Children’s Human Rights in the USA: Virtual conference


The registration is open for the June 22-24, 2022 conference on Children’s Human Rights in the USA.  It is a virtual zoom conference with over 50 speakers that is sponsored by the Center for Childhood & Youth Studies at Salem State University, with co-sponsors such as Human Rights Educators USA, the Hope for Children CRC Policy Center, UNICEF USA, Child Fund Alliance, Child Welfare League of America, and others. This is a free conference via zoom but you must register.

Topics include safety, trauma, resilience, participation, health, education, law, mental health, gun control, special needs children, environment, and much more. For more information on the speakers and schedule:

Continuing Education Credits are available.

To learn more about the importance of children’s human rights, please review the Children’s Human Rights Resource, Networking, and Learning Library:

International Seminar series: Access to Social and Cultural Rights

Date and time

Wed, 25 May 2022, 06:00 – 08:00 CDT


This seminar is part of the School for Policy Studies – International Seminar Series 2021-2022

Access to Social and Cultural Rights, will focus on children’s, young people and family’s access to social and cultural rights including to family life, cultural activities, play and inclusion into a national community.

Professor Zsuzsa Millei, Reflections on methodological nationalism in migration research concerning children

Professor Debbie WatsonVR Dance: young people at risk of criminalisation accessing cultural rights

Dr Jon SymondsNegotiating rights to family life when parents separate


Reflections on methodological nationalism in migration research concerning children

This presentation considers the intersections of migration research in early childhood /education, and nationalism. I analyse selected articles addressing migration and inclusion in the Nordic states from the perspective of methodological nationalism. The aim is to demonstrate why migration researchers need to apply a critical lens to evaluate the inherent methodological nationalism some migration research can be ‘guilty’ of. I especially highlight the need to rethink the categorizations migration research operates with that keep reifying exclusions based on national grounds and which, with an extension, antithetical to children’s right to non-discrimination and right to identity.

Professor Zsuzsa Millei, University of Tampere, Finland

Zsuzsa is a Professor of Early Childhood Education at the Faculty of Education and Culture, Tampere University, Finland. Her research addresses child politics by exploring how politics (power, government, nationalism, and ideology) intertwine with childhood and children’s everyday life in child institutions, and more recently reconfigured within the Anthropocene. Her comparative studies of nationalism and explorations of childhood memories of (post)socialist societies use post-qualitative and artistic methods and reveal complex matrices of power and seek to decolonize the research imagination and knowledge production. Her special issue on ‘Banal and Everyday Nationalisms in children’s mundane and institutional lives’ is published in 2021 in the journal of Children’s Geographies.

VR Dance: young people at risk of criminalisation accessing cultural rights

In this presentation Debbie will present a current funded project working in partnership with East London Dance company. This is a project working with vulnerable young people in two East London Boroughs where we have combined intensive hip hop workshops with avatar creation and virtual reality to enable alternative narratives of risk and resilience and hopefully have impacts on their overall subjective wellbeing. The programme enables access to cultural activities for young people and provides an experimental methodological space to reimagine their identity in a low-risk virtual world. The presentation will include some film outputs from the project to date.

Professor Debbie Watson, School for Policy Studies, University of Bristol

Debbie is Professor of Child and Family Welfare in the School for Policy Studies, University of Bristol and the School Research Director. Her research interests focus on identity and wellbeing for children and families in adverse circumstances including poverty and where children are in state care or adopted. All her research is interdisciplinary, co-produced and she engages with a wide range of creative, arts based and digital research approaches.

Negotiating rights to family life when parents separate

In this presentation, Jon will present current research he is conducting with colleagues that focuses on the experiences of family members when parents have separated. The project draws on ethnographic methods by providing family members with digital cameras to create their own accounts of the separation and of the support they received from services. Combined with interviews, this data will help to build a rich picture of the ways that families navigate their ways towards family life beyond separation and the findings will feed into policy developments to improve both family support services in both the community and the family courts in England and Wales.

Dr Jon Symonds, School for Policy Studies, University of Bristol

Jon is a Senior Lecturer in Social Work with Children and Families in the School for Policy Studies. His research interests focus on social work with parents, particularly with fathers, and where there are concerns related to children’s welfare. He uses a variety of qualitative research methods including the analysis of audio and video recordings of professional practice, and videos made by members of families where the parents have separated.

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.

It can be accessed at:

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:

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:…/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). 


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!