Developing Theoretical Frameworks of Human Rights Education (HRE)

Abstract

The session aims to discuss theoretical frameworks of human rights education (HRE) drawn from both empirical research and philosophical approaches to education. We aim to invite debates about principles and approaches of HRE, and provide a cross-cultural perspective on the studies of theories and practices of HRE through reflections from teachers, teacher candidates and students from Japanese and European contexts. As stated by the United Nations Declaration on Human Rights and Training (2011), human rights education (HRE) implies learning about, through and for human rights. These dimensions aim to develop knowledge, attitudes and skills where human rights values, norms and principles and “the mechanisms for their protection” are essential elements, where human rights education is a right by itself (Alfredsson, 2001), and as a key to unlock other human rights (Tomasevski, 2003; Vesterdal, 2016). In this context, HRE is related to developing citizenship both through formal education and through different aspects of civil society, and has gained increased attention in educational discourses the last two decades. However, the theoretical foundations of such education is at the same time ambiguous and a lack of theoretical framework remains a challenge in terms of discussing or clarifying the underlying premises of the concept, how educators can develop empowering and transformative approaches, and what the goals could be in the different contexts of learning. Here the theorizing of the concept can contribute to develop, problematize and clarify the direction of the concept in different ways. More specifically, what do we know about transformative HRE practice, what should be the content, strategies and purposes of such education, and what are the underlying theoretical premises of developing sustainable approaches compatible with the basic principles? The panel starts with a study about theoretical framework of HRE based on philosophical premises related to the works of Spring, Ignatieff and Beitz, in addition to in-depth interviews with Norwegian high school teachers. Next research from Japan argues a theoretical framework of emotional dimension of HRE drawing from an empirical research and theories of Arendt and Noddings. The final paper provides a critical argument of HRE in Norway focusing on cultural diversity and religious values. This panel brings together presentations connecting theory and practice of HRE. By sharing the findings from theoretical discussions drawn from different spheres of practices and philosophical approaches, we attempt to develop theoretical frameworks that can be applied in a wide range of contexts.