FreshEd with Will Brehm is a weekly podcast that makes complex ideas in educational research easily understood. This episode features a conversation with Monisha Bajaj on the origins of human rights education, its diverse range of practices, and the ways it has changed over time.
Ali Ouattara’s work as an activist began while he was a high school student in the 1970s. During his time at Amnesty International – Ivory Coast, he has developed a real passion for public awareness of the issues of justice and human rights. “Human rights education is essential in society. Inculcating the culture of human rights from early childhood allows individuals to forge respect for justice and the lives of others.” Ali serves as president of the Ivorian Coalition for the International Criminal Court (CICPI).
Amnesty International’s Regional Office in London is looking for an experienced Human Rights Education Coordinator.
Bringing together the voices of leaders and researchers deeply engaged in understanding the politics and possibilities of human rights education as a field of inquiry, Monisha Bajaj’s Human Rights Education shapes our understanding of the practices and processes of the discipline and demonstrates the ways in which it has evolved into a meaningful constellation of scholarship, policy, curricular reform, and pedagogy. Contributions by pioneers in the field, as well as emerging scholars, constitute this foundational textbook.
The Underdeveloped Transformative Potential of Human Rights Education: English Primary Education as a Case Study
In order for learners to become empowered human rights activists, they must be equipped with relevant knowledge, skills and attitudes. Learner empowerment therefore forms a central element of international human rights education provisions. This article draws upon empirical research to gauge the nature and extent of empowerment in English primary schools, and seeks to better understand the reasons for any deficiencies in its practice. It argues that whilst empowerment-related concepts may be encouraged to a certain extent, learners are unlikely to be emerging from formal schooling with the means to contribute significantly to transformation of the broader human rights culture.