Theorising and contextualising human rights education




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Jerome, L., Liddle, A., & Young, H. (2021). Talking about rights without talking about rights: On the absence of knowledge in classroom discussions. Human Rights Education Review, 4(1), 8–26.

Keet, A., & Zembylas, M. (2019). Decolonial strategies and pedagogical/curricular possibilities. In M. Zembylas & A. Keet (Eds.), Critical human rights education. Advancing social-justice-oriented educational praxes (pp131-147). Cham, Switzerland: Springer.

Lundy, L., & Martínez Sainz, G. (2018). The role of law and legal knowledge for a transformative human rights education: Addressing violations of children’s rights in formal education. Human Rights Education Review, 1(2), 4-24.

Moghli, A. M. (2020). Re-conceptualising human rights education: From the global to the occupied. International Journal of Human Rights Education, 4(1).

Osler, A. (2015a). Human rights education, postcolonial scholarship, and action for social justice. Theory & Research in Social Education, 43(2), 244–274.

Osler, A. (2015b). The stories we tell: Exploring narrative in education for justice and equality in multicultural contexts. Multicultural Education Review (1-2), 12-25.

Parker, W. C. (2018). Human rights education’s curriculum problem. Human Rights Education Review, 1(1), 5–24.




How to Cite

Osler, A., & Stokke, C. (2021). Theorising and contextualising human rights education. Human Rights Education Review, 4(3), 1–4.




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