Translating human rights principles into classroom practices: inequities in educating about human rights

Carol Robinson*

*Corresponding author for this work

Research output: Contribution to journalArticle

8 Citations (Scopus)
83 Downloads (Pure)

Abstract

The overarching aim of this paper is to explore how key principles inherent in human rights declarations and conventions are translated into practices associated with human rights education within school contexts. It is argued that this translation from discourse to practice opens up the potential for children and young people to encounter inequitable experiences of human rights education, and that this is an ethical issue that needs addressing. Within the paper, human rights education relates to both direct teaching about human rights, and to children and young peoples’ experiences of how school practitioners acknowledge and uphold their rights. In both national and international contexts, knowledge and understanding about school-based human rights education is lacking; this paper aims to address this issue by developing a theoretical framework through which to view human rights education practices within school settings.

Original languageEnglish
Pages (from-to)123-136
Number of pages14
JournalCurriculum Journal
Volume28
Issue number1
Early online date28 Jun 2016
DOIs
Publication statusPublished - 2 Jan 2017

Keywords

  • Children and young peoples' rights
  • human rights education
  • rights inequalities
  • school curriculum

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    • Research - Professor of Children's Rights

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