Pedagogy of human rights education and secondary school pre-service teachers in India: Philosophy and praxis

Abstract

This article reports on a study that explores the pedagogical approach of teacher educators in bringing human rights education (HRE) to preservice secondary school teachers, and how these teachers embedded human rights content in their teaching-learning processes during a four-month-long internship period in different schools. The study shows how HRE pedagogy must address challenges from outside as well as from within. It is argued that training in HRE at the preservice level is crucial in establishing a human rights culture that would eventually expand into larger circles of the society.