Introduction - Why a Special Issue on Human Rights Education (HRE) and Training?

2013 ◽  
Vol 5 (2) ◽  
pp. 215-219 ◽  
Author(s):  
B. Phillips ◽  
P. Gready
Keyword(s):  
Human Rights ◽  
Human Rights Education ◽  
Special Issue ◽  
And Training

Human Rights Education

2021 ◽  
Author(s):  
A. Kayum Ahmed
Keyword(s):  
Human Rights ◽  
Civil Society ◽  
Human Rights Education ◽  
Attitudes And Beliefs ◽  
Sovereign Power ◽  
Far Right ◽  
Human Rights Regime ◽  
Universal Human Rights ◽  
Legal Advocacy ◽  
And Training

Human rights education (HRE) can be described as a tool for popularizing and giving effect to the universal human rights regime. The United Nations (UN) defines HRE as (a) acquiring knowledge about human rights and the skills to exercise these rights, (b) developing values, attitudes, and beliefs that support and reinforce human rights; and (c) defending and advancing human rights through behavior and action. HRE is therefore an ideological instrument deployed as a tactic to inspire agency and activism, primarily as a counterbalance to state power. HRE as tactics is used to denote the education and training of individuals and groups working toward claiming certain protections for themselves or on behalf of those on the margins of society. This typology encompasses the range of legal, advocacy, and policy tools available within human rights frameworks to uphold and protect the rights of individuals and communities. But it is also important to recognize that human rights discourses can been appropriated by certain states to strengthen their sovereign power. HRE as sovereignty acknowledges that states, as well as corporations and far-right civil society groups, can appropriate human rights language in order to reinforce power and legitimacy. States who engage in HRE as sovereignty deliberately employ human rights language with the aim of constructing a self-serving narrative that entrenches power or legitimizes their behavior and actions. HRE as sovereignty characterizes the appropriation of HRE to entrench power through the creation of an official, immutable narrative embedded in human rights language.

scholarly journals Human Rights Education and Training Programs in Mexico: A Cross-Case Analysis of Practitioners’ Professional Knowledge and Practices

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Gabriela Martínez Sainz
Keyword(s):  
Human Rights ◽  
Training Programs ◽  
Professional Knowledge ◽  
Case Analysis ◽  
Individual Case ◽  
Education And Training ◽  
Human Rights Education ◽  
Cross Case Analysis ◽  
And Training

In Mexico, human rights education and training programs are becoming one of the most recurrent outcomes in official settlements related to institutional violations and abuses of human rights. Despite their predominant role in addressing human rights violations, there is little systematic information on how these programs are conducted in practice. To fill the gap, this article presents a cross-case analysis of three qualitative studies that explore practitioners’ professional knowledge and practices in implementing human rights education programs in Mexico. Each individual case examines some of the challenges practitioners face in the implementation of these programs, the institutional influence on their work, and the role of their own experiences in human rights practices.

Human Rights Education for Youth With Intellectual Disabilities and Families

2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Human Rights Education
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