https://humanrer.org/index.php/human/issue/feed Human Rights Education Review 2019-09-07T08:53:48+02:00 Audrey Osler A.H.Osler@leeds.ac.uk Open Journal Systems <p><em>Human Rights Education Review</em> provides a forum for research and critical scholarship in human rights education. The journal is dedicated to an examination of human rights education theory, philosophy, policy, and praxis, and welcomes contributions that address teaching and learning in formal and informal settings, at all levels from early childhood to higher education, including professional education. The journal aims to stimulate transdisciplinary debate, addressing rights as they relate to citizenship, identity and belonging. HRER welcomes studies that address justice and rights in a variety of settings, in both established democracies and conflict-ridden societies.</p> https://humanrer.org/index.php/human/article/view/3506 Addressing the ‘why’, ‘what’ and ‘how’ of human rights education 2019-09-06T10:45:47+02:00 Audrey Osler a.h.osler@leeds.ac.uk 2019-09-05T11:17:50+02:00 Copyright (c) 2019 Audrey Osler https://humanrer.org/index.php/human/article/view/2907 Championing human rights close to home and far away: human rights education in light of national identity construction and foreign policy in Norway 2019-09-05T10:26:30+02:00 Knut Vesterdal knut.vesterdal@ntnu.no <p>Human rights education (HRE) has been recognised in international educational discourses as a sustainable practice to develop active citizenship and protect human dignity. However, such education has not been fully explored in a broader political context. In addition to contributing to empowering citizens to resist human rights violations, HRE plays several roles in society, contributing to both national identity and international image-building. The article explores possible relations between national identity construction, foreign policy and HRE in Norway through the following research question: <em>What interplay occurs between Norwegian foreign policy and national identity in relation to human rights, and, within this context, what is the role of HRE?</em> The article presents a qualitative analysis of Norwegian policy documents and reports, arguing that HRE is a component of Norwegian national identity as well as political currency in foreign relations.</p> <p>&nbsp;</p> 2019-03-29T00:00:00+01:00 Copyright (c) 2019 Knut Vesterdal https://humanrer.org/index.php/human/article/view/3079 Children’s rights and teachers’ responsibilities: reproducing or transforming the cultural taboo on child sexual abuse? 2019-09-05T12:25:28+02:00 Beate Goldschmidt-Gjerløw beate.goldschmidt-gjerlow@uia.no <p>Enhancing young learners’ knowledge about appropriate and inappropriate sexual behaviour is crucial for the protection of children’s rights. This article discusses teachers’ understandings of their practices and approaches to the topic of child sexual abuse in Norwegian upper secondary schools, based on phone interviews with 64 social science teachers. Countering child sexual abuse is a political priority for the Norwegian government, and the Committee on the Rights of the Child acknowledges several state initiatives to counter child sexual abuse through education. Nevertheless, this study finds that teachers do not address this topic adequately, indicating that cultural taboos regarding talking about and thus preventing such abuse, including rape among young peers, still prevail in Norwegian classrooms. Furthermore, emotional obstacles, including concerns about re-traumatising and stigmatising learners, hinder some teachers from addressing this topic thoroughly. Additional explanatory factors include heavy teacher workloads, little preparation in teacher education programmes, insufficient information in textbooks, and an ambiguous national curriculum.</p> 2019-05-10T00:00:00+02:00 Copyright (c) 2019 Beate Goldschmidt-Gjerløw https://humanrer.org/index.php/human/article/view/2832 ‘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 2019-09-05T15:23:19+02:00 Lotta Brantefors lotta.brantefors@edu.uu.se <p>Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education. &nbsp;Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.</p> 2019-09-05T10:33:10+02:00 Copyright (c) 2019 Lotta Brantefors https://humanrer.org/index.php/human/article/view/3093 ‘Finally an academic approach that prepares you for the real world’: simulations for human rights skills development in higher education 2019-09-07T08:53:48+02:00 Fiona McGaughey fiona.mcgaughey@uwa.edu.au Lisa Hartley lisa.hartley@curtin.edu.au Susan Banki susan.banki@sydney.edu.au Paul Duffill duffill@rikkyo.ac.jp Matthew Stubbs matthew.stubbs@adelaide.edu.au Phil Orchard orchardp@uow.edu.au Simon Rice simon.rice@sydney.edu.au Laurie Berg Laurie.Berg@uts.edu.au Paghona Peggy Kerdo peggyk@migration-lawyers.net.au <p>Effectively addressing violations of human rights requires dealing with complex, multi-spatial problems involving actors at local, national and international levels. It also calls for a diverse range of inter-disciplinary skills. How can tertiary educators prepare students for such work? This study evaluates the coordinated implementation of human rights simulations at seven Australian universities. Based on quantitative and qualitative survey data from 252 students, we find they report that human rights simulation exercises develop their skills. In particular, students report that they feel better able to analyse and productively respond to human rights violations, and that they have a greater awareness of the inter-disciplinary skills required to do so. Overall, this study finds that simulations are a valid, scalable, classroom-based work integrated learning experience that can be adapted for students at undergraduate and postgraduate level, across a range of disciplines and in both face-to-face and online classes.</p> 2019-09-05T10:38:59+02:00 Copyright (c) 2019 Fiona McGaughey https://humanrer.org/index.php/human/article/view/3320 Imagining Europe: narratives of identity and belonging 2019-09-05T10:46:32+02:00 Fionnuala Waldron Fionnuala.Waldron@dcu.ie 2019-09-05T10:03:18+02:00 Copyright (c) 2019 Fionnuala Waldron https://humanrer.org/index.php/human/article/view/3143 Problem-posing HRE: a revolutionary tool for social change and human development 2019-09-05T10:11:20+02:00 Gabriela Mezzanotti Gabriela.Mezzanotti@usn.no 2019-02-04T00:00:00+01:00 Copyright (c) 2019 Gabriela Mezzanotti https://humanrer.org/index.php/human/article/view/3032 Power, pedagogy and practice in human rights education: questions of social justice 2019-09-05T10:15:35+02:00 Claire Cassidy claire.cassidy@strath.ac.uk 2019-01-29T00:00:00+01:00 Copyright (c) 2018 Claire Cassidy https://humanrer.org/index.php/human/article/view/3264 Reviewer acknowledgements 2019-09-05T10:21:21+02:00 Editorial team A.H.Osler@leeds.ac.uk <p>The editors would like to thank the following colleagues for the time and careful attention given to manuscripts they reviewed for Volume 1 of HRER.</p> <p><strong>Rebecca ADAMI</strong><br>University of Stockholm, Sweden</p> <p><strong>Paul BRACEY</strong><br>University of Northampton, UK</p> <p><strong>Kjersti BRATHAGEN</strong><br>University of South-Eastern Norway, Norway</p> <p><strong>Cecilia DECARA</strong><br>Danish Institute for Human Rights, Denmark</p> <p><strong>Judith DUNKERLY-BEAN</strong><br>Old Dominion University, USA</p> <p><strong>Viola B. GEORGI</strong><br>University of Hildesheim, Germany</p> <p><strong>Carole HAHN</strong><br>Emory University, USA</p> <p><strong>Brynja HALLDÓRSDÓTTIR</strong><br>University of Iceland, Iceland</p> <p><strong>Lisa HARTLEY</strong> <br>Curtin University, Australia</p> <p><strong>Lee JEROME</strong> <br>Middlesex University, UK</p> <p><strong>Claudia LENZ</strong> <br>Norwegian School of Theology, Norway</p> <p><strong>Hadi Strømmon LILE</strong> <br>Østfold University College, Norway</p> <p><strong>Anja MIHR</strong> <br>Center on Governance though Human Rights, Germany</p> <p><strong>Virginia MORROW</strong><br>University of Oxford, UK</p> <p><strong>Thomas NYGREN</strong> <br>Uppsala University, Sweden</p> <p><strong>Barbara OOMEN</strong> <br>Roosevelt University College, The Netherlands</p> <p><strong>Anatoli RAPOPORT</strong> <br>Purdue University, USA</p> <p><strong>Farzana SHAIN </strong><br>Keele University, UK</p> <p><strong>Hugh STARKEY </strong><br>University College London, UK</p> <p><strong>Sharon STEIN </strong><br>University of British Columbia, Canada</p> 2019-03-06T00:00:00+01:00 Copyright (c) 2019 Gabriela Mezzanotti, Audrey OSLER