This chapter reviews tourism's capacity to contribute to human well-being, human rights recognition, conflict resolution, justice and peace. It takes a critical perspective, challenging the tourism industry's public relations agendas of peace through tourism and pro-poor tourism (PPT) whose promise remains unfulfilled in a world of structural inequity and injustice. This analysis develops an understanding of how tourism can be harnessed to achieve important humanitarian goals, including peace, justice and respect for human rights.

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This paper tells stories from a higher education study abroad collaboration entitled Investigating Diversity, Human Rights and Civil Society in Japan and Australia. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals.  We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination’ (Sharma), learners ‘become border crossers in order to understand otherness on its own terms’ (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness.

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