Human rights education: developing a theoretical understanding of teachers' responsibilities

The United Nations (UN) asserts that children and young people should have access to human rights education (HRE) and that schools are one of the key means through which HRE should be made available. However, there is currently limited knowledge about the presence and form of HRE in school contexts,...

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Bibliographic Details
Published in:Educational review (Birmingham) 2020-03, Vol.72 (2), p.220-241
Main Authors: Robinson, Carol, Phillips, Louise, Quennerstedt, Ann
Format: Article
Language:English
Subjects:
Access
Accountability
Children
Childrens Rights
Civil liberties
Civil Rights
Classification
Classroom communication
Curricula
Curriculum development
Education
Educational Change
Educational systems
Foreign Countries
HRE
Human rights
Human rights education
International Law
National Curriculum
Pedagogik
Primary secondary education
Schools
Student teacher relationship
Students
Teacher Attitudes
teacher responsibilities
Teacher Responsibility
Teachers
Transformative Learning
Treaties
Values
Viability
Youth
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Summary:The United Nations (UN) asserts that children and young people should have access to human rights education (HRE) and that schools are one of the key means through which HRE should be made available. However, there is currently limited knowledge about the presence and form of HRE in school contexts, and there is no established means through which HRE provision within schools is evaluated. This paper proposes a theoretical framework to support the classification of teachers' responsibilities in relation to HRE and argues that systemic change is needed within education systems if HRE provision is to be realised in more extensive and consistent ways. The curriculum documents of three nations - Australia, England and Sweden - were analysed to determine teacher responsibilities for educating pupils about human rights. The viability of the developed framework was then tested through applying it to the outcomes of these analyses. The theoretical contribution made by the paper deepens knowledge and understandings about the nature of responsibilities placed on teachers to educate pupils about human rights, and provides a foundation from which to stimulate debate about what constitutes effective school-based HRE practices.
ISSN:0013-1911
1465-3397
1465-3397
DOI:10.1080/00131911.2018.1495182