Human rights education: developing a theoretical understanding of teachers’ responsibilities

Abstract

The United Nations (UN) asserts that children and young people should have access to human rights education (HRE) and that schools are one of the key means through which HRE should be made available. However, there is currently limited knowledge about the presence and form of HRE in school contexts, and there is no established means through which HRE provision within schools is evaluated. This paper proposes a theoretical framework to support the classification of teachers' responsibilities in relation to HRE and argues that systemic change is needed within education systems if HRE provision is to be realised in more extensive and consistent ways. The curriculum documents of three nations -Australia, England and Swedenwere analysed to determine teacher responsibilities for educating pupils about human rights. The viability of the developed framework was then tested through applying it to the outcomes of these analyses. The theoretical contribution made by the paper deepens knowledge and understandings about the nature of responsibilities placed on teachers to educate pupils about human rights, and provides a foundation from which to stimulate debate about what constitutes effective school-based HRE practices.

Problem-Based Learning Approach for Elementary Schools: A case study of five Years Compulsory Education system

“…He goes on to say that literacy is both a learning facility for lifelong learning and a catalyst for social, cultural, political, economic, and community empowering participation (Khalid & Khan, 2006). Literacy is referred to as a human right by Robinson et al (2020). Illiteracy is a serious pandemic that is a hot issue of debate around the world, not just in developing nations but also in developed countries, because it is the root of many societal ills like as poverty, unemployment, conflict, and pressure, as well as social stratification.…”

“…This is in line with article 25 (A) of the Republic of Pakistan's Constitution, which states that "every citizen has the right to education," as well as "every person shall have the right to develop himself/herself through the fulfillment of his/her basic needs, through the right to attain education and to benefit from science and technology, arts, and culture, to develop himself/herself through the fulfillment of his/her basic needs, to develop himself/herself through the fulfillment of his/her. According to the preceding statements, education is a component of human rights that attempts to improve learners' abilities (Robinson, Phillips, & Quennerstedt, 2020). An individual's quality of life can be improved by education.…”

Understanding, Education, and Democratisation of Human Rights in Malaysia

“…It stresses the advancement of knowledge and respect for others' beliefs, cultures, and opinions, with the ultimate objective of discouraging conflict and settling global peace. Indeed programmes of study should contain elements of human rights to provide learners with an appreciation of societal and international issues from human rights (Fischlin & Nandorfy, 2007;Gerber, 2013;Robinson et al, 2020;Tibbitts & Fernekes, 2011). Having sworn to the philosophy, principles, and standards outlined in the Universal Declaration of Human Rights (UDHR), Malaysia has undertaken regulations, ideas, and conceptions that the document embodies.…”

“…Also necessary is the documentation of the learning and transfer of information from civic-based courses before acquiring skills and knowledge in the workplace. Robinson et al(2020) believe that an excellent curriculum serves learners and society as a whole. We suggest that proactive actions on human rights awareness based on research findings and students responses assist in creating capacity for change in the short term.…”

Interdisciplinary Integration For Developing Professional Responsibility Of The Future University Teacher

“…Teacher's professional duties are determined by the level of professional responsibility. Robinson, Phillips, and Quennerstedt (2018) discuss the importance of respecting students' rights, including educational work in order to explain them their rights. Chatelier and Rudolph (2018) reveal teacher's professional ability to work and teach students with special educational needs.…”