Human Rights Education Review 2019-01-17T10:24:57+01:00 Audrey Osler 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> Embodying human rights in formal education: an ongoing challenge 2019-01-17T10:24:53+01:00 Audrey Osler 2018-12-20T00:00:00+01:00 ##submission.copyrightStatement## The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education 2019-01-17T10:24:56+01:00 Laura Lundy Gabriela Martínez Sainz <p>Human Rights Education (HRE) emphasises the significance of children learning about, through and for human rights through their lived experiences. Such experiential learning, however, is often limited to instances of enjoyment of rights and disregards experiences of injustice, exclusion or discrimination.&nbsp; By neglecting the ‘negative’ experiences, including breaches of their human rights, HRE fails in one of its fundamental aims: empowering individuals to exercise their rights and to respect and uphold the rights of others.&nbsp; Drawing on a range of legal sources, this article identifies a number of violations of the human rights of children in schools, categorised under five themes: access to school; the curriculum; testing and assessment; discipline; and respect for children’s views. It argues that for HRE to achieve its core purpose, it must enable children to identify and challenge breaches of rights in school and elsewhere. To do so, knowledge of law, both domestic and international, has a fundamental role to play.</p> 2018-09-17T00:00:00+02:00 ##submission.copyrightStatement## The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses 2019-01-17T10:24:55+01:00 Kristin Gregers Eriksen <p>The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded as vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions about the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.</p> 2018-12-20T00:00:00+01:00 ##submission.copyrightStatement## Hypocrites or heroes? Thinking about the role of the teacher in human rights education 2019-01-17T10:24:54+01:00 Lee Jerome <p>Human rights education (HRE) seeks to provide young people with an optimistic sense that we can work towards a more peaceful and socially just world, and that everyone can do something to contribute to securing improvement. But, whilst the academic literature and policy documents frequently position teachers as crucial to promoting human rights and social justice, the literature is also replete with examples of teachers’ conservatism, their compliance in the face of authority and their ignorance. In addition, teachers work in institutions which routinely reproduce inequality and promote a narrow individualistic form of competition. This article explores some of the international research literature relating to the role of the teacher in HRE specifically, and more generally in the related fields of citizenship education and social studies, in order to offer some conceptual tools that might be used to critically interrogate practitioners’ own beliefs and actions.</p> <p>&nbsp;</p> <p>&nbsp;</p> 2018-12-20T00:00:00+01:00 ##submission.copyrightStatement## Queer pedagogies: LGBTQ education, democracy and human rights 2019-01-17T10:24:55+01:00 Anna Carlile 2018-11-08T00:00:00+01:00 ##submission.copyrightStatement## New research-based insights for human rights education 2019-01-17T10:24:56+01:00 Mei-Ying Tang 2018-09-17T00:00:00+02:00 ##submission.copyrightStatement## A model linking history education and human rights education 2019-01-17T10:24:57+01:00 Paul Bracey 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement##