Introduction

Abstract

China, which has been challenged by Western countries for its human rights record, has no independent, specific human rights education (HRE) subject in its national curriculum. This does not necessarily mean, however, China does not promote human rights and HRE in school systems. This book explores the perspectives, policies, and practices of HRE in the Chinese context, and examines what and how HRE have been promoted in its education system. It includes an empirical case study to reveal how interactions between different actors shape and facilitate students’ perceptions of human rights and HRE.