Education Commons^™

Book Review: Teaching For Peace And Social Justice In Myanmar: Identity, Agency, And Critical Pedagogy, Jennifer Thomas

International Journal of Human Rights Education

No abstract provided.

Book Review: Emancipatory Human Rights And The University: Promoting Social Justice In Higher Education, Megan N. Patterson

International Journal of Human Rights Education

No abstract provided.

Book Review: The Human Rights Imperative In Teacher Education: Developing Compassion, Understanding, And Advocacy, Cristian Aguilar Valverde

International Journal of Human Rights Education

No abstract provided.

Book Review: Punished For Dreaming: How School Reform Harms Black Children And How We Heal, Brian A. Davis

International Journal of Human Rights Education

No abstract provided.

Book Review: Unsettling Settler-Colonial Education: The Transformational Indigenous Praxis Model, Jamal Epperson

International Journal of Human Rights Education

No abstract provided.

In Memoriam, Nancy Flowers, Edward Brantmeier, Monisha Bajaj, Frances Vavrus

International Journal of Human Rights Education

The International Journal of Human Rights Education honors the lives and contributions of the following scholars and human rights advocates who recently passed away: Betty Reardon, Ian Harris, Johan Galtung, and J. Paul Martin.

Learning Stories And Children’S Rights: Reimagining Assessment In Early Childhood Education, Claire Boss

International Journal of Human Rights Education

The essay explores the role of Learning Stories in early childhood education and the connection to the United Nations Convention of the Rights of the Child (1989). The paper highlights the use of Learning Stories in a teacher preparation program and student perspectives on the value of narrative assessment in their work with children, their mentors, and families.

Hopelessly Aroace: An Exploration In The Margins, Shruti Sheshadri, Agharsh Chandrasekaran

International Journal of Human Rights Education

Individuals identifying as aromantic asexual face challenges living in predominantly heteronormative societies. This essay explains the challenges encountered living in India, a society known for its unique cultural and social structures. The authors use the oral history story-telling technique to understand the lived experiences of being an asexual aromantic. An analysis of the oral history highlights four key themes: liberation from structures, solidarity in the community, the perils of Amato normativity, and awareness of self. The authors call for increased access to mental health support systems in schools and beyond.

The View From Norge: Rights-Based Discourse And Human Rights Education In Norway, David A. Tow

International Journal of Human Rights Education

This paper uses the author’s time as a Fulbright Roving Scholar in American Studies to Norway as an entrée into exploring human rights discourse and Human Rights Education in Norway, a country that is often thought of as one of the centers of human rights work in Europe—and appreciates this association. It begins by situating human rights in Norwegian law and history, connecting it to the author’s home and teaching context. It then recounts the experience of serving as Roving Scholar, connecting it to observations both positive and potentially detrimental within Norway, concluding with some brief thoughts on a balance …

Making Curricular Space For Critical Media Literacy And Human Rights Education In The United States, Mischa Geracoulis

International Journal of Human Rights Education

This essay draws from a study conducted as part of graduate thesis work at George Mason University. The thesis examined the purpose of human rights education and critical media literacy, and the international inducements to include these subjects in the national education systems of United Nations (UN) member states. It compared the United States (U.S.) educational system to those of other, similarly developed UN member states that have successfully implemented human rights education and critical media literacy into their national education. The comparison revealed a lack of implementation in the U.S. despite its member state status and agreement to do …

Curriculum Development In Human Rights Education: Teacher Candidates And Faculty Members’ Views, Faramarz Yaşar Abedi, Seval Fer

International Journal of Human Rights Education

Human Rights Education (HRE) is believed to be crucial in teacher education as it equips teacher candidates (TCs) with the knowledge, skills, values, and behaviors to contribute to the establishment of a human rights culture. However, there is little evidence of HRE curriculum development in Turkish Teacher Education Programs (TTEP). Unfortunately, HRE is not specifically mentioned as a distinct subject or area of study in TTEP. This convergent mixed methods research (MMR) study aimed to understand TCs and Faculty Members' (FMs) views on identifying HRE curriculum components in TTEP. The study merged quantitative survey and qualitative interview data to provide …

Critical Language Education For Peace: On The Significance Of Communicative Agency For Education For Human Rights, Peace, And Sustainable Development, Frauke Matz, Ricardo Römhild

International Journal of Human Rights Education

This conceptual paper explores the intersection of human rights, children's rights, and peace education, and language education. Languages, communication, and dialogue play a crucial role in international understanding and cooperation towards human rights, children's rights, and peace.

This contribution recognizes communicative competence as inclusive of ideology-critical abilities (Delanoy, 2017) and begins by arguing that for students to become “agents of change and protagonists of their future” (UNESCO, 2024, p. 5), their communicative agen-cy must be considered an essential aspect of transformative education. The discussion will focus on the field of English (as a “foreign,” second or additional) language education, as …

Basic Needs Insecurity In U.S. Colleges: Human Rights Unfulfilled, Sarita Cargas, Tammy Thomas

International Journal of Human Rights Education

There have now been fifteen years of research on the basic needs of college students in the U.S. The studies have primarily focused on assessing the prevalence of food and housing insecurity. Determining who is responsible and finding solutions have been less emphasized. The scholarship has also not framed the problems of students’ basic needs insecurity (BNI) as human rights violations. This article argues that applying a human rights lens to the issue reveals that the rights to education, food, and shelter are not being realized, but further, higher education institutions bear considerable responsibility for addressing BNI. Human rights education …

Unrwa And The Education Of Palestinian Refugees: An Interview With Anne Irfan, Monisha Bajaj, Jazzmin C. Gota, David A. Tow

International Journal of Human Rights Education

This article discusses the history and educational activities of the United Nations Relief and Works Agency for Palestine Refugees (UNRWA), an agency created in 1949 immediately after the founding of the state of Israel and the initial dispossession and displacement of the Palestinian people (1948). The trajectory of this organization and current uncertainty about its future, as well as how it has integrated human rights into its curriculum, sheds light on the rights and realities of Palestinian refugees.

A Human Rights Education Analysis Of The ‘Know Your Rights Camp’, Jason Seals

International Journal of Human Rights Education

This article analyzes the Know Your Rights Camp’s “Speaking Out Against the Violence of Policing and Oppression: A Political Education Curriculum” from the campaign founded by Colin Kaepernick. The article evaluates the curriculum with a multifaceted perspective, specifically, the approach to inform learners about their foundational rights and lessons to politicize and empower them for social change through human rights education. A significant portion of this assessment is dedicated to examining the curriculum's inclusivity, ensuring the educational content is accessible. The analysis explores the curriculum's role in promoting learner agency and resistance, crucial for empowering students to navigate and challenge …

Mapping Our Dreams And Rooting Our Futures: Possibility Trees As Essential Pedagogy And Praxis In Peace, Social Justice, And Human Rights Education, Maria Hantzopoulos, Monisha Bajaj

International Journal of Human Rights Education

In this article, we explore a pedagogical and conceptual tool we have refined and developed for the fields of peace, social justice, and human rights education: “the possibility tree.” Initially introduced in our 2021 book, we explore this tool in more depth in this article to show how such pedagogical and conceptual processes are key components of peace and human rights education praxis with greater implications for both research and teaching. Our aim is to provide an applied praxis-oriented framework for educators, practitioners, re-searchers, and theorists that are concerned with larger issues of peace, justice, and human rights. While we …

Volume 8, Monisha Bajaj, Jazzmin C. Gota, David A. Tow

International Journal of Human Rights Education

No abstract provided.