Human Rights Education Research Articles

Performing/Informing Rights: Mixing Inclusive Dance and Human Rights Education for Disabled People in Sri Lanka and Nepal

Abstract Over several years, the German/Sri Lankan NGO VisAbility has been pioneering a mix of inclusive dance with rights education and advocacy to empower persons with conflict-related, physical impairments, first in Sri Lanka and, more recently, in Nepal. This article captures both the benefits and challenges of using dance for more transformative human rights education in informal settings.

An Exploratory Study of the CRPD Distribution on Human Rights Education Content for Students in South Korea

An Exploratory Study of the CRPD Distribution on Human Rights Education Content for Students in South Korea

Significance of Human Rights Education in Developing Nations

The world has become a global village and values such as the upholding of human rights are shared globally. Human rights education promotes values, beliefs and attitudes that encourage all individuals to uphold their own rights and those of others. It develops an understanding of everyone’s common responsibility to make human rights a reality in each community. One way of ensuring awareness of human rights is the introduction of human rights education in schools. In this paper the researcher explores the issue of human rights education and its importance in modern society. The researchers discuss ways in which human rights could be incorporated in the school curriculum. Reasons why governments in developing countries do not seem to embrace the introduction of human rights education are discussed. Conclusions are drawn and recommendations are given.

EXPLORING THE ETHICAL CRISIS OF THE TEACHING PROFESSION: REFLECTIONS ON CASES OF TEACHER VIOLENCE AGAINST STUDENTS

This study aims to analyze the teacher ethical crisis based on cases of violence against students in 2023. Using qualitative methods and a library research approach, data was obtained from various sources such as books, journals, online newspapers and previous research. The results show that 1) the teacher ethical crisis is seen in the aspect of implementing morals, with violations such as lack of patience and compassion, 2) factors of violence in schools include teachers' lack of understanding of the consequences of violent acts, authoritarian teaching patterns, and the use of violence as a method of discipline 3) Violence prevention requires holistic solutions such as aqidah development, value instillation, anti-violence socialization, psychological support, classroom management training, human rights education, and professional ethics.

Human rights education implementation in Turkish teacher education: faculty members’ and teacher candidates’ views

Teachers play an essential role in promoting human rights and a just society. However, the lack of Human Rights Education (HRE) knowledge, skills, and values among teachers in Turkey is a commonly reported issue. This study aims to assess the need for HRE implementation in the Turkish Teacher Education Programmes (TTEP), where academic research on HRE is scarce. Data were collected from a survey of 632 Teacher Candidates (TCs) and 47 Faculty Members (FMs), interviews with 14 FMs, and focus group interviews with 34 TCs. Descriptive statistics and the chi-square test were used to analyse the quantitative data, while the qualitative data were analysed using a qualitative data analysis framework proposed by Miles, Huberman, & Saldaña (2019). The results indicate the urgent need to integrate HRE through curricular and extracurricular activities. We also consider the benefits and challenges of implementing HRE in TTEP.

The Evolution of Islamic Counseling: A Bibliometric Analysis of Trends in Publications from 1981-2023

The objective of Islamic counseling is to focus on incorporating religious values into therapy, offering valuable guidance for individuals who are grappling with psychological and social problems. Therefore, this study aimed to examine the trends in Islamic counseling publications from 1981 to 2023. A qualitative bibliometric method was used to collect data from Scopus database on August 25, 2023. Approximately 244 relevant papers were identified as the sample used for the analysis. Data analysis was conducted using software such as Openrefine-3.6.0, VOSviewer 1.6.18, and Biblioshiny R The results showed that the highest topic trend was recorded in 2020, with 26 citations. Beekun and Badawi held the highest position with a combined score of 281 in terms of publication. Additionally, Rothman, A. and Tahlil, T. were the authors who made significant contributions to the field, each with 4 documents. This study examined 6 clusters, discussing the keywords associated with Islamic counseling. The keywords consisted of the Development of Mental Well-being in Adults through Counseling, Ethics, Morality, and Human Rights in Education and Public Awareness. Furthermore, they included Controlled Human Studies with Gender Type Factors, Treatment of Depression with an Islamic Psychotherapy Approach, Health Services for the Elderly Muslim Community, and Islamism's Influence in Alleviating Poverty through Religious Aspects.

물리치료 전공 학생의 자아존중감과 인권 의식이 인권 태도 미치는 영향

The purpose of the study is a descriptive research study to investigate the impact of physical therapy students' self-esteem and human rights awareness on human rights attitudes. A total of 153 students enrolled in the Department of Physical Therapy were analyzed. The research tool was a total of 60 questions including self-esteem, human rights awareness, and human rights attitude. Statistical analysis was performed using SPSS 24.0, using descriptive statistics, correlation analysis, and multiple regression analysis methods. The results showed that in the correlation analysis, there was a positive correlation between self-esteem and cognitive human rights attitude, and between human rights awareness and emotional human rights attitude. As an influencing factor, self-esteem influenced cognitive human rights attitude, and human rights awareness, presence of university human rights education, and presence of human rights defender role were observed. etc. were confirmed to have an impact on emotional human rights attitudes, and the explanatory power of each was at the level of 41%. Based on the above results, we would like to emphasize the need to increase the diversity of educational contents that can increase human rights attitudes in the university curriculum for health and medical personnel to grow as professionals.

Research on the Implementation of Human Rights Policing through the Police Reform Roadmap

The National Police Agency announced a Police Reform Roadmap for the implementation of human rights policing through a public reporting event in 2021. The Police Reform Roadmap brings in outside experts by newly instituting an open Human Rights Policy Officer, and establishes a control system within the National Investigation Headquarters to prevent human rights violations and power abuse during the investigative process. It also proposed a system for monitoring attorney-led investigations to analyze and address issues in vulnerable sectors. However, in an effort to strengthen these human rights guarantee capabilities, it suggested that the Human Rights Impact Assessment system be recognized as an essential process and stipulated. It also introduced a framework for establishing the direction of Human Rights Impact Assessment system within the police organization. Furthermore, it suggested the police to develop substantive, systematic human rights education and training programs, foster close cooperation within the organization through institutional human rights solidarity, and design human rights guidelines, indicating that such measures are requisite for the police to strenghten its human rights guarantee capabilities.

Rights consciousness, sense of constraint and the reproduction of inequalities: perceptions of rights among pupils of low socioeconomic status who completed a human rights education unit

ABSTRACT This study explores the intersection of rights consciousness, rights mobilisation and cultural capital among high school pupils of low socioeconomic status. The research design comprised interviews with Israeli pupils who completed a human rights education (HRE) unit in civic studies. The findings indicated that the vast majority of pupils demonstrated a developed rights consciousness and noted that the HRE studies assisted them in naming rights violations. However, pupils articulated various reasons for their reluctance to mobilise rights, including communal norms, lack of trust in adults and institutional systems, apprehension of the implications, and considering the process unfeasible. We conceptualise pupils’ perceptions of their rights as reflecting a sense of constraint, which frames rights mobilisation as privileged and distanced. This sense of constraint sheds light on the crucial role of cultural capital in pupils’ rights consciousness and rights mobilisation, thus extending our understanding of how social location should shape HRE pedagogies.

Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

PurposeMany K-12 teachers teach difficult topics as part of their curricula, and discussions of difficult topics are common across grade levels and content areas. As teachers increasingly engage with difficult topics in their classrooms, the need for high-quality professional learning experiences has also grown. In response, the purpose of this article is to introduce an emerging partnership between the Holocaust, Genocide and Human Rights Education Initiative at Penn State and the Red Lion Area School District (Red Lion, Pennsylvania), conceptualized from the outset with an explicit focus on intentionally engaging in collaborative, inquiry-based professional learning surrounding difficult topics in formalized curricula and within educational practice.Design/methodology/approachThe article briefly describes how the partners came together, then provides a high-level overview of how they approached their first year of collaboration. Next, the partners’ adaptation of inquiry-based professional learning is outlined. The article concludes by discussing lessons learned from the first year of partnering and implications for scholarship in the areas of school-university partnerships, inquiry-based professional learning, and difficult topics.FindingsThe article observes that it took educators participating in a difficult-topics inquiry community an entire year to begin shifting ownership of inquiry to K-12 students. It illustrates how school-university partnerships can be used to support difficult-topics inquiry and raises new questions about the role of difficult topics in partnership work.Originality/valueThe article contributes an original example to the literature that demonstrates how inquiry-based professional learning focused on difficult topics can provide a powerful basis for forming a school-university partnership.

The role of human rights in sport education: a call towards a new curriculum

ABSTRACT The role of sport as a contributor to sustainable development and human rights is well established. However, evidence on sports professionals’ understanding of its contribution and their readiness to maximize its impact in this field is insufficient. This study aimed to ascertain sports practitioners’ understanding and application of human rights principles in and through sport and to explore the extent to which individual and contextual factors can influence the inclination to adopt a human rights-based approach. An international sample of 151 sport-related practitioners (56% male, 43% female, and 1% preferred not to say), ranging from age 18 to over 65, including teachers, coaches, and academics, completed three validated questionnaires on sport and human rights designed for the study (RITES-Q, RITES-SE, and RITES challenges). The questionnaires included standardized measures of social dominance and personality (the SDO-7 scale and the 10-item personality inventory) and some open-response questions exploring instances of sports’ association with human rights. Results show that while sports practitioners acknowledge sport's impact on promoting human rights, there were significant differences based on age, gender, educational level, personality traits, and social dominance orientation. Given the situational and dispositional variation in responses, we argue that it is important to establish a systematic approach to include human rights principles in the education curricula of sports-related professionals. To conclude, we call for the inclusion of three key elements of human rights education in sport curriculums: (a) knowledge about fundamental human rights; (b) learning through human rights in sports-based interventions; and (c) empowering for human rights in the sport sector.

Ideal Formulation of Human Rights Regulation in Indonesia

There have been several human rights cases in several regions in Indonesia in recent years and the ripples of conflict that have accompanied them show that there are differences in interpretation of the principles and implementation of human rights among the community. In this case, it is necessary to formulate regulations on human rights that are good and universally applicable to all groups. This research aims to offer an ideal formulation of human rights regulation in Indonesia. This research uses descriptive qualitative method or also known as literature study. This research reveals findings as one of the problem solving in human rights issues. There are three things that must be promoted as a form of struggle in maintaining human rights in Indonesia, namely strengthening the values of Pancasila as a source of human rights values, the need for a common perception of the conception of the implementation of ideal human rights in Indonesia, and the idea of a human rights education movement among the community on an ongoing basis.

Human Rights Legal Education in Times of Transition: Perspectives and Practices of Law Instructors in Myanmar

This mixed-methods study examines the human rights and human rights education and training (HRET) perspectives and practices of law educators in Myanmar during the democratic transition that ended with the 2021 coup. “Contextual, Theoretical, and Methodological Framing” provides an overview of legal and human rights education in Myanmar, discusses the potential of human rights education in law schools during democratic transitions, addresses why educators’ human rights and human rights education perspectives and practices are important to examine, and presents the research methodology. “Findings” presents findings based on the two phases of research during the transitional period: phase 1 (2015–2017)—law instructors’ perspectives and practices after participating in a multi-year HRET program; and phase 2 (2019–2020)—law instructors’ perspectives on the goals, challenges, and potential of HRET in Myanmar. The third section—“Discussion and Implications”—examines the contextual challenges and opportunities for human rights education as related to (1) critical human rights education, (2) practice-oriented HRET, and (3) administrative policies and practices for human rights and HRET within universities.

Adult Education as a Human Right/Adult Education for Human Rights

Adult Education as a Human Right/Adult Education for Human Rights

Till: using human rights education to examine citizenship and civil rights

PurposeThis practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012).Design/methodology/approachTill (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach.FindingsGiven the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life.Originality/valueThe lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.

Empowerment in Human Rights Education Theories: Towards a Dialectical Model

The concept of empowerment is central to Human Rights Education (HRE) theories. HRE is a newly established field of educational theory that has received significant attention globally since the early 1990s. It primarily concentrates on disseminating knowledge about human rights and aims at empowering the global populace. However, prescriptive HRE often disregards the life experiences of the oppressed. Therefore, there is an urge to develop critical human rights education to implant empowerment in the oppressed truly. This article argues for the dialectical model of empowerment in HRE based on the episteme of the oppressed and the mutual dialogue that regenerates the entire field of HRE. The article primarily draws on Paulo Freire’s valuable notion of the ‘pedagogy of the oppressed’ to analyze the nuances of empowerment in HRE theories and actualize the necessity of a dialectical model of HRE to empower people.

인권교육경험이 장애아동 인권침해·차별 피해에 미치는 영향

As a result of the survey on human rights awareness in Korea, the disabled ranked second among the groups that are subject to human rights violations or discrimination. Human rights violations and discrimination against the disabled were the highest in the 2022 National Human Rights Commission of Korea's human rights survey. The respect for human rights of the disabled was significantly lower than that of the socially disadvantaged groups such as women, children, adolescents, and the elderly. In addition, it was found that education on human rights for the “disabled” is the most urgent among human rights education. As a first step toward not discriminating against the disabled, it is important to improve the perception of the disabled and the discrimination environment through human rights education. There are many studies on abuse of children with disabilities, but studies on school violence, human rights violations, and discrimination against children with disabilities are far from sufficient. While research on school violence targeting non-disabled children is highly interested, no separate research has been conducted on disabled students in the “School Violence Survey”. In particular, human rights violations and discrimination against children with disabilities affect even after graduation. In the case of discrimination against human rights violations, it is difficult to decide on a career path, as well as negative perceptions of employment, self-efficacy, and interpersonal skills are lower, and both social and daily life have difficulty adapting. Therefore, by examining the damage experiences of disabled children that have not been covered in the study of discrimination against human rights violations, this study attempted to analyze the impact of human rights education experiences on human rights violations and discrimination.

Teaching for global citizenship: a case study on the challenges of implementing a human rights course

ABSTRACT Human rights education (HRE) is increasingly finding its way into social studies curriculum in the U.S. In this growing field, there is little research on the challenges facing schools in the instantiation of HRE in relation to citizenship education (CE). This case study explores how a U.S. school is approaching and adapting to the growing presence of HRE within the context of CE and examines the research question: what challenges do educators tasked with CE face when implementing and maintaining a HRE programme? Three broad challenges emerged across the data; educators grappled with: (1) imbuing global citizenship into the curriculum; (2) maintaining relevance and connectedness; and (3) striving towards cosmopolitan citizenship.

Human Rights Education and Religious Education: Design-based Research on Integrating HRE into RE Teacher Education

Abstract This paper explicates the conceptual background, design and first results of the empirical research project “The Rights of the Child and the School Subject of Religious Education” that aims to integrate children’s rights into RE as well as into RE teacher education with a design-based research (DBR) approach. It starts by claiming a central significance of human rights for humanity and social cohesion in society and the world and therefore also for school education. It continues to clarify the relationship between human rights values and religious values and argues for a special potential and obligation of RE for promoting human rights and children’s rights – which is to date only partly fulfilled in German RE. Building upon this, the sub-project “Human Rights Education for Religious Educators” (HRE4RE) is introduced. This research demonstrates that it is necessary to establish human rights and children’s rights education for student teachers of RE, in order for them to be able to adequately integrate children’s rights perspectives into school culture as well as into RE for generations to come.

Evaluating the impact of human rights education on the adjustment of Greek primary school students.

Human rights education has an encouraging effect on children's school routine. The aim of the present study was to investigate the effectiveness of a 12-session transformative human rights education intervention in improving children's school adjustment. Participants were 340 Greek primary school students assigned to intervention group (n = 187) and control group (n = 153). All members completed a written questionnaire 1 week before the implementation of the intervention, measuring their knowledge of human rights, school engagement, perceptions of the school environment, interpersonal relationships, empathy and perceptions, attitudes and feelings towards school. The completion process of the same questionnaire was repeated 1 week after the termination of the intervention and 4 months later. The results showed that the intervention was particularly beneficial as the intervention group members demonstrated a significant increase in their knowledge of human rights, school engagement, perceptions of the school environment, empathy and school liking, while experiencing a significant decrease in school avoidance and loneliness. Members of the control group did not report any significant improvement over time. The study's implications for future research on school-based human rights interventions are discussed.