Abstract
Review of: Foley Jr., W.J. (2021). Suggestions for critical awareness, accountability, and transformation in human rights education. Current Issues in Comparative Education, 23(1), 77-89.
 The examination of critical approaches to human rights and the focus on community engaged spaces to enact human rights are rich contributions of Foley's article. He also presents innovative approaches and methodologies to ensure student success and positive outcomes for all stakeholders involved. Going forward, more detail about the role of critical human rights in the higher education sector may be beneficial.
Highlights
Human rights education (HRE) is a practice that endeavors to fully develop the human personality and strengthen respect for fundamental freedoms
Transformational human rights education interrogates the foundation of the field, challenging its universalized adoption, which mirrors conversations in the wider field of Comparative and International Education focused on world culture theory and loose coupling (Carney, Rappleye & Silova 2012)
Going forward, we will have to contend with the gap between questions raised by decolonial and critical critiques and more long-established questions that predominate the fields of human rights and international education
Summary
Human rights education (HRE) is a practice that endeavors to fully develop the human personality and strengthen respect for fundamental freedoms (the Universal Declaration of Human Rights, 1948). Given the underutilization of critical and decolonial critiques within the field of Comparative and International Education, Foley’s piece is a welcomed edition. His work builds on the work of additional scholars including Keet (2014a, 2015, 2017), Tibbitts (2015, 2017) and Tibbitts and Fernekes (2011), all of whom provide concrete examples of how critical human rights education (CHRE) can be implemented in a variety of educational contexts.
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