Human Rights Education Review <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> en-US <br /> Authors who publish with <em>Human Rights Education Review</em> agree to the following terms:<br /><br /><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).</li></ol> (Audrey Osler) (Marta STACHURSKA-KOUNTA) Thu, 05 Sep 2019 00:00:00 +0200 OJS 60 Addressing the ‘why’, ‘what’ and ‘how’ of human rights education Audrey Osler Copyright (c) 2019 Audrey Osler Thu, 05 Sep 2019 11:17:50 +0200 Championing human rights close to home and far away: human rights education in light of national identity construction and foreign policy in Norway <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> Knut Vesterdal Copyright (c) 2019 Knut Vesterdal Fri, 29 Mar 2019 00:00:00 +0100 Children’s rights and teachers’ responsibilities: reproducing or transforming the cultural taboo on child sexual abuse? <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> Beate Goldschmidt-Gjerløw Copyright (c) 2019 Beate Goldschmidt-Gjerløw Fri, 10 May 2019 00:00:00 +0200 ‘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 <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> Lotta Brantefors Copyright (c) 2019 Lotta Brantefors Thu, 05 Sep 2019 10:33:10 +0200 ‘Finally an academic approach that prepares you for the real world’: simulations for human rights skills development in higher education <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> Fiona McGaughey, Lisa Hartley, Susan Banki, Paul Duffill, Matthew Stubbs, Phil Orchard, Simon Rice, Laurie Berg, Paghona Peggy Kerdo Copyright (c) 2019 Fiona McGaughey Thu, 05 Sep 2019 10:38:59 +0200 Imagining Europe: narratives of identity and belonging Fionnuala Waldron Copyright (c) 2019 Fionnuala Waldron Thu, 05 Sep 2019 10:03:18 +0200 Problem-posing HRE: a revolutionary tool for social change and human development Gabriela Mezzanotti Copyright (c) 2019 Gabriela Mezzanotti Mon, 04 Feb 2019 00:00:00 +0100 Power, pedagogy and practice in human rights education: questions of social justice Claire Cassidy Copyright (c) 2018 Claire Cassidy Tue, 29 Jan 2019 00:00:00 +0100 Reviewer acknowledgements <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> Editorial team Copyright (c) 2019 Gabriela Mezzanotti, Audrey OSLER Wed, 06 Mar 2019 00:00:00 +0100