Championing human rights close to home and far away: human rights education in light of national identity construction and foreign policy in Norway

Knut Vesterdal

doi:10.7577/hrer.2907

Abstract

Human rights education (HRE) has been recognised in international educational discourses as a sustainable practice to develop active citizenship and protect human dignity. However, such education has not been fully explored in a broader political context. In addition to contributing to empowering citizens to resist human rights violations, HRE plays several roles in society, contributing to both national identity and international image-building. The article explores possible relations between national identity construction, foreign policy and HRE in Norway through the following research question: What interplay occurs between Norwegian foreign policy and national identity in relation to human rights, and, within this context, what is the role of HRE? The article presents a qualitative analysis of Norwegian policy documents and reports, arguing that HRE is a component of Norwegian national identity as well as political currency in foreign relations.

Highlights

Why do states promote human rights education (HRE)? What and who does it serve – the state, its citizens? International educational discourses have identified Human rights education (HRE) as a sustainable practice for developing active citizenship and protecting human dignity (Georgi, 2008; Ippoliti, 2009; Mihr, 2009; Suarez, 2007)
The article explores possible relations between national identity construction, foreign policy and HRE in Norway through the following research question: What interplay occurs between Norwegian foreign policy and national identity in relation to human rights, and, within this context, what is the role of HRE? The article presents a qualitative analysis of Norwegian policy documents and reports, arguing that HRE is a component of Norwegian national identity as well as political currency in foreign relations
This article will explore and discuss possible relations between national identity construction, foreign policy and HRE in Norway through the following research question: What interplay occurs between Norwegian foreign policy and national identity in relation to human rights, and, within this context, what is the role of HRE? The article will argue that in Norway national identity is in several ways intertwined with foreign policy and, within this relationship, HRE is an essential component in constructing the image of a human rights-friendly Norwegian identity

Summary

Introduction

Why do states promote human rights education (HRE)? What and who does it serve – the state, its citizens? International educational discourses have identified HRE as a sustainable practice for developing active citizenship and protecting human dignity (Georgi, 2008; Ippoliti, 2009; Mihr, 2009; Suarez, 2007). The article explores possible relations between national identity construction, foreign policy and HRE in Norway through the following research question: What interplay occurs between Norwegian foreign policy and national identity in relation to human rights, and, within this context, what is the role of HRE?

Results

Conclusion