Brainstorming Workshop: Decolonizing Curriculum and Pedagogy in Human Rights and Beyond

Thursday, May 26th at 11am ET/9am MT

Register here

Many academic programs around the globe are seeking to develop more decolonial pedagogies and curricula, but there is not an easy way to determine how decolonial a program is and in what areas it needs to improve. Faculty and students at the University of Arizona have developed a draft pool of items that can be used to address these issues and they are seeking input from a wide range of stakeholders to modify the pool of items and to determine the best way to deploy such a scale in a range of contexts.

Please join us for a brainstorming session about decolonizing pedagogy and curriculum, especially what are the best ways to assess such a critical undertaking.

Facilitators: William Paul Simmons and Sophie Alves, University of Arizona

This project is made possible in part through funding from CUES, the Center for University Education Scholarship at the University of Arizona.

WERA IRN Human Rights Education 2022 Webinar Series: Webinar 2

Examining relationships and sex education through a child rights lens: an intersectional approach Francesca Zanatta, Univ East London, UK

Wed, 6 April 2022

10:30 – 11:30 CDT

Register here

Examining relationships and sex education through a child rights lens: an intersectional approach

Francesca Zanatta, Cass School of Education and Communities, University of East London, UK.

In this presentation, Francesca Zanatta examines how teaching and learning about rights in an intersectional way can inform the topic of Relationships and Sex Education (RSE), drawing on her experiences of teaching an undergraduate child rights module. The module, designed for future educators, intersects elements of children’s rights education with the theoretical positions of queer studies and critical pedagogy. Drawing on data from two focus groups, consisting of students following the programme, she analyses students’ views and attitudes to RSE, using Foucault’s overarching concept of problematisation and the concept of sites of struggle. Data analysis reveals tensions and potential clashes between the students’ professional selves, their personal values, and elements of the theoretical framework adopted in the course. These tensions are nevertheless constructive, highlighting the potential of children’s rights education to contribute to transformative human development. The author’s full paper is Zanatta, F. (2021). Examining Relationships and Sex Education through a child rights lens: an intersectional approach. Human Rights Education Review, 4(1), 49–69. https://doi.org/10.7577/hrer.3991

It can be accessed at: https://humanrer.org/index.php/human/article/view/3991

Webinar recordings can be viewed on the YouTube Channel 

About the organizers

The WERA IRN on Human Rights Education was established in Spring 2019 and launched in London in June that year. The coordinators are Professor Audrey Osler (USN, Norway, University of Leeds, UK ) and Professor Hugh Starkey (IOE, UCL’s Faculty of Education and Society, London, UK). The two pillars of the IRN are Human Rights Education Review and UCL’s International Conference on Education and Democratic Citizenship (ICEDC) conference.

Webinar: Critical Pedagogy in Higher Education: Reimagining Universities for Democracy and Human Rights

April 1, 9:00-10:30 am, Bangkok time

March 31,10:00-11:30 pm, New York, EDT.

Register at: https://bit.ly/3quvVvq

Against the backdrop of a changing educational landscape resulting from the pandemic as well as democratic backsliding, this webinar will engage in a conversation with two scholars, Dr. Felisa Tibbitts, UNESCO Chair of Human Rights and Higher Education at the Faculty of Law, Governance and Economics, University of Utrecht; and Dr. Khoo Ying Hooi, Head of the Department of International and Strategic Studies, Faculty of Arts and Social Sciences, and also Head of University of Malaya Research Group on Human Rights.

The session will be facilitated by Dr. Vachararutai (Jan) Boontinand, Director of Institute of Human Rights and Peace Studies, Mahidol University.

For more information: https://ihrp.mahidol.ac.th/…/critical-pedagogy-in…/

HRE USA “Water Warriors Webinar” by Elana Haviv

March 28, 2022 7:00 PM ET
Register here

Water Warriors is a multimedia-based curriculum that guides students in an exploration of our most valuable resource, WATER, through human rights and Indigenous lenses. The lessons enable students to step into the roles of water warriors (protectors). Students gain an understanding of the vital importance of water as the source and sustenance of life and develop the skill sets needed to investigate water issues in their own communities. Learn more about this webinar.

Learn more about the Water Warriors here.

Access the curriculum here.

Educators can sign up here.

Human Rights Education Review and the Convenors of the WERA International Research Network announce 2022 Research Webinars

The Editors of Human Rights Education Review and the Convenors of the WERA International Research Network on Human Rights Education are pleased to announce that our 2022 Research Webinars will run from March – June 2022 on Wednesdays 17.30-18.30 (Berlin CET); 16.30 – 17.30 (London/Dublin). 

UPCOMING WEBINAR 1 

16 March 2022 

17.30-18.30 (Berlin CET); 16.30 – 17.30 (London/Dublin) 

Register here  

The rhetoric and reality of human rights education: policy frameworks and teacher perspectives  

Audrey Osler, University of South-Eastern Norway, Norway and University of Leeds, UK  

Jon Arne Skarra, University of South-Eastern Norway, Norway 

What happens when school curricula equate human rights principles with a particular religious or cultural tradition? Audrey Osler and Jon Arne Skarra consider education policy discourses in Norway, noting human rights as a key feature of national identity, said to underpin schooling. They illustrate how education policy maintains distinctions between those who embody national values and migrant others who need to learn them. They look closely at the human rights-related competences students are expected to have on completing 10th grade, examining social studies and religious education curricula and teacher interview data. Teachers have a lot of autonomy in selecting the knowledge though which these competences will be taught. The presenters consider whether the curriculum supports transformative human rights education (HRE), empowering learners to defend others’ rights and build solidarity across difference. Data suggest that HRE is frequently implicit, restricted, and dependent on teachers’ individual perceptions of rights. Teachers may lack legal knowledge and are unsure how to tackle everyday injustice or racism. Osler and Skarra conclude that a multicultural society and curriculum that equates Christian and humanist values with human rights denies pluralism, placing human rights culture at risk. They recommend education policy explicitly address shared HRE principles and recognise racial injustice. The authors’ full paper can be read here 

Webinar recordings can be viewed on the YouTube Channel 

Youth Climate Justice Summit 2022

Youth are invited to the virtual Youth Climate Justice Summit 2022! It is hosted by Climate Generation’s Youth Environmental Activists program and partners on February 25-26, 2022
Virtually meet with elected officials • Make new friends in the youth climate movement • Learn about climate justice • Find out how to get involved with what you care about

Workshops will include:
Climate Change & Imperialism in the Middle East
Disability Justice and the Climate Crisis
Earth Emergency documentary
How to plan an action!
Solar for Schools
…and lots more!

LEARN MORE AND REGISTER HERE

Malala Yousafzai to Headline Virtual 2022 Distinguished Carlson Lecture

The Humphrey School of Public Affairs is proud to welcome Malala Yousafzai, internationally known advocate for global education and recipient of the Nobel Peace Prize, as the next speaker in its Distinguished Carlson Lecture series.

Yousafzai will discuss her ongoing campaign to improve access for girls’ education in conversation with Faiza Mahamud, a reporter for the Star Tribune newspaper and a Humphrey School alumna, on February 1, 2022, at noon CST. The event will be presented virtually.  Register here!

Dialogue opportunity: Exploring our intersectional identities and how they connect to human rights

January 31 -, 2022 (7-8 pm ET)

by Rebecca Cannara (one of new HRE USA Training Corps facilitators) and Dr. Manpreet Dhillon Brar, both from Universal Human Rights Initiative.

Register soon, as it will be capped at 25 participants! Open to Tier 1, 2, and 3 participants, Regional Representatives and Steering Committee members.

Call for Participants: Forum on Citizenship and Human Rights Education – Turin

DEADLINE: 31 JANUARY 2022

The Forum on Human Rights and Citizenship Education will bring together up to 300 participants (offline and online) who are involved in HRE/EDC with young people and children in different settings – NGOs, education authorities, formal education, human rights institutions, youth organizations and networks. Prior to the Forum the Council of Europe will carry out a review of the implementation of the Charter on Education for Democratic Citizenship and Human Rights Education (EDC/HRE), which will be presented and discussed during the event. By looking at the present and future of citizenship and human rights education in Europe, the forum aims at strengthening the quality, recognition, sustainability and outreach of EDC/HRE.

This forum is co-organised by the Council of Europe (Education and the Youth sectors) and the Department for Youth Policy and the Universal Civic Service of the Italian government, in cooperation with Amnesty International (European Office and Italian section), the City of Turin, the National Youth Council of Italy and the European Youth Forum. The activity is organised within the Italian Presidency in the Council of Europe, which made youth policy one of its strategic priorities.

For more information and to apply online, visit this page.