WERA IRN Human Rights Education 2021 Webinar Series 1 Session 4

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Legal knowledge for transformative HRE: addressing violations of children's rights in school Laura Lundy QUB & Gabriela Martínez Sainz DCU

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Human rights education emphasises the significance of children learning about, through and for human rights through their lived experiences. Such experiential learning, however, is often limited to instances of enjoyment of rights and disregards experiences of injustice, exclusion or discrimination. By neglecting the ‘negative’ experiences, including breaches of their human rights, HRE fails in one of its fundamental aims: empowering individuals to exercise their rights and to respect and uphold the rights of others. Drawing on a range of legal sources, this article identifies a number of violations of the human rights of children in schools, categorised under five themes: access to school; the curriculum; testing and assessment; discipline; and respect for children’s views. It argues that for HRE to achieve its core purpose, it must enable children to identify and challenge breaches of rights in school and elsewhere. To do so, knowledge of law, both domestic and international, has a fundamental role to play. The presenters’ full paper can be read on HRER website https://humanrer.org/index.php/human/

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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 (UCL Institute of Education, UK). The two pillars of the IRN are Human Rights Education Review and UCL’s International Conference on Education and Democratic Citizenship (ICEDC) conference.

Contact: for any questions or comments please contact Professor Hugh Starkey h.starkey@ucl.ac.uk or Professor Audrey Osler a.h.osler@leeds.ac.uk

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