School‐based human rights education: case studies in Hong Kong secondary schools

Abstract

In an era of rapid globalization, space and time are seriously compressed. People from different nations, cultures, religions and other backgrounds have become much more interconnected and interdependent. Since people are rapidly intermingling, what values should be considered as standards and norms in regulating this situation, so that people of different backgrounds can relate peacefully to each other with mutual respect? United Nations (UN) human rights standards could be considered as sets of shared global norms and values in a search for global ethics. As a consequence, the UN has been eager to promote human rights education (HRE), aiming at the cultivation of a human rights culture. This paper reports on two case studies of school-based curriculum development of HRE in two Hong Kong secondary schools. We also recommend some research directions important for the implementation of HRE in schools. It is hoped that the paper can provide some insight into the development of quality HRE in schools. IntroductionIn an era of rapid globalization, space and time are seriously compressed. People from different nations, cultures, religions and other backgrounds are becoming much more interconnected and interdependent. Gradually, the idea of a multi-level citizenglobal, national, regional and local -is replacing the concept that an individual is simply a member of a national community. In this complex contemporary context, what values need to be considered as standards and norms in regulating this situation, so that people of different backgrounds can relate peacefully to each other with mutual respect? The United Nations (UN) human rights standards are generally considered to be the prototype of a set of shared global norms and values by those in search of global ethics (Osler and Starkey 1996). This paper first reviews the promotion of human rights education (HRE) at the UN level, followed by a description of the development of HRE in Hong Kong to set a context. Then it reports on case studies of school-based HRE curriculum development in two Hong Kong secondary schools. Lastly, it recommends some research directions important for the implementation of HRE in schools.

Are Liberal Studies teachers ready to prepare human rights respecting students? A portrait of teachers’ attitudes towards human rights

“…Such beliefs may have led to a fear that HRE could pose a threat to school discipline (item 46). This echoes the findings of Leung, Yuen, and Chong (2011), Reilly and Niens (2005), and Ruane et al (2010). The generally positive attitudes, together with the misconceptions, seem to suggest that although LS teachers had a certain understanding of the importance and meaning of human rights and value human rights in principle, they had reservations in upholding human rights in real life situations, especially when they perceived human rights as threatening to their interests.…”

“…A project on Education for Human Rights and the Rule of Law Teachers, who teach LS, in particular human rights, face many challenges, including insufficient knowledge, difficulties in maintaining student interest, tailor-making of school-based curriculum, adopting issue-based approaches, assessment, and the concern about the misuse of human rights concepts (Leung, Yuen, and Chong 2011;Lo 2010). In view of these difficulties, a two-year (June 2009-July 2011) 'Basic Law Education Project' was launched by the HKIEd to support teachers.…”

Studying Global Human Rights Education. Theoretical and Empirical Approaches

“…Most of these studies reveal the positive impact of both the incorporation of HRE into the curriculum and its successful implementation, as evidenced by student competencies (Bajaj 2012;Covell 2010;Hayashi 2011;Leung et al 2011;Magbitang-Chauhan et al 2000;Nordin et al 2011). However, some findings have revealed that students, despite having experienced HRE courses, feel powerless in facilitating their own or other people's human rights (Çayır, Bağlı 2011).…”

Interpreting Children’s Rights Education: Three perspectives and three roles for teachers

“…For example, Howe and Covell (2005) have argued that teachers' often adopt a negative approach to CRE and Figue (2013) and Leung et al (2011) report that many teachers see children's rights as a threat to adult authority (thus failing to understand the appropriate role of adult duty bearers). Thus teacher training becomes a key recommendation in many reports on HRE and CRE (Burridge et al, 2013;DIHR, 2013;HRC, 2014;Morgan and Kitching 2006;UNHCHR, 2010).…”