1st Edition
Nordic Perspectives on Human Rights Education Research and Practice for Social Justice
Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools.
In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights.
Divided into three distinct sections, chapters invite readers to consider:
- The context behind human rights education (HRE)
- Rights-based approaches to teaching and education
- International dialogue and how we may learn from the approaches of other countries.
Drawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education.
Part I Contextualizing Human Rights Education
1 Framing human rights education in the Nordic region - Audrey Osler and Beate Goldschmidt-Gjerløw
2 Nordic countries’ involvement in the European colonial project and the implications for human rights education - Marta Stachurska-Kounta
3 Revisiting the past: human rights education and epistemic justice - Rebecca Adami
4 The Finnish national human rights institutions’ approach to human rights education - Kristiina Kouros, Reetta Toivanen and Tuija Kasa.
5 Human rights education in Norway revisited - Hadi Lile
Part II Rights-based approaches
6 The rhetoric and reality of human rights education: policy frameworks and teacher perspectives - Audrey Osler and Jon Arne Skarra
7 From informative to transformative practice? Addressing challenges of human rights education in Norway - Knut Vesterdal
8 Challenges and opportunities for transformative human rights education in Icelandic upper secondary schools - Susan Gollifer
9 Teachers as human rights defenders: strengthening theory to prevent child sexual abuse - Kjersti Draugedalen and Audrey Osler
10 Students’ perceptions of learning about gender-based and sexual harassment: A struggle for recognition - Beate Goldschmidt-Gjerløw
11 ‘We are not stupid animals’: Schooling of young neo-Nazis - Christer Mattson
12 Sámi teacher education and land-based approaches for Indigenous rights - Inger Elisabeth Gaup et al
13 National curricula as promoters or obstructors of human rights education - Ann Quennerstedt
14 Human rights education as a framework for transmitting religion as cultural heritage - Eva Lindhardt
15 Human rights and anti-racist teaching in higher education - Mira Chandhok Skadegård
16 The impact of negative political emotions on human rights education: an asylum seekers’ school visit ban - Iida Pyy and Anniina Leiviskä
Part III International dialogue
17 Addressing the triple challenge of populism, nationalism and colonial amnesia - Farzana Shain
18 Learning from Latin America in human rights education - Tristan McCowan
19 A human rights approach to membership & belonging - Angela Banks
Biography
Audrey Osler is a writer and Professor of Education at the University of South-Eastern Norway (USN), Norway.
Beate Goldschmidt-Gjerløw is a political scientist and holds a PhD in social science education from the University of Agder in Norway.
