HRE USA at Civic Learning Week 2023

Protecting Democracy through Civic Learning & Human Rights Education

Educator Voices on the 75th Anniversary of the Universal Declaration of Human Rights (UDHR)

Date: March 8, 2023
Time: 3pm PT/6pm ET – 4pm PT/7pm ET

This webinar features educators from across the United States who are successfully integrating human rights education (HRE) into the civic learning experiences of students at diverse grade levels.  They will share their experiences of using HRE concepts and instructional practices to help students connect with the skills, values and practices that are essential for participants in an inclusive, democratic society. Strategies for engaging youth participation and fostering youth leadership are a particular theme of the webinar.

Key questions addressed:

  • What are democratic civic values and behaviors?
  • What is human rights education and how does it support the understanding and practice of democratic civic values and behaviors?
  • How can HRE be effectively integrated into an overall program of civic education at all grade levels?
  • What are some strategies for engaging youth participation and fostering youth leadership in building a human rights supportive civil society?

The presenters and facilitator will share resources for putting HRE/democratic infused civics lessons into their programs with attenders. The webinar will be presented via Zoom and will be recorded so it can be shared with those who sign up for the webinar. There will be an opportunity for attendees to dialogue with the panel.  

This presentation is part of Human Rights Educators USA’s year of Human Rights, honoring the 75th Anniversary of the Universal Declaration of Human Rights  with the theme Protecting Democracy, Promoting Human Rights.


  • Rosemary Blanchard, founding member of Human Rights Educators USA ( and the Human Rights Education Community of the National Council for the Social Studies (NCSS)
  • Sandy Sohcot, founding director of The World As It Could Be Human Rights Education Program (TWAICB)
  • Natalia Anciso, visual artist and educator in Oakland, CA
  • Jessica Terbrueggen, international education specialist with over fifteen years of experience working globally with diverse populations in the United States, China, Ecuador, and South Korea at the intersection of human rights and the literary arts
  • John Terry, Supervisor of Social Studies for the Bernards Township School District in Basking Ridge, N.

Special thanks to University of San Francisco and the Department of International & Multicultural Education for Co-Sponsoring and providing the webinar platform.

New Book: Influences of the IEA Civic & Citizenship Education Studies

This new open access book from IEA (the International Association for the Evaluation of Educational Achievement), entitled, Influences of the IEA Civic and Citizenship
Education Studies: Practice, Policy, and Research Across Countries and Regions
, identifies the multiple ways that IEA’s studies of civic and citizenship education have contributed to national and international educational discourse, research, policymaking, and practice. The IEA International Civic and Citizenship Education Study (ICCS), first conducted in 2009, was followed by a second cycle in 2016. The project was linked to the earlier IEA Civic Education Study (CIVED 1999, 2000). IEA’s ICCS remains the only large-scale international study dedicated to formal and informal civic and citizenship education in school.  It continues to make substantial contributions to understanding the nature of the acquired civic knowledge, attitudes, and participatory skills. It also discusses in-depth how a wide range of countries prepare their young people for citizenship in changing political, social, and economic circumstances.  The next cycle of ICCS is planned for 2022.

In this book, more than 20 national representatives and international scholars from Europe, Latin America, Asia, and North America assess how the processes and findings of the 2009 and 2016 cycles of ICCS and CIVED 1999/2000 have been used to improve nations’ understanding of their students’ civic knowledge, beliefs, attitudes, current civic-related behaviors, and intentions for future participation in a comparative context.  There are also chapters summarizing the secondary analysis of those studies’ results indicating their usefulness for educational improvement and reflecting on policy issues.

The analyses and reflections in this book provide timely insight into international educational discourse, policy, practice, and research in an area of education that is becoming increasingly important for many societies.