Human Rights Education Review https://journals.hioa.no/index.php/human <p><em>Human Rights Education Review</em> provides a forum for research and critical scholarship in human rights education. The journal is dedicated to an examination of human rights education theory, philosophy, policy, and praxis, and welcomes contributions that address teaching and learning in formal and informal settings, at all levels from early childhood to higher education, including professional education. The journal aims to stimulate transdisciplinary debate, addressing rights as they relate to citizenship, identity and belonging. HRER welcomes studies that address justice and rights in a variety of settings, in both established democracies and conflict-ridden societies.</p> University of South-Eastern Norway (USN) en-US Human Rights Education Review 2535-5406 <br /> Authors who publish with <em>Human Rights Education Review</em> agree to the following terms:<br /><br /><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).</li></ol> Reviewer acknowledgements https://journals.hioa.no/index.php/human/article/view/3264 <p>The editors would like to thank the following colleagues for the time and careful attention given to manuscripts they reviewed for Volume 1 of HRER.</p> <p><strong>Rebecca ADAMI</strong><br>University of Stockholm, Sweden</p> <p><strong>Paul BRACEY</strong><br>University of Northampton, UK</p> <p><strong>Kjersti BRATHAGEN</strong><br>University of South-Eastern Norway, Norway</p> <p><strong>Cecilia DECARA</strong><br>Danish Institute for Human Rights, Denmark</p> <p><strong>Judith DUNKERLY-BEAN</strong><br>Old Dominion University, USA</p> <p><strong>Viola B. GEORGI</strong><br>University of Hildesheim, Germany</p> <p><strong>Carole HAHN</strong><br>Emory University, USA</p> <p><strong>Brynja HALLDÓRSDÓTTIR</strong><br>University of Iceland, Iceland</p> <p><strong>Lisa HARTLEY</strong> <br>Curtin University, Australia</p> <p><strong>Lee JEROME</strong> <br>Middlesex University, UK</p> <p><strong>Claudia LENZ</strong> <br>Norwegian School of Theology, Norway</p> <p><strong>Hadi Strømmon LILE</strong> <br>Østfold University College, Norway</p> <p><strong>Anja MIHR</strong> <br>Center on Governance though Human Rights, Germany</p> <p><strong>Virginia MORROW</strong><br>University of Oxford, UK</p> <p><strong>Thomas NYGREN</strong> <br>Uppsala University, Sweden</p> <p><strong>Barbara OOMEN</strong> <br>Roosevelt University College, The Netherlands</p> <p><strong>Anatoli RAPOPORT</strong> <br>Purdue University, USA</p> <p><strong>Farzana SHAIN </strong><br>Keele University, UK</p> <p><strong>Hugh STARKEY </strong><br>University College London, UK</p> <p><strong>Sharon STEIN </strong><br>University of British Columbia, Canada</p> Editorial team ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-03-06 2019-03-06 01 02 10.7577/hrer.3264 Championing human rights close to home and far away: Human rights education in light of national identity construction and foreign policy in Norway https://journals.hioa.no/index.php/human/article/view/2907 <p>Human rights education (HRE) has been recognised in international educational discourses as a sustainable practice to develop active citizenship and protect human dignity. However, such education has not been fully explored in a broader political context. In addition to contributing to empowering citizens to resist human rights violations, HRE plays several roles in society, contributing to both national identity and international image-building. The article explores possible relations between national identity construction, foreign policy and HRE in Norway through the following research question: <em>What interplay occurs between Norwegian foreign policy and national identity in relation to human rights, and, within this context, what is the role of HRE?</em> The article presents a qualitative analysis of Norwegian policy documents and reports, arguing that HRE is a component of Norwegian national identity as well as political currency in foreign relations.</p> <p>&nbsp;</p> Knut Vesterdal ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-03-29 2019-03-29 01 19 10.7577/hrer.2907 Children’s rights and teachers’ responsibilities: Reproducing or transforming the cultural taboo on child sexual abuse? https://journals.hioa.no/index.php/human/article/view/3079 <p>Enhancing young learners’ knowledge about appropriate and inappropriate sexual behaviour is crucial for the protection of children’s rights. This article discusses teachers’ understandings of their practices and approaches to the topic of child sexual abuse in Norwegian upper secondary schools, based on phone interviews with 64 social science teachers. Countering child sexual abuse is a political priority for the Norwegian government, and the Committee on the Rights of the Child acknowledges several state initiatives to counter child sexual abuse through education. Nevertheless, this study finds that teachers do not address this topic adequately, indicating that cultural taboos regarding talking about and thus preventing such abuse, including rape among young peers, still prevail in Norwegian classrooms. Furthermore, emotional obstacles, including concerns about re-traumatising and stigmatising learners, hinder some teachers from addressing this topic thoroughly. Additional explanatory factors include heavy teacher workloads, little preparation in teacher education programmes, insufficient information in textbooks, and an ambiguous national curriculum.</p> Beate Goldschmidt-Gjerløw ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-05-10 2019-05-10 01 22 10.7577/hrer.3079 Power, pedagogy and practice in human rights education: questions of social justice https://journals.hioa.no/index.php/human/article/view/3032 Claire Cassidy ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-01-29 2019-01-29 01 04 10.7577/hrer.3032 Problem-posing HRE: a revolutionary tool for social change and human development https://journals.hioa.no/index.php/human/article/view/3143 Gabriela Mezzanotti ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-02-04 2019-02-04 01 04 10.7577/hrer.3143