.7577/hrer.2832 mailto:lotta.brantefors@edu.uu.se Human Rights Education Review – Volume 2(1) 48 ‘They don’t have as good a life as us’: a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms.


id: human-3873
author: team , Editorial
title: Reviewer acknowledgements Vol. 2
date: 2020-06-23
pages: 3
extension: .pdf
mime: application/pdf
words: 327
sentence: 2
flesch: -103
cache: cache/human-3873.pdf
txt: txt/human-3873.txt
summary:
  Bassel AKAR Notre Dame University, Lebanon Schirin AMIR-MOAZAMI Freie Universität Berlin, Germany Bronagh BYRNE Queen's University Belfast, UK Wanda CASSIDY Simon Fraser University, Canada Keith C. BARTON Indiana University, USA Judith DUNKERLY-BEAN Old Dominion University, USA Michelle BELLINO University of Michigan, USA Frederique Brossard BOERHAUG NLA University College, Norway Steven CAMICIA Utah State University Kenan ÇAYIR Istanbul Bilgi University, Turkey Sevda CLARK University of Oslo, Norway Suzanne EGAN University College Dublin, Ireland Stener EKERN, University of Oslo, Norway William Robert FERNEKES Rutgers, The State University of New Jersey, USA HRER Acknowledgements 104 Jonas GAMBORG LILLEBØ Volda University College, Norway Michael B. GREENE Rutgers University, USA Brynja Elisabeth HALLDÓRSDÓTTIR University of Iceland, Iceland Jenni HELAKORPI University of Helsinki, Finland Line JENSSEN University of South-Eastern Norway, Norway Lee JEROME Middlesex University, UK Yuka KITAYAMA Osaka University, Japan Ryan KNOWLES Utah State University, USA Kazuhiro KUSAHARA Hiroshima University, Japan Brett L. LEVY University at Albany, USA Jane LO Florida State University, USA Tristan MCCOWAN University College London, UK Anja MIHR Humboldt-Viadrina Governance Platform, Germany Jefferson R. PLANTILLA Asia-Pacific Human Rights Information Center (HURIGHTS OSAKA), Japan Anatoli RAPOPORT Purdue University, USA Sandra REITZ German Institute for Human Rights, Germany HRER Book and Media Reviews 101 Robin RICHARDSON Insted Consultancy, UK Francisco RIOS Western Washington University, USA J SEROTO University of South Africa, South Africa Vedrana SPAJIḈ-VRKAṦ University of Zagreb, Croatia Hugh STARKEY University College London, UK Christian STOKKE University of South-Eastern Norway, Norway Alison E.C. STRUTHERS University of Warwick, UK Elisabeth TEIGE Volda University College, Norway Nigel Patrick THOMAS University of Central Lancashire, UK Elisabeth TUDBALL Monash University, Australia Ådne VALEN-SENDSTAD University of South-Eastern Norway, Norway Jennifer VAN KRIEKEN ROBSON University of East London, UK Joan WOODHOUSE University of Leicester, UK ISSN 2535-5406 REVIEWER ACKNOWLEDGEMENTS The editors would like to thank the following colleagues for the time and careful attention given to manuscripts they reviewed for Volume 2 of HRER.


id: human-3835
author: Trylinska, Anna
title: Catastrophic migration and its impact on education of children and youth on the move
date: 2020-08-18
pages: 4
extension: .pdf
mime: application/pdf
words: 1317
sentence: 79
flesch: 55
cache: cache/human-3835.pdf
txt: txt/human-3835.txt
summary:
  Maurice Crul, in chapter 13, recommends instruments that should be used to provide equal opportunities for refugee children to succeed in school. I think this is a difficult task because refugee children come from countries that do not respect human rights, and such concepts are often abstractions.


id: human-3897
author: Çayır, Kenan
title: Turkey’s citizenship education: a battlefield between secularism and islamism
date: 2020-08-18
pages: 4
extension: .pdf
mime: application/pdf
words: 1284
sentence: 72
flesch: 37
cache: cache/human-3897.pdf
txt: txt/human-3897.txt
summary:
  Following the introduction of the subject in Chapter 1, Chapter 2 discusses four major citizenship theories or theoretical approaches: universalist citizenship education, multiculturalist citizenship education, democratic citizenship education, and critical citizenship education. The main aim of the highly centralized formal education system in general, and citizenship education in particular, has been to transform (mostly religious) rural peasants into (secular, Western style) citizens.


id: human-3295
author: Hall, Genevieve
title: Human rights activism: factors which influence and motivate young adults in Australia
date: 2019-10-07
pages: 19
extension: .pdf
mime: application/pdf
words: 8259
sentence: 383
flesch: 51
cache: cache/human-3295.pdf
txt: txt/human-3295.txt
summary:
  Abstract: Human rights activists aim to create social and political change. This article analyses the factors which influence and motivate human rights activists in Australia to want to be a part of this movement.


id: human-3921
author: Osler, Audrey; Stokke, Christian
title: Human rights education, Covid19 and the politics of hope
date: 2020-06-23
pages: 7
extension: .pdf
mime: application/pdf
words: 2152
sentence: 106
flesch: 48
cache: cache/human-3921.pdf
txt: txt/human-3921.txt
summary:
  Human rights education (HRE) is a long-term and continuous work of ‘making it real’ and realising justice in our neighbourhoods, nations and world. He analyses potential tensions between the integration programme’s explicit aim to teach national values to immigrants, and the role of human rights education in empowering migrants to challenge discrimination and majority bias.


id: human-3936
author: Eberbach, Kristina
title: A critical conversation about human rights and disciplinarity
date: 2020-08-18
pages: 4
extension: .pdf
mime: application/pdf
words: 1311
sentence: 72
flesch: 36
cache: cache/human-3936.pdf
txt: txt/human-3936.txt
summary:
  kre2104@columbia.edu Human Rights Education: Forging an Academic Discipline by Sarita Cargas offers a thought-provoking perspective for multiple global audiences, including those interested in human rights education (HRE) and academics teaching human rights but lacking familiarity with HRE literature. She further argues that if human rights programmes were to ‘consistently incorporate the knowledge content from the existing consensus, supplement with recommendations from international documents, and root that in a critical pedagogy, HRE will mature into the more radical and effective academic program it should be’ (26). http://doi.org/10.7577/hrer.3936 mailto:kre2104@columbia.edu HRER Book and Media Reviews 89 In Chapter 3, Cargas expands on disciplinarity and human rights, asserting that in addition to ‘considerable agreement’ on foundational knowledge, human rights literature ‘argues that the curriculum must include an exploration of values, attitudes, and tools for action.


id: human-2873
author: Jerome, Lee
title: Hypocrites or heroes? Thinking about the role of the teacher in human rights education
date: 2018-12-20
pages: 19
extension: .pdf
mime: application/pdf
words: 9369
sentence: 491
flesch: 51
cache: cache/human-2873.pdf
txt: txt/human-2873.txt
summary:
  Whereas one might normally expect a maths teacher to have substantial mathematical knowledge, or a history teacher to have a qualification in history, this is unlikely to be the case for HRE teachers, as there are few countries where HRE exists as a specialist Human Rights Education Review – Volume 1(2) 52 qualification or status (Jerome et al., 2015). In Scotland, for example, a majority of teachers said they had not been trained and lacked adequate knowledge (BEMIS, 2013), and teacher education emerged as a key recommendation in similar research in Australia (Burridge et al., 2013), Finland (HRC, 2014) and Denmark (Decara, 2013).


id: human-3322
author: Huser, Carmen
title: ‘I want to share this video with you today.’ Children’s participation rights in childhood research.
date: 2019-11-03
pages: 19
extension: .pdf
mime: application/pdf
words: 8617
sentence: 568
flesch: 57
cache: cache/human-3322.pdf
txt: txt/human-3322.txt
summary:
  The group stayed in the sight of the educators, in order to protect participating children and myself, the researcher. I opted for only one research site, basing this decision on my belief in the importance of establishing strong relationships with participants, particularly with young children.


id: human-3079
author: Goldschmidt-Gjerløw, Beate
date: 2019-05-10
pages: 22
extension: .pdf
mime: application/pdf
words: 8959
sentence: 435
flesch: 46
cache: cache/human-3079.pdf
txt: txt/human-3079.txt
title:
  Children’s rights and teachers’ responsibilities: reproducing or transforming the cultural taboo on child sexual abuse?

summary:
  Reproducing or transforming the cultural taboo on child sexual abuse? Volume 2, No 1 (2019) Date accepted: 22-03-2019 ISSN 2535-5406 Children’s rights and teachers’ responsibilities: reproducing or transforming the cultural taboo on child sexual abuse?


id: human-2907
author: Vesterdal, Knut
date: 2019-03-29
pages: 20
extension: .pdf
mime: application/pdf
words: 8890
sentence: 470
flesch: 40
cache: cache/human-2907.pdf
txt: txt/human-2907.txt
title:
  Championing human rights close to home and far away: human rights education in light of national identity construction and foreign policy in Norway

summary:
  Championing human rights close to home and far away: Human rights education in light of national identity construction and foreign policy in Norway Volume 2, No 1 (2019) Abstract: Human rights education (HRE) has been recognised in international educational discourses as a sustainable practice to develop active citizenship and protect human dignity.


id: human-3466
author: Ngo, Huong Thi Minh
date: 2019-11-03
pages: 19
extension: .pdf
mime: application/pdf
words: 8413
sentence: 464
flesch: 37
cache: cache/human-3466.pdf
txt: txt/human-3466.txt
title:
  Opportunities and constraints on human rights education when academic freedom is not guaranteed: the case of Vietnam

summary:
  Volume 2, No 2 (2019) Date received: 01-07-2019 Peer-reviewed article DOI: http://doi.org/10.7577/hrer.3466 Date accepted: 17-10-2019 ISSN 2535-5406 Opportunities and constraints on human rights education when academic freedom is not guaranteed: the case of Vietnam Huong Thi Minh Ngo Vietnam National University, Hanoi, Vietnam. This paper discusses how human rights education (HRE) can develop in such contexts.


id: human-4457
author: Osler, Audrey; Stokke, Christian
title: Prerequisites and outcomes of human rights education
date: 2021-05-12
pages: 4
extension: .pdf
mime: application/pdf
words: 1233
sentence: 66
flesch: 36
cache: cache/human-4457.pdf
txt: txt/human-4457.txt
summary:
  Student teachers believe that democracy and human rights education (DHRE) needs to be explicit and part of their professional education. Human rights education in Iceland:


id: human-3363
author: Blanchard, Lynda‐ann; Nix, Mike
title: Creating spaces for radical pedagogy in higher education
date: 2019-11-03
pages: 20
extension: .pdf
mime: application/pdf
words: 9858
sentence: 413
flesch: 49
cache: cache/human-3363.pdf
txt: txt/human-3363.txt
summary:
  In this paper, we argue for a ‘radical pedagogy’ at undergraduate level that can create the conditions for more ethical relations in human rights research with L. Blanchard & M. Nix 67 marginalised groups. ‘Radical pedagogy’, for us, means creating the conditions for more ethical relations in human rights research in two distinct ways.


id: human-3093
date: 2019-09-05
pages: 24
extension: .pdf
mime: application/pdf
words: 10251
sentence: 497
flesch: 46
cache: cache/human-3093.pdf
txt: txt/human-3093.txt
author:
  McGaughey, Fiona; Hartley, Lisa; Banki, Susan; Duffill, Paul; Stubbs, Matthew; Orchard, Phil; Rice, Simon; Berg, Laurie; Kerdo, Paghona Peggy

title:
  ‘Finally an academic approach that prepares you for the real world’: simulations for human rights skills development in higher education

summary:
  This study evaluates the coordinated implementation of human rights simulations at seven Australian universities. This study evaluates the coordinated implementation of human rights simulations at seven Australian universities.


id: human-4536
author: Hedlund, Daniel
title: Important scholarship on the right to education and universality
date: 2021-10-29
pages: 3
extension: .pdf
mime: application/pdf
words: 949
sentence: 38
flesch: 43
cache: cache/human-4536.pdf
txt: txt/human-4536.txt
summary:
  Human rights and equality: Comparative perspectives on the right to education for minorities and disadvantaged groups. Also available as ePub ISBN: 978-1-4473-3765-2; Mobi ISBN: 978- 1-4473-3766-9; epdf ISBN: 978-1-4473-3764-5. Reviewed by Daniel Hedlund Uppsala University, Sweden, daniel.hedlund@jur.uu.se This edited book offers ten contributions concerned with the interesting and imperative issue of concretising human rights and equality in education.


id: human-3694
author: Stone, Nicholas
title: Learning to belong? An analysis of Germany’s migrant orientation programme from an HRE perspective.
date: 2020-04-17
pages: 18
extension: .pdf
mime: application/pdf
words: 8482
sentence: 436
flesch: 45
cache: cache/human-3694.pdf
txt: txt/human-3694.txt
summary:
  Human rights are explicitly discussed in a variety of contexts, including a section devoted to teaching the different ways in which discrimination can manifest itself and this, along with the open-ended nature of the activity questions, can encourage learners to appreciate human rights in different contexts. In a similar manner, Ippoliti argues that ‘Educational activities should be practical – relating human rights to learners’ real-life experience and enabling them to build on human rights principles found in their own cultural context’ (2009, in Mahler et al., p. 12).


id: human-4498
author: Robinson, Carol
title: A vision for advancing children’s rights education in classrooms and communities
date: 2022-01-03
pages: 3
extension: .pdf
mime: application/pdf
words: 980
sentence: 39
flesch: 44
cache: cache/human-4498.pdf
txt: txt/human-4498.txt
summary:
  This section also includes an in-depth look at ways in which human rights education and CRE have been implemented across various cultures and contexts globally, and highlights the central role of teachers in this endeavour. Thus teachers may find themselves having to grapple with external and contextual pressures relating to their professional role being at odds with their own beliefs and values relating to CRE practices.


id: human-4538
author: Ranta, Muireann
title: Nordic reflections on child rights and childhood: realising sustainability?
date: 2022-01-03
pages: 4
extension: .pdf
mime: application/pdf
words: 1454
sentence: 59
flesch: 37
cache: cache/human-4538.pdf
txt: txt/human-4538.txt
summary:
  https://www.humanrer.org Book and media reviews Nordic reflections on child rights and childhood: realising sustainability? I recommend this book to readers with a good knowledge of child rights who are looking for a contemporary analytical discussion on the best interest principle and the relevance of local context in its application.


id: human-4030
author: Osler, Audrey; Flatås, Bjørn; Stokke, Christian
title: Extending our understandings of human rights education
date: 2020-10-27
pages: 4
extension: .pdf
mime: application/pdf
words: 1190
sentence: 44
flesch: 40
cache: cache/human-4030.pdf
txt: txt/human-4030.txt
summary:
  We have, however, included leading Chilean human rights scholar Abraham Magendzo’s reflections on the implications of the Covid-19 pandemic for human rights educators, anticipating that his timely thoughts will provoke debate and discussion among both scholars and practitioners of human rights education (HRE). Championing human rights close to home and far away: Human rights education in light of national identity construction and foreign policy in Norway Volume 3,


id: human-3720
author: Goldschmidt-Gjerløw, Beate; Trysnes, Irene
date: 2020-10-12
pages: 22
extension: .pdf
mime: application/pdf
words: 10405
sentence: 479
flesch: 39
cache: cache/human-3720.pdf
txt: txt/human-3720.txt
title:
  #MeToo in school: teachers’ and young learners’ lived experience of verbal sexual harassment as a pedagogical opportunity

summary:
  Keywords: sexual harassment, #MeToo, human rights education, recognition, intersectionality Corresponding author: Beate Goldschmidt-Gjerløw: beate.goldschmidt-gjerlow@uia.no http://doi.org/10.7577/hrer.3720 mailto:beate.goldschmidt-gjerlow@uia.no B. Goldschmidt-Gjerløw & I. Trysnes 28 #MeToo in school: teachers’ and young learners’ lived experience of verbal sexual harassment as a pedagogical opportunity DOI: http://doi.org/10.7577/hrer.3720 ISSN 2535-5406 Beate Goldschmidt- Gjerløw University of Agder, Norway. Keywords: sexual harassment, #MeToo, human rights education, recognition, intersectionality Introduction The #MeToo movement is part of a historical development of democratisation processes and the human struggle for recognition, because ‘the desire for the state to recognize one’s basic dignity has been at the core of democratic movements since the French revolution’ (Fukuyama, 2018, p.49).


id: human-3726
author: Kucharczyk, Stefan; Hanna, Helen
date: 2020-06-23
pages: 20
extension: .pdf
mime: application/pdf
words: 9835
sentence: 479
flesch: 47
cache: cache/human-3726.pdf
txt: txt/human-3726.txt
title:
  Balancing teacher power and children’s rights: rethinking the use of picturebooks in multicultural primary schools in England

summary:
  It has long been argued in the field of multicultural children’s literature that diverse children should be represented in the books that children are offered to read. It links key aspects of international human rights law on children to concepts from literacy studies and multicultural children’s literature: representation of minority groups, pictorial interpretation, critical literacy and teacher power.


id: human-3925
author: Olsson, Åsa
title: Children's rights in Swedish teacher education
date: 2020-10-21
pages: 19
extension: .pdf
mime: application/pdf
words: 8254
sentence: 439
flesch: 42
cache: cache/human-3925.pdf
txt: txt/human-3925.txt
summary:
  Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.


id: human-3937
author: Kasa, Tuija; Rautiainen, Matti; Malama, Mia; Kallioniemi, Arto
date: 2021-05-12
pages: 16
extension: .pdf
mime: application/pdf
words: 7299
sentence: 423
flesch: 48
cache: cache/human-3937.pdf
txt: txt/human-3937.txt
title:
  ‘Human rights and democracy are not self-evident’: Finnish student teachers’ perceptions on democracy and human rights education

summary:
  Finland Abstract: This article discusses democracy and human rights education (DHRE) in Finnish teacher education, drawing on existing literature, curricula and a survey of student teachers’ perceptions. Keywords: human rights education, democracy education, teacher education, student teachers, content analysis http://doi.org/10.7577/hrer.3937 Human Rights Education Review – Volume 4(2) 70 ‘Human rights and democracy are not self-evident’: Finnish student teachers’ perceptions on democracy and human rights education DOI: http://doi.org/10.7577/hrer.3937 Tuija Kasa Matti Rautiainen Mia Malama Arto Kallioniemi tuija.kasa@helsinki.fi University of Helsinki, Finland University of Jyväskylä, Finland Finnish Committee for UNICEF, Finland University of Helsinki, Finland Abstract: This article discusses democracy and human rights education (DHRE) in Finnish teacher education, drawing on existing literature, curricula and a survey of student teachers’ perceptions.


id: human-3724
author: Hahn, Carole L
title: Human rights teaching: snapshots from four countries
date: 2020-06-23
pages: 23
extension: .pdf
mime: application/pdf
words: 11016
sentence: 460
flesch: 48
cache: cache/human-3724.pdf
txt: txt/human-3724.txt
summary:
  Literature review The concept of human rights has a long history, from ancient Greece through the Enlightenment to the present; however, research on human rights education [HRE] is relatively new and theories of HRE are in their infancy. Within countries, I describe human rights education in terms of dimensions identified by Ian Lister (1981) and used by subsequent human rights educators over the years (UN, 2011): teaching about human rights (knowledge and understanding); teaching for (the securing and maintenance of) human rights; and teaching in or through human rights (teaching in institutions that respect the human rights of teachers and students).


id: human-3804
author: Obiagu, Adaobiagu; Nwaubani, Okechukwu
title: The challenges of teaching for human rights in Nigeria: knowledge, pedagogy and activism
date: 2020-10-27
pages: 22
extension: .pdf
mime: application/pdf
words: 9479
sentence: 513
flesch: 38
cache: cache/human-3804.pdf
txt: txt/human-3804.txt
summary:
  Keywords: Human rights, human rights education, social studies education, curriculum, teacher education, Nigeria Corresponding author: Adaobiagu Obiagu: adaobiagu.obiagu@unn.edu.ng http://doi.org/10.7577/hrer.3804 mailto:adaobiagu.obiagu@unn.edu.ng A.Obiagu & O.Nwaubani 6 Keywords: Human rights, human rights education, social studies education, curriculum, teacher education, Nigeria Introduction Human rights are basic human entitlements founded on the dignity of human persons and the inherent human right to life and freedoms.


id: human-3951
author: Hartley, Lisa; Fleay, Caroline; Pedersen, Anne; Cook, Alison; Jeram, Alenka
date: 2021-05-06
pages: 20
extension: .pdf
mime: application/pdf
words: 8918
sentence: 395
flesch: 52
cache: cache/human-3951.pdf
txt: txt/human-3951.txt
title:
  ‘It put me in their shoes’: challenging negative attitudes towards asylum seekers among Australian children

summary:
  Abstract: This paper evaluates a short school-based intervention run by Australian Red Cross, designed to reduce children’s prejudice towards asylum seekers. The study found that the intervention was effective in increasing the children’s positivity towards asylum seekers, reducing prejudiced attitudes, and increasing intentions to interact with asylum seekers.


id: human-4466
author: Eggen, Renate Banschbach
title: Indigeneity versus diversity
date: 2022-01-03
pages: 20
extension: .pdf
mime: application/pdf
words: 7639
sentence: 515
flesch: 46
cache: cache/human-4466.pdf
txt: txt/human-4466.txt
summary:
  In the fourth core element (Being able to take the other’s perspective), however, Sámi perspectives are explicitly linked to diversity competence: The subject shall support pupils in developing diversity competence. The categorisation of Sámi perspectives as diversity competence is highly problematic.


id: human-3986
author: Devonald, Megan; Jones, Nicola; Guglielmi, Silvia; Seager, Jennifer; Baird, Sarah
title: Human rights education in humanitarian settings: opportunities and challenges
date: 2021-02-02
pages: 22
extension: .pdf
mime: application/pdf
words: 8570
sentence: 449
flesch: 42
cache: cache/human-3986.pdf
txt: txt/human-3986.txt
summary:
  Abstract: 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. Abstract: 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.


id: human-3929
author: Moinipour, Shabnam
title: The Islamic Republic of Iran and children’s right to education: availability & accessibility
date: 2021-05-12
pages: 21
extension: .pdf
mime: application/pdf
words: 9389
sentence: 489
flesch: 44
cache: cache/human-3929.pdf
txt: txt/human-3929.txt
summary:
  One of these rights is the right to education, which includes human rights education, consisting of three parts. The need for human rights education is emphasised in certain international human rights instruments, including the foundational Universal Declaration of Human Rights, where it is stated that ‘every individual and every organ of society’ should strive to promote respect for the rights and freedoms enshrined in the Declaration through ‘teaching and education’ (United Nations [UN], 1948).


id: human-3989
author: Becker, Anne
date: 2021-04-20
pages: 20
extension: .pdf
mime: application/pdf
words: 8747
sentence: 549
flesch: 50
cache: cache/human-3989.pdf
txt: txt/human-3989.txt
title:
  Decolonial human rights education: changing the terms and content of conversations on human rights. 

summary:
  The plight of colonised peoples and minority groups remained in the conversation; in the 1974 UNESCO Recommendation and the 1978 Congress it was argued that human rights and human rights education should be connected to anti- colonialism and the struggles of people towards their emancipation and freedom. The terms of these conversations are the ‘principles, assumptions and rules of knowing’ in human rights and human rights education (Mignolo, 2018b, p. 212).


id: human-4470
author: Lövgren, Johan
title: From nation building to global citizenship: human rights education in the Nordic folk high schools
date: 2022-05-06
pages: 21
extension: .pdf
mime: application/pdf
words: 8419
sentence: 559
flesch: 54
cache: cache/human-4470.pdf
txt: txt/human-4470.txt
summary:
  The following section presents the reflective texts written by FHS students, divided into three main categories. The empirical study maps the students' description of Community as the centre of their year as FHS students.


id: human-4177
author: Team, Team
title: Reviewer acknowledgements: Vol. 3
date: 2021-03-11
pages: 4
extension: .pdf
mime: application/pdf
words: 372
sentence: 3
flesch: -69
cache: cache/human-4177.pdf
txt: txt/human-4177.txt
summary:
  Norway Claudia LENZ Norwegian School of Theology, Religion and Society, Norway HRER Book and Media Reviews 147 Anja MIHR Humboldt-Viadrina Governance Platform, Germany Laura QUAYNOR Johns Hopkins University, USA Bodil RASMUSSON University of Lund, Sweden Francisco RIOS Western Washington University, USA Lucy ROYAL-DAWSON Ulster University, United Kingdom Kirsti RUDELIUS-PALMER University of Minnesota, USA Carol ROBINSON Edge Hill University, UK Garnett RUSSELL Columbia University, USA Josefine SCHERLING Viktor Frankl Hochshule, Austria Farzana SHAIN Goldsmiths, University of London, UK Sandra SIROTA University of Connecticut, USA Marta STACHURSKA-KOUNTA University of Agder, Norway Hugh STARKEY University College London, UK Shirley STEINBERG University of Calgary, Canada Sonia TASCON University of Western Sydney, Australia Leon TIKLY University of Bristol, UK HRER Acknowledgements 148 Audun TOFT University of South-Eastern Norway, Norway Katherine WEARE University of Southampton, UK Elsie WHITTINGTON Manchester Metropolitan University, UK Yuwei XU University College London, UK Anamika University of Delhi, India Bassel AKAR Notre Dame University, Lebanon Theresa ALVIAR-MARTIN Kennesaw State University, USA Kathy BICKMORE University of Toronto, Canada Alison CLARK University of South-Eastern Norway, Norway Barbara COMBER University of South Australia, Australia Margaret Smith CROCCO Columbia University, USA Ian DAVIES University of York, UK Yvonne DONDERS University of Amsterdam, The Netherlands Kjersti DRAUGEDALEN University of South-Eastern Norway, Norway Ally DUNHILL Independent scholar, UK Judith DUNKERLY-BEAN Old Dominion University, USA Stener EKERN, University of Oslo, Norway Nancy FLOWERS Human Rights Educators, USA HRER Acknowledgements 146 Biljana Culibrk FREDRIKSEN University of South-Eastern Norway, Norway Tony GALLAGHER Queen's University Belfast, UK Javier GARCIA OLIVA University of Manchester, UK Ian HAMILTON Equitas, Canada Clive HARBER University of Birmingham, UK Lisa HARTLEY Curtin University, Australia Carmen HUSER Charles Sturt University, Australia Jonas Gamborg LILLEBØ Volda University College, Norway Laura LUNDY Queen's University Belfast, UK Line JENSSEN University of South-Eastern Norway, Norway Agreement Lahti JOTIA University of Botswana, Botswana Patrick KERMIT Norwegian University of Science and Technology, Norway Julia KÖHLER-OLSEN Oslo Metropolitan University, Norway Patricia KUBOW Indiana University Bloomington, USA Kjartan Skogly KVERSØY Oslo Metropolitan University,


id: human-3968
author: Dansholm, Kerenina K.
title: Majority rights and minority responsibilities: young people’s negotiations with human rights
date: 2021-09-07
pages: 22
extension: .pdf
mime: application/pdf
words: 8601
sentence: 492
flesch: 48
cache: cache/human-3968.pdf
txt: txt/human-3968.txt
summary:
  In line with earlier research findings, students referenced human rights as national rights or values, while making explicit connections between majority rights and minority responsibilities and implicit references to the responsibility of the majority to protect minority rights. Explicit correlations were made between majority rights and minority responsibility, while implicit correlations were also acknowledged between minority rights and majority responsibility.


id: human-4057
author: Draugedalen, Kjersti
title: Realising effective human rights education and safeguarding the young
date: 2021-01-28
pages: 4
extension: .pdf
mime: application/pdf
words: 1300
sentence: 57
flesch: 42
cache: cache/human-4057.pdf
txt: txt/human-4057.txt
summary:
  Recent accounts from a country like Norway certainly indicates similar worrying patterns with regard to the actual realisation of human rights education (Lile, 2019). The realisation of human rights education in Norway.


id: human-4139
author: Thelander, Nina
title: Child impact analysis: a way of addressing children’s rights in practice
date: 2021-01-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1252
sentence: 62
flesch: 45
cache: cache/human-4139.pdf
txt: txt/human-4139.txt
summary:
  Based on experiences of implementation in a municipality, the method of child impact analysis is introduced and presented in terms of how it can be applied in municipal organisations and administrations. One such measure is child impact analysis, which features prominently in putting the Convention into practice.


id: human-3979
author: Jerome, Lee; Liddle, Anna; Young, Helen
date: 2021-03-11
pages: 19
extension: .pdf
mime: application/pdf
words: 8955
sentence: 423
flesch: 52
cache: cache/human-3979.pdf
txt: txt/human-3979.txt
title:
  Talking about rights without talking about rights: on the absence of knowledge in classroom discussions

summary:
  Keywords: Human rights education, knowledge, curriculum, epistemology, classroom discussion, deliberation Introduction The starting point for this article is Parker’s challenge to human rights educators (in the first edition of this journal) that we need to be more explicit about what knowledge might sit at the heart of a curriculum for human rights education (HRE) (Parker, 2018). The article shares four insights: (i) there is a need to be more explicit about what constitutes human rights knowledge; (ii) human rights education requires the development of political understanding, which moves beyond individual empathy; (iii) educators need to value the process of deliberative discussions and avoid a push for conclusive answers; (iv) students need support to draw on knowledge from a range of disciplines.


id: human-4473
author: Struthers, Alison E.C
date: 2021-10-12
pages: 20
extension: .pdf
mime: application/pdf
words: 8578
sentence: 331
flesch: 32
cache: cache/human-4473.pdf
txt: txt/human-4473.txt
title:
  Protecting invisible children in England: how human rights education could improve school safeguarding

summary:
  Primary school teachers’ understandings of human rights and human rights education in Cyprus: An exploratory study. https://www.humanrer.org Research articles Protecting invisible children in England: how human rights education could improve school safeguarding Alison E.C. Struthers University of Warwick, United Kingdom, a.struthers@warwick.ac.uk Abstract This article brings together two distinct but interrelated fields: human rights education (HRE) and safeguarding.


id: human-3980
author: Svennevig, Hans; Jerome, Lee; Elwick, Alex
title: Countering violent extremism in education: a human rights analysis
date: 2021-03-11
pages: 20
extension: .pdf
mime: application/pdf
words: 9036
sentence: 476
flesch: 42
cache: cache/human-3980.pdf
txt: txt/human-3980.txt
summary:
  The article ends with an outline of how a more explicit engagement with children’s rights might help teachers to better align CVE policy with human rights education (HRE) principles. Key words: Countering violent extremism, human rights education, children’s rights, rule of law, policy Hans Svennevig: h.svennevig@ucl.ac.uk mailto:h.svennevig@ucl.ac.uk Human Rights Education Review – 4(1) 92 Countering violent extremism in education: a human rights analysis DOI: http://doi.org/10.7577/hrer.3980 ISSN 2535-5406 Hans Svennevig Lee Jerome Alex Elwick Hans.svennevig@ucl.ac.uk University College London, UK. Middlesex University, UK. University College London, UK.


id: human-3930
author: Moinipour, Shabnam
title: The Islamic Republic of Iran and children’s right to education: acceptability & adaptability
date: 2021-05-12
pages: 23
extension: .pdf
mime: application/pdf
words: 10333
sentence: 529
flesch: 43
cache: cache/human-3930.pdf
txt: txt/human-3930.txt
summary:
  As that article illustrates, discussion of human rights education in Iran at this point is futile as the Islamic Republic has not as yet implemented it. Nevertheless, a discussion of the right to education is essential, as the right to education is a precursor to the implementation of human rights education (Moinipour 2021).


id: human-4064
author: Gutierrez-Vicario, Marissa
title: Human beings or 'human becomings': exploring the child’s right to development
date: 2021-03-11
pages: 4
extension: .pdf
mime: application/pdf
words: 1536
sentence: 63
flesch: 52
cache: cache/human-4064.pdf
txt: txt/human-4064.txt
summary:
  Undoubtedly, this requires work, but it is how we truly reimagine spaces that uphold child rights and child agency. One key reason for this, a major point reemphasized through the book, is that while the right to development and child development were frequently mentioned, there was very little discussion of the actual definitions of these concepts (91).


id: human-3743
author: Bittar, Eduardo C. B.
date: 2020-06-23
pages: 22
extension: .pdf
mime: application/pdf
words: 11109
sentence: 532
flesch: 51
cache: cache/human-3743.pdf
txt: txt/human-3743.txt
title:
  Art, human rights activism and a pedagogy of sensibility: the São Paulo Human Rights Short Films Festival-Entretodos

summary:
  Municipal public policies concerning human rights culture in the city of São Paulo The development of public human rights policy in the city of São Paulo, between 2013 and 2016, involved various initiatives, and the Festival was one of them. The author illustrates how the experience of hosting a human rights short film festival in São Paulo has led to the development of a municipal human rights education (HRE) policy and to the conviction that art and citizenship, including learning for citizenship, human right and conviviality, can go hand-in-hand.


id: human-3996
author: Magendzo, Abraham; Osler, Audrey
title: The Covid-19 pandemic: a challenge and an opportunity for human rights educators
date: 2020-10-13
pages: 15
extension: .pdf
mime: application/pdf
words: 6393
sentence: 331
flesch: 43
cache: cache/human-3996.pdf
txt: txt/human-3996.txt
summary:
  Any attempt by state authorities to bypass human rights in the time of coronavirus needs to be resisted. a.h.osler@leeds.co.uk Human rights: tools for a crisis Audrey Osler How might human rights education help learners around the world traverse the global crisis of the coronavirus pandemic?


id: human-4480
author: Suhner, Jasmine
title: A matrix for assessing mutual impacts of human rights education and religious education
date: 2022-01-03
pages: 22
extension: .pdf
mime: application/pdf
words: 8059
sentence: 491
flesch: 40
cache: cache/human-4480.pdf
txt: txt/human-4480.txt
summary:
  Aspects of public religious education: self-limitation, self-articulation, self- transcendence To communicate and substantiate the public relevance of the (partial) subject discipline of religion, we shall use the concept and term ‘Public religious education’, in keeping with the notion of ‘Public theology’ (Pirner, Lähnemann, Haussmann, & Schwarz, 2018, 2019; Smit, 2013). Furthermore, it may serve as a reference framework to map the field of different models of public religious education, establishing their specific potentials for HRE.


id: human-4279
author: Davies, Lynn
title: Can you apply international education rights law to citizenship education in divided societies?
date: 2021-05-12
pages: 3
extension: .pdf
mime: application/pdf
words: 690
sentence: 34
flesch: 55
cache: cache/human-4279.pdf
txt: txt/human-4279.txt
summary:
  267 pp., GBP£69.99 (Hardback) ISBN: 978- 3-030-21146-2; GBP39.99 (eBook) ISBN: 978-3-030-21147-9 Reviewed by Lynn Davies University of Birmingham, UK Lynn Davies: l.davies@bham.ac.uk mailto:l.davies@bham.ac.uk HRER Book and Media Reviews 110 BOOK AND MEDIA REVIEWS Can you apply international education rights law to citizenship education in divided societies? Helen Hanna’s contribution is to set research from this field within a framework of international education rights law as it applies to citizenship education.


id: human-4344
author: Dwomoh, Razak
title: The conceptualisation of democratic citizenship education by non-Western societies
date: 2021-05-12
pages: 4
extension: .pdf
mime: application/pdf
words: 1169
sentence: 52
flesch: 32
cache: cache/human-4344.pdf
txt: txt/human-4344.txt
summary:
  Kovalchuk and Rapoport outline the three specific domains of theoretical lenses for researching citizenship education in non-Western contexts: (1) those that mechanically apply Western theoretical frameworks to non-Western contexts and do not attend to the specifics of the context, particularly during the data analysis - (2) those that deploy Western theoretical frameworks but consider the realities of non- Western contexts during the data analysis and challenge and extend such frameworks; (3) those that draw on context-specific, indigenous concepts of citizenship and citizenship education (p. 3) Kovalchuk and Rapoport highlight a number of key concerns: the limited discussions on the theorisation of citizenship education research; the limited applicability of the theorisation of citizenship education research to non-Western societies; scholars’ assertions about the limitations of using Western conceptual lenses to interpret the realities of non-Western societies; and the tendency for transitioning non-Western societies to remain recipients of citizenship education theories rather than contributing to them (p. 1). Kovalchuk and Rapoport challenge the extent to which Western theoretical citizenship education frameworks, and the ways in which they are used, are applicable in non-Western contexts.


id: human-4252
author: Pyne, Robert
title: A human rights sampler
date: 2021-05-12
pages: 4
extension: .pdf
mime: application/pdf
words: 1090
sentence: 62
flesch: 59
cache: cache/human-4252.pdf
txt: txt/human-4252.txt
summary:
  Rather, it is a collection of essays on ‘an array of human rights themes’, providing ‘a sampling of the state of the field in human rights history’ (p. 1). They write with historical specificity, highlighting non-Western sources and struggles, and providing perspectives on human rights history that many of us would not otherwise easily encounter.


id: human-4372
author: Trapp, Annabel
title: The influence of the socio-cultural context on young children’s civic learning and action
date: 2021-10-29
pages: 3
extension: .pdf
mime: application/pdf
words: 927
sentence: 34
flesch: 34
cache: cache/human-4372.pdf
txt: txt/human-4372.txt
summary:
  These arguments make the book a useful resource for any practitioner, researcher or student of early childhood education and care, in addition to child rights practitioners and policy makers who are influential in creating spaces for children to be seen and heard. Young children’s community HRER Book and Media Reviews 120 building in action provides strong evidence that young children actively demonstrate civic learning and action.


id: human-4486
author: Adami, Rebecca
title: Revisiting the past: human rights education and epistemic justice
date: 2021-10-13
pages: 19
extension: .pdf
mime: application/pdf
words: 7834
sentence: 369
flesch: 44
cache: cache/human-4486.pdf
txt: txt/human-4486.txt
summary:
  This is not unique to the US (Reilly, 2018): countries will connect their own history of rights and possible expansion of citizen rights to the notion of international human rights, or fail to mention a whole generation of ‘human rights’ in curricula. Concluding discussion By considering other trajectories of the history of international human rights at the UN, we recast the narrative of the universality of human rights from a western imperialist one to a counternarrative which owes its universality to the agency of the Global South.


id: human-4482
author: Pyy, Iida
title: Developing political compassion through narrative imagination in human rights education
date: 2021-10-29
pages: 21
extension: .pdf
mime: application/pdf
words: 8958
sentence: 477
flesch: 48
cache: cache/human-4482.pdf
txt: txt/human-4482.txt
summary:
  My aim is to contribute to human rights education (HRE) theorising by focusing on the role of political compassion in pursuing social justice through Nussbaum’s concept of narrative imagination. Critical human rights education.


id: human-4506
author: Panjwani, Farid; Hadi Chaudhary, Camilla
title: Towards a rights-based multi-religious curriculum? The case of Pakistan
date: 2022-05-07
pages: 21
extension: .pdf
mime: application/pdf
words: 8158
sentence: 435
flesch: 37
cache: cache/human-4506.pdf
txt: txt/human-4506.txt
summary:
  Keywords Rights-based curriculum, identity, citizenship, religious minorities, religious education, Islamic education, South Asia http://doi.org/10.7577/hrer.4506 https://creativecommons.org/licenses/by/4.0/ https://www.humanrer.org/ mailto:farid.panjwani@aku.edu mailto:chc73@cam.ac.uk F. Panjwani & C. H. Chaudhary 57 Introduction Pakistan is about to embark on an experiment. The case of Pakistan Abstract Keywords Introduction Methodology Religion in schools in Pakistan State and religious education in Pakistan Current reforms A new religious curriculum for religious minorities Implementing the curriculum Concluding remarks: curriculum change and societal implications References


id: human-4260
author: Osler, Audrey; Starkey, Hugh; Stokke, Christian; Flatås, Bjørn
title: Building a global human rights education research community
date: 2021-03-11
pages: 7
extension: .pdf
mime: application/pdf
words: 2455
sentence: 167
flesch: 52
cache: cache/human-4260.pdf
txt: txt/human-4260.txt
summary:
  Human rights education (HRE) developed in many forms as a field of practice in the second half of the twentieth century, promoted by non-governmental organisations, various UN initiatives and other intergovernmental organisations, such as the Council of Europe. As such, the human rights project and that of human rights education can be characterised as a cosmopolitan endeavour (Appiah, 2006; Nussbaum, 1996; Osler & Starkey, 2003; 2005).


id: human-4595
author: team, Editorial
title: Erratum: 4(1)
date: 2021-10-29
pages: 1
extension: .pdf
mime: application/pdf
words: 125
sentence: 10
flesch: 37
cache: cache/human-4595.pdf
txt: txt/human-4595.txt
summary:
  This article incorrectly included 'equality' in the Department for Education (DfE) list of fundamental British values to be promoted in English schools. Talking about rights without talking about rights: on the absence of knowledge in classroom discussions.


id: human-4487
author: Koukounaras Liagkis, Marios; Skordoulis, Michalis; Geronikou, Vasiliki
title: Measuring competences for democratic culture: teaching human rights through religious education
date: 2022-01-03
pages: 24
extension: .pdf
mime: application/pdf
words: 8565
sentence: 585
flesch: 48
cache: cache/human-4487.pdf
txt: txt/human-4487.txt
summary:
  That is why the research sample consisted of religious education teachers. Hindu, Muslim and Sikh religious education teachers’ use of personal life knowledge: The relationship between biographies, professional beliefs and practice.


id: human-4594
author: Flowers, Nancy
title: Shulamith Koenig 1930-2021
date: 2021-10-29
pages: 2
extension: .pdf
mime: application/pdf
words: 417
sentence: 19
flesch: 49
cache: cache/human-4594.pdf
txt: txt/human-4594.txt
summary:
  She developed that passion for social justice into a global vision of human rights as a way of life for all people. As activist Loretta Ross said of her, ‘She was not perfect, but she was perfectly Shula, a sculptress, artist, mentor, and the grandmother I wish I'd had’. http://doi.org/10.7577/hrer.4536 https://creativecommons.org/licenses/by/4.0/ https://www.humanrer.org/ mailto:nancymaryflowers@gmail.com HRER Obituary 122 As she said many times in many different ways: ‘It is not enough to have human rights; it is essential that everyone owns them and are guided in their daily lives by the holistic human rights framework, enabling women and men to participate as equals in the decision-making process towards meaningful, sustainable economic and social transformation.


id: human-4560
author: Thomas, Anjali
title: Addressing educational inequalities in southern contexts
date: 2022-01-03
pages: 3
extension: .pdf
mime: application/pdf
words: 1102
sentence: 50
flesch: 32
cache: cache/human-4560.pdf
txt: txt/human-4560.txt
summary:
  https://www.humanrer.org Book and media reviews Addressing educational inequalities in southern contexts Rose P., Arnot M., Jeffery R. and Singhal N. (Eds) (2021). This book is a labour of love dedicated to the late Professor Christopher Colclough, who inspired research on educational inequalities and evaluation of access to education in different southern contexts.


id: human-3997
author: Rapoport, Anatoli
title: Human rights and global citizenship in social studies standards in the United States.
date: 2021-03-11
pages: 22
extension: .pdf
mime: application/pdf
words: 9296
sentence: 517
flesch: 41
cache: cache/human-3997.pdf
txt: txt/human-3997.txt
summary:
  Global citizenship education and human rights education: Are they compatible with U.S. civic education? Teaching about global human rights for global citizenship: Action research in the social studies curriculum.


id: human-3991
author: Zanatta, Francesca
title: Examining Relationships and Sex Education through a child rights lens: an intersectional approach
date: 2021-02-02
pages: 21
extension: .pdf
mime: application/pdf
words: 9192
sentence: 518
flesch: 47
cache: cache/human-3991.pdf
txt: txt/human-3991.txt
summary:
  I think I am OK with child rights but what this means in schools and in the teaching? Discourses of power, control, and compliance also emerged in discussions questioning whether in practice children are considered as incompetent, subordinate, or equal.


id: human-4586
author: Tur Porres, Gisselle
title: Reinventing Freire: a political and childhood reading of education
date: 2022-06-08
pages: 3
extension: .pdf
mime: application/pdf
words: 941
sentence: 41
flesch: 45
cache: cache/human-4586.pdf
txt: txt/human-4586.txt
summary:
  This is an unexplored link with Freire’s pedagogical thoughts, one that challenges the reader to re- think the significance of childhood and ways of understanding education. A childlike or childhood approach to education as ‘something that educates’, would have been greatly appreciated to encounter more closely, as Kohan indicates in the fifth principle of childhood.


id: human-4585
author: Maylor, Uvanney
title: Diverse international perspectives on the value of human rights and human rights education
date: 2021-10-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1403
sentence: 63
flesch: 40
cache: cache/human-4585.pdf
txt: txt/human-4585.txt
summary:
  Chapter 4 covers human rights, human rights education and gaps in HRE, linking these issues to poverty, the Holocaust, peace education, global citizenship education, colonial and post-colonial discourses, and critical approaches and methodologies. Just as Selassie called for recognition of Black peoples’ human rights, this book seeks a future whereby all people are/become knowledgeable about human rights and have the freedom and ability to access human rights education as part of this process.


id: human-4606
author: Osler, Audrey; Stokke, Christian
title: Theorising and contextualising human rights education
date: 2021-10-29
pages: 4
extension: .pdf
mime: application/pdf
words: 1276
sentence: 59
flesch: 34
cache: cache/human-4606.pdf
txt: txt/human-4606.txt
summary:
  Contributing to the discussion on human rights knowledge initiated by Parker (2018) and since explored by Jerome et al. (2021) as well as discussions of coloniality and decoloniality in human rights education explored in this journal (Becker, 2021; Blanchard & Nix, 2019) and elsewhere (for example, Coysh, 2014; Keet, & Zembylas, 2019; Moghli, 2020; Osler, 2015a, 2015b), Rebecca Adami considers how we might ensure epistemic justice in human rights education by retelling the history of the United Nations to include the contributions of Indian and Pakistani freedom fighters and Latin American feminists who were obliged to negotiate human rights against the colonial, patriarchal and racist discourses of the post-World War Two era. Decolonial human rights education: Changing the terms and content of conversations on human rights.


id: human-4010
author: Hughes, Vanessa
date: 2021-03-11
pages: 21
extension: .pdf
mime: application/pdf
words: 9900
sentence: 511
flesch: 48
cache: cache/human-4010.pdf
txt: txt/human-4010.txt
title:
  Child migrants’ right to education in a London academy: tensions between policy, language provision, and international standards

summary:
  After one term at the school I carried out, in addition to the ethnographic observations, more structured and child-friendly activities with EAL students in the EAL classroom (Punch, 2002). This created a shared sense of solidarity between EAL students across year groups and backgrounds which supported their resilience to enter mainstream classes and school spaces.


id: human-5193
author: Osler, Audrey; Shanks, Rachel; Stokke, Christian
title: Celebrating innovation in human rights education
date: 2022-12-18
pages: 3
extension: .pdf
mime: application/pdf
words: 1297
sentence: 48
flesch: 39
cache: cache/human-5193.pdf
txt: txt/human-5193.txt
summary:
  Over the past 5 years, we are particularly proud to have included articles and perspectives on HRE from Brazil, Chile, India, Vietnam, South Africa, and especially from Nigeria - where we published what we believe to be the first ever Nigerian research contribution on human rights education, from Enugu State. We aim to make more research available from the Global South and ensure that dissemination of ideas in human rights education is not unidirectional.


id: human-4186
author: Choleva, Nassia; Lenakakis, Antonis; Pigkou-Repousi, Myrto
title: Communicating vessels: drama and human rights education in in-service teacher training
date: 2021-10-29
pages: 24
extension: .pdf
mime: application/pdf
words: 9171
sentence: 499
flesch: 53
cache: cache/human-4186.pdf
txt: txt/human-4186.txt
summary:
  https://www.humanrer.org Research articles Communicating vessels: Drama and human rights education in in-service teacher training Nassia Choleva Aristotle University of Thessaloniki, Greece, acholeva@nured.auth.gr Antonis Lenakakis Aristotle University of Thessaloniki, Greece Myrto Pigkou-Repousi Aristotle University of Thessaloniki, Greece Abstract This paper supports the contention that the methodologies of human rights education and educational drama share a common ground and that that the three fundamental dimensions of human rights education (HRE) (learning about, through and for human rights) can be addressed through drama. As far as prospective and in-service teachers are concerned, pedagogical methods that utilise drama, the theatre of the oppressed and applied theatre have been related to a number of topics: human rights knowledge (Marin, 2014; McGaughey et al., 2019); democratic teaching that respects human rights (Choleva, Lenakakis, & Pigkou-Repousi, 2021; Desai, 2017; Ulubey & Aykaç, 2016); human rights exploration and N. Choleva, A. Lenakakis, M. Pigkou-Repousi 69 deeper understanding as a prerequisite for action (Banki, Valiente-Riedland, & Duffill, 2013; Choleva & Lenakakis, 2021; Szasz, 2017; Tuncel & İçen, 2016; Ulubey & Gözütok, 2015).


id: human-4451
author: Hansen, Ole Henrik Borchgrevink; Toft, Audun
title: Mediatised human rights education: the (challenging) role of the Norwegian Broadcasting Corporation
date: 2022-01-03
pages: 19
extension: .pdf
mime: application/pdf
words: 8825
sentence: 481
flesch: 51
cache: cache/human-4451.pdf
txt: txt/human-4451.txt
summary:
  This consists of five episodes, each of about 20 minutes, that follow 25-year-old programme leader Selma as she visits and engages with children who adhere to different religions and life stances, with the explicit purpose of finding the perfect faith for her. Although different religions are given different coverage, religion is commonly represented according to what we can call a master narrative of individualism (Toft, 2019, p. 93-94).


id: human-4578
author: Watkins, Dawn
title: Exploring the role of domestic law in human rights education
date: 2022-06-08
pages: 19
extension: .pdf
mime: application/pdf
words: 8177
sentence: 366
flesch: 46
cache: cache/human-4578.pdf
txt: txt/human-4578.txt
summary:
  Legal Studies, 38(1), 59-78. https://doi.org/10.1017/lst.2017.8 https://www.familylaw.co.uk/docs/pdf-files/2016_01_CFLQ_025.pdf https://doi.org/10.1017/lst.2017.8 Exploring the role of domestic law in human rights education Abstract Keywords Introduction The context Exploring the role of domestic law in HRE – education about human rights The issue of justiciability The limits of justiciability The ‘complicatedness’ of justiciability Exploring the role of domestic law in HRE – education for human rights Bullying as an example Speaking up Drawing on domestic law to strengthen a complaint Taking legal action But is domestic law actually effective here? Keywords Domestic law, human rights education, legal capability, bullying, legal literacy, children’s rights education, human rights literacy, human rights violations http://doi.org/10.7577/hrer.4470 https://creativecommons.org/licenses/by/4.0/ https://www.humanrer.org/ mailto:d.watkins@sheffield.ac.uk D. Watkins 99 Introduction


id: human-4549
author: Sigurdsson, Lakshmi; Andersen, Kirsten M.
title: Human rights education and the conscience of mankind: developing didactics of perplexity
date: 2022-01-03
pages: 20
extension: .pdf
mime: application/pdf
words: 8437
sentence: 470
flesch: 51
cache: cache/human-4549.pdf
txt: txt/human-4549.txt
summary:
  This includes an honest approach to the perplexities of human rights, but also an introduction to the history of human rights which can illuminate how political actors negotiate these perplexities and how historical events shape and transform human rights politics. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education.


id: human-4443
author: Hansen, Ole Henrik Borchgrevink
title: Human rights education—a republican perspective
date: 2022-09-07
pages: 21
extension: .pdf
mime: application/pdf
words: 9205
sentence: 504
flesch: 42
cache: cache/human-4443.pdf
txt: txt/human-4443.txt
summary:
  Research articles Human rights education—a republican perspective Ole Henrik Borchgrevink Hansen Østfold University College, Norway, ohh@hiof.no Abstract The concept of freedom is at the moral core of human rights and human rights education. 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.


id: human-4452
author: Lindhardt, Eva
title: Human rights education as a framework for transmitting religion as cultural heritage
date: 2022-01-03
pages: 23
extension: .pdf
mime: application/pdf
words: 9227
sentence: 495
flesch: 41
cache: cache/human-4452.pdf
txt: txt/human-4452.txt
summary:
  Human rights and religious education in the contentious context of conflict-troubled societies: Perspectives from human rights education. Human rights as an international framework for RE traditionally regulate three spheres related to the intersection of human rights and RE: 1) the parents’ right to choose education for their children in accordance with their own religion and philosophical convictions 2) the child’s freedom of thought, conscience, and religion 3) the educational goals of the full development of the human personality and the strengthening of respect for human rights Based on the right to FoRB, these perspectives express human rights norms and principles such as non-discrimination and equal treatment and reflect a view of respect for and tolerance of others (Lindhardt & Decara, in press).


id: human-5120
author: von Berg, Piers
date: 2023-06-05
pages: 22
extension: .pdf
mime: application/pdf
words: 8580
sentence: 489
flesch: 49
cache: cache/human-5120.pdf
txt: txt/human-5120.txt
title:
  How research into citizenship education at university might enable transformative human rights education

summary:
  This meant that these predominantly young groups did not individualise the oppression or focus myopically on student experience (Erel et al., 2017). Keywords Civic identity and agency, higher education, pedagogical research, personal and cultural citizenship education, transformative human rights education http://doi.org/10.7577/hrer.5120 https://creativecommons.org/licenses/by/4.0/ https://www.humanrer.org/ Human Rights Education Review 2 Higher education at a crossroads Adopting transformative education for human rights is one of the ways in which higher education can respond to rapid social and planetary change (International Commission on the Futures of Education, 2021).


id: human-4456
author: Salmenkivi, Eero; Kasa, Tuija; Putkonen, Niina; Kallioniemi, Arto
title: Human rights and children’s rights in worldview education in Finland
date: 2022-01-03
pages: 23
extension: .pdf
mime: application/pdf
words: 9179
sentence: 620
flesch: 50
cache: cache/human-4456.pdf
txt: txt/human-4456.txt
summary:
  Keywords Human rights, children’s rights, ethics, human rights education, religious education, worldview education http://doi.org/10.7577/hrer.4456 https://creativecommons.org/licenses/by/4.0/ https://www.humanrer.org/ mailto:eero.salmenkivi@helsinki.fi Human Rights Education Review – Volume 5(1) 48 Introduction Global and local societal trends, such as the rise of autocratisation, polarisation and populism, have underlined how important it is for schools and teachers to advance knowledge of human rights) and knowledge about important aspects of the constitutional state. Our analytical framework draws on Müller’s (2009) definition of explicit and implicit forms of human rights education.


id: human-4546
author: Lakshminarayanan, Radhika; Thomas, Dolly
title: From vision to transformation: integrating human rights courses in higher education in India
date: 2022-09-27
pages: 27
extension: .pdf
mime: application/pdf
words: 8898
sentence: 518
flesch: 30
cache: cache/human-4546.pdf
txt: txt/human-4546.txt
summary:
  From vision to transformation: integrating human rights courses in higher education in India ISSN 2535-5406 http://doi.org/10.7577/hrer.4546 Date received: 13-08-2021 Date accepted: 10-05-2022 Peer reviewed article https://www.humanrer.org Research articles From vision to transformation: integrating human rights courses in higher education in India Radhika Lakshminarayanan American University of the Middle East, Kuwait, radlax123@gmail.com Dolly Thomas Stella Maris College, Chennai, India, dollythomas@stellamariscollege.edu.in Abstract Human Rights Education (HRE) is critical to human development and societal transformation.


id: human-5192
author: Römhild, Ricardo
date: 2023-06-29
pages: 21
extension: .pdf
mime: application/pdf
words: 8616
sentence: 466
flesch: 49
cache: cache/human-5192.pdf
txt: txt/human-5192.txt
title:
  Learning languages of hope and advocacy – human rights perspectives in language education for sustainable development

summary:
  Recognising that a focus on agency connects critical pedagogies of hope, human rights education, and language education, this contribution argues that the language classroom may become a space of hope by offering stories of hope, change, and transformation to help learners envision a better future and take communicative action towards these futures. Part of this argument is the idea that hope is not only desirable or necessary in sustainability education, but that hope may also be considered inherent to teaching and learning processes if these are informed by principles of human rights education.


# url

id: human-3088
domain: www.creativespirits.info
url:
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id: human-3088
domain: www.creativespirits.info
url:
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id: human-4727
domain: eur03.safelinks.protection.outlook.com
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id: human-3570
domain: www.westernsydney.edu.au
url:
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id: human-4457
domain: www.right-to-education.org
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id: human-2656
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id: human-2656
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id: human-2656
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id: human-4981
domain: www.ohchr.org
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id: human-4981
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id: human-4981
domain: www.ohchr.org
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id: human-4981
domain: www.government.is
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id: human-4981
domain: www.ohchr.org
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id: human-4981
domain: www.ohchr.org
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  https://www.ohchr.org/en/issues/education/training/compilation/pages/3.recommendationconcerningeducationforinternationalunderstanding,co-operationandpeaceandeducationrelatingtohumanrightsandfu.aspx


id: human-4981
domain: www.government.is
url:
  https://www.government.is/media/menntamalaraduneyti-media/media/law-and-regulations/upper-secondary-education-act-no.-92-2008.pdf


id: human-5098
domain: www.coe.int
url:
  https://www.coe.int/en/web/ankara/joint-project-on-strengthening-democraticculture-in-basic-education


id: human-5098
domain: www.coe.int
url:
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id: human-5098
domain: www.ohchr.org
url:
  https://www.ohchr.org/en/resources/educators/human-rights-education-training/11united-nations-declaration-human-rights-education-and-training-2011


id: human-5098
domain: www.ohchr.org
url:
  https://www.ohchr.org/en/resources/educators/human-rights-education-training/11-united-nations-declaration-human-rights-education-and-training-2011


id: human-4958
domain: www.unicef-irc.org
url:
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id: human-4958
domain: static1.squarespace.com
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id: human-4958
domain: www.unicef-irc.org
url:
  https://www.unicef-irc.org/publications/1019-ladder-of-childrens-online-participation-findings-from-three-gko-countries.html


id: human-4958
domain: www.ohchr.org
url:
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id: human-4958
domain: www.ohchr.org
url:
  https://www.ohchr.org/en/resources/educators/human-rights-education-training/world-programme-human-rights-education/second-phase-2010-2014-world-programme-human-rights-education


id: human-4958
domain: www.ohchr.org
url:
  https://www.ohchr.org/en/documents/reports/draft-plan-action-fourth-phase-20202024-world-programme-human-rights-education


id: human-4958
domain: www.ohchr.org
url:
  https://www.ohchr.org/en/documents/reports/draft-plan-action-fourth-phase-2020-2024-world-programme-human-rights-education


id: human-4771
domain: brodies.com
url:
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id: human-4771
domain: brodies.com
url:
  https://brodies.com/insights/government-and-public-sector/uncrc-in-scotland-supreme-court-upholds-uk-governments-challenge-to-scottish-parliaments-powers


id: human-4771
domain: education.gov.scot
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id: human-4771
domain: education.gov.scot
url:
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id: human-4771
domain: www.gtcs.org.uk
url:
  http://www.gtcs.org.uk/web/files/professional-standards-2021/2021-standard-for-full-registration.pdf


id: human-4771
domain: www.gov.scot
url:
  https://www.gov.scot/publications/educational-outcomeslearning-sustainability-brief-review-literature/pages/1


id: human-4771
domain: beta.parliament.scot
url:
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id: human-4771
domain: beta.parliament.scot
url:
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id: human-4771
domain: www.parliament.scot
url:
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id: human-4771
domain: www.gov.scot
url:
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id: human-4771
domain: beta.parliament.scot
url:
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id: human-4771
domain: beta.parliament.scot
url:
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id: human-4771
domain: www.parliament.scot
url:
  https://www.parliament.scot/bills-and-laws/bills/united-nations-convention-on-the-rights-of-the-child-incorporation-scotland-bill


id: human-4771
domain: hrea.org
url:
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id: human-4771
domain: hrea.org
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id: human-2691
domain: www.crin.org
url:
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id: human-2691
domain: www.crin.org
url:
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id: human-2691
domain: pdfs.semanticscholar.org
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id: human-2691
domain: www.icj.org
url:
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id: human-2691
domain: www.icj.org
url:
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id: human-2691
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id: human-2691
domain: www.telegraph.co.uk
url:
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id: human-2691
domain: www.telegraph.co.uk
url:
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id: human-4761
domain: www.unicef.org.uk
url:
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id: human-4761
domain: www.unicef.org.uk
url:
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id: human-4761
domain: www.unicef.org.uk
url:
  https://www.unicef.org.uk/rights-respecting-schools/resources/teaching-resources/teaching-learning-toolbox


id: human-4761
domain: www.unicef.org.uk
url:
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id: human-4761
domain: www.unicef.org.uk
url:
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id: human-4761
domain: www.unicef.org.uk
url:
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id: human-4761
domain: www.oru.se
url:
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id: human-4761
domain: www.unicef.org.uk
url:
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id: human-4761
domain: www.oru.se
url:
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id: human-4761
domain: www.unicef.org.uk
url:
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id: human-4761
domain: www.ohchr.org
url:
  https://www.ohchr.org/en/resources/educators/human-rights-educationtraining/world-programme-human-rightseducation/phase1#:~:text=the%20first%20phase%20%2820052009%29%20of%20the%20world%20programme,education%20in%20the%20primary


id: human-4761
domain: www.ohchr.org
url:
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id: human-2852
domain: www.regjeringen.no
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id: human-2852
domain: www.un.org
url:
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id: human-2852
domain: www.un.org
url:
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id: human-5016
domain: www.theguardian.com
url:
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id: human-5016
domain: v9.australiancurriculum.edu.au
url:
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id: human-5016
domain: www.ciel.org
url:
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id: human-5016
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