Human Rights Education Review <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> en-US <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="" 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> (Audrey Osler) (Marta STACHURSKA-KOUNTA) Mon, 04 Nov 2019 00:00:00 +0100 OJS 60 Networking to promote and transform human rights education Audrey Osler, Bjørn Aksel Flatås, Sev Ozdowski Copyright (c) 2019 Audrey Osler, Bjørn Aksel Flatås, Sev Ozdowski Sun, 03 Nov 2019 23:27:44 +0100 Opportunities and constraints on human rights education when academic freedom is not guaranteed: the case of Vietnam <p>In Vietnam, academic freedom is not guaranteed. This is especially so in relation to politically sensitive subjects such as human rights. This paper discusses how human rights education (HRE) can develop in such contexts. The Government of Vietnam is a signatory to various UN treaties and, consistent with its obligations, has encouraged the development of specialist human rights degree programmes and the introduction of human rights content into other degree programmes. The paper considers government’s role in course approval processes, discussing how political sensitivities are addressed and state monitoring operates to restrict academic freedom. It finds that, subsequent to the Government of Vietnam ratifying international human rights treaties, there is a softening of the ideology that ‘human rights’ are an alien concept in a socialist state. The need for HRE and greater academic freedom are recognised, yet HRE is largely restricted to higher education institutions where its implementation is monitored.</p> Huong Thi Minh Ngo Copyright (c) 2019 Huong Thi Minh Ngo Sun, 03 Nov 2019 23:28:23 +0100 Human rights activism: factors which influence and motivate young adults in Australia <p>Human rights activists aim to create social and political change. This article analyses the factors which influence and motivate human rights activists in Australia to want to be a part of this movement. Human rights education is an important part of activism. The pedagogy about, through and for human rights education was used in this study to assess the processes that the activists engaged in prior to and through the experiences of their activism. The findings demonstrated that these human rights activists were motivated to be justice-oriented citizens by altruism, often through the influence of their families rather than their schooling. Some participants also experienced political socialisation through their families when they were children, which enabled them to have knowledge and agency as human rights activists. The study also found that belonging to a non-governmental organisation was an important part of maintaining the motivation of human rights activists.</p> Genevieve Hall Copyright (c) 2019 Genevieve Hall Mon, 07 Oct 2019 00:00:00 +0200 ‘I want to share this video with you today.’ Children’s participation rights in childhood research. <p>The Convention on the Rights of the Child foregrounds the right to participate. Contributing to decision-making on matters concerning children’s lives is fundamental to rights education. This paper discusses ethical and methodological considerations of children’s rights-based epistemology, arguing that children are competent to reflect upon and exercise their participation rights. The present study explores 4/5-year-old children’s perspectives on play in an Australian early childhood education service. It aims to identify ethical spaces in research involving children. The findings address children’s participation choices; including conditional assent, dissent, and their influence on the research. These outcomes are important because a) little is known about the ways children choose to participate, and b) they raise questions about the realisation of children’s participation rights. This paper concludes by examining the implications for research that acknowledges children’s demonstration of their participation rights in physical, creative, and social-emotional spaces.</p> Carmen Huser Copyright (c) 2019 Carmen Huser Sun, 03 Nov 2019 23:30:07 +0100 Creating spaces for radical pedagogy in higher education <p>This paper tells stories from a higher education study abroad collaboration entitled <em>Investigating Diversity, Human Rights and Civil Society in Japan and Australia</em>. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals.&nbsp; We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination’ (Sharma), learners ‘become border crossers in order to understand otherness on its own terms’ (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness.</p> Lynda‐ann Blanchard, Mike Nix Copyright (c) 2019 Lynda-ann Blanchard, Mike Nix Sun, 03 Nov 2019 23:30:32 +0100 Making women human: uncovering the contribution of women to the Universal Declaration of Human Rights Lynsey Mitchell Copyright (c) 2019 Lynsey Mitchell Mon, 07 Oct 2019 00:00:00 +0200 Lost in translation? On vernacularisation and localisation of human rights Frank Elbers Copyright (c) 2019 Frank Elbers Sun, 03 Nov 2019 23:31:47 +0100