HRE USA hosts and sponsors an array of webinars, workshops, and training on human rights-related topics and issues for educators and advocates.
HRE USA welcomes opportunities to collaborate with partners to host innovative human rights education-oriented programs and events. If you are interested in collaborating with us or are seeking sponsorship for your event, please fill out this request form.
Upcoming Webinars, Workshops, and Training
Wednesday, November 10, 2021
10:30 am – 11:30 am, CST
Revisiting the past: human rights education and epistemic justice Rebecca Adami, Stockholm University, Sweden
In this webinar, Rebecca Adami invites us to look afresh at history and at the historical narratives surrounding the founding of the United Nations and the modern human rights project. She highlights a colonial historical trajectory of human rights that rests on accounts of western agency, with scholarship and teaching leading many to assume that the human rights project is exclusively western in its origins. Such historical narratives overshadow the legacy of Indian and Pakistani freedom fighters and Latin American feminists who negotiated human rights against colonial, patriarchal and racist discourses after World War II. By ignoring their contribution, the UN human rights concept risked reduction to a western trajectory on the ‘Rights of Man’, representing monistic universalism. In the webinar, Adami revisits United Nations history, unearthing historical counternarratives of what a pluralistic universalism of human rights might mean. She presents fresh knowledge and recounts the struggles of postcolonial feminist subjects who brought alternative understandings of rights and means of challenging injustice.
Wednesday, October 13, 2021
17.30-18.30 (Berlin CET)
16.30 – 17.30 (London GMT)
11.30 -12.30 (New York EST)
08.30-09.30 (Seattle PST)
Talking about rights without talking about rights: on the absence of knowledge in classroom discussions
Lee Jerome, Middlesex University, UK, Anna Liddle, University of Leeds, UK and Helen Young, London South Bank University, UK.
In this webinar, the presenters report on research in secondary schools where students were engaged in deliberative discussion of controversial issues and rights-based dilemmas. Building on the premise that educators need to be more explicit about the human rights knowledge underpinning the school curriculum, they argue that HRE necessarily requires the development of political understanding, which moves beyond individual empathy; educators need to value the process of deliberative discussions and avoid a push for conclusive answers; and students need support to draw on knowledge from a range of disciplines. They assert that if these issues are not addressed, some students are able to engage in rights-based discussions with little knowledge and understanding of rights. The presenters’ full paper can be read here.
NEW 2021-2022 HRE USA Training As Action Series (TAAS)
The Universal Declaration of Human Rights Preamble (1948) contains a call for “all peoples and all nations” to promote respect for human rights and freedoms through such means as teaching and education. HRE USA responds to this call through the promotion of human dignity, justice, and peace by cultivating an expansive, vibrant base of support for human rights education within the United States.
Since our founding in 2011, HRE USA has established a strong base of 1100 educators across the country: a group of individuals and organizations united by the goal of providing impactful and accessible human rights education for all.
On the 10th anniversary of its founding, HRE USA is launching a new 2021-22 Training As Action Series (TAAS) focused on bridging the personal and collective on some of the most critical human rights issues of today. TAAS fosters a productive and creative educational space to connect and collaborate with others in the HRE USA community with the goal of reaching a common understanding and shared language.
Participants will leave each session of the training series with a renewed energy and the practical tools necessary to facilitate conversations and promote collective action with students and community members writ large.
The 2021-22 HRE USA Training As Action Series (TAAS) will feature a scaffolded three-tier training model. Each tier builds upon the next in terms of depth, participation, and engagement. The trainings are designed to meet the diverse needs of our members. Participants are welcome to register for Tier 1 only, Tier 1 and 2, or all three tiers as they are interested.
Tier 1 (2 modules, Sep/Oct) will provide general grounding in human rights and human rights education applications, including understanding ways to engage within the various committees, action teams, and working groups of HRE USA.
- Monday, September 20 – 7:00-8:30pm ET
- Monday, October 4 – 7:00-8:30pm ET
Tier 2 (4 modules, Oct/Nov) will engage HRE USA members in interactive human rights training on urgent topic areas in ways that are applicable to their personal, collective, and professional contexts.
- Monday, October 18 – 7:00-9:00pm ET
- Monday, October 25 – 7:00-9:00pm ET
- Monday, November 1 – 7:00-9:00pm ET
- Monday, November 8 – 7:00-9:00pm ET
- + 2 optional Saturday sessions: Oct 30 and Nov. 6 – 11:00am-1:00pm ET (deeper working session dive)
Tier 3 (2 modules, Dec/Jan) will develop the HRE USA Training Corps focused on improving, planning, and implementing ongoing community building and training efforts.
- Monday, December 6 – 7:00-9:00pm ET
- Monday, January 10 – 7:00-9:00pm ET
WEDNESDAY, SEPTEMBER 15
16.30 – 17.30 (London/Dublin)
10.30AM – 11.30AM (CDT)
Human rights education in Iceland: transformative pedagogies and upper secondary school teachers’ stories
Presenter: Susan Gollifer, University of Iceland, Iceland
Description: Although we witness human rights violations daily, and the right to human rights education is articulated in human rights instruments, HRE is not a recognised field of social justice education in Iceland, but assumed in multicultural, sustainability and citizenship learning. Susan Gollifer draws on the life stories of upper secondary school teachers to consider how their stories might inform and extend our understandings of transformative HRE. She illustrates how teachers’ reported practices are reflective of learning through rights rather than about and for human rights. Human rights risk being trivialised. Yet teachers’ reasons for working with human rights, and their perceptions of systemic challenges, can be used to inform teacher education. Sue Gollifer concludes it is problematic to discuss HRE as transformative pedagogy in the context of conservative upper secondary schools. She considers how teacher education might sustain human rights cultures, raising questions of significance for teacher education internationally.
|WEDNESDAY, MAY 12|
11:30 – 12:30 ET
Decolonial human rights education: Changing the terms and content of conversations on human rights
Presenter: Anne Becker and Cornelia Roux, Stellenbosch University, South Africa
Description: Who is included in the ‘Human’ of human rights education? This webinar draws on data from the research project Human rights literacy: Quest for meaning, led by Cornelia Roux and on a paper by Anne Becker to be published in HRER Volume 4(2). The presenters invite us to reflect on the terms and content of human rights education, and to consider what a decolonial HRE might look like. They will consider the terms of our conversations and reflect on principles, assumptions and rules of knowing. These terms and HRE content are interrelated and sustained by continual movement between them. Decoloniality resists global coloniality of power, ontologies and epistemologies which are consequences of colonisation. The session will examine the Eurocentric assumptions and principles which frequently serve as premise for human rights and human rights education, arguing that researchers and educators need to explore pluriversal knowledges of human rights and problematising the Human of human rights. They will conclude with some thoughts on decolonising human rights education. Anne Becker’s paper can be read here