Call for Papers: Gender perspectives in human rights education


Gender perspectives in human rights education

Call for Papers 

Special Issue for Human Rights Education Review (2025)

Guest editors: Beate Goldschmidt-Gjerløw & Sevda Clark


For this special issue, HRER invites contributions that strengthen understandings of gender perspectives within human rights-based education, an area of scholarly work that is, to date, underdeveloped. Human rights-based education links cultural, economic and social rights to political rights, which are critical for enhancing all human beings’ empowerment.

Over forty years ago, the UN General Assembly adopted the Convention on Elimination of All Forms of Discrimination Against Women, obliging States Parties to commit themselves to ensure elimination of all acts of discrimination against women by persons, organisations or enterprises (United Nations, 1979). A decade later, the Convention on the Rights of the Child (CRC) committed States Parties to take all appropriate measures to ensure that children are protected against all forms of discrimination (United Nations, 1989). Today, children, adolescents and adults still face discrimination and violence, which is detrimental to their health, education and well-being (e.g. Bendixen, Daveronis & Kennair, 2017).

The Guest Editors of this Special Issue welcome papers that address all phases of education. Children’s lived experience may jeopardize the fulfilment of the right to education as enshrined in the Covenant on Social, Economic and Cultural Rights (United Nations, 1966, Article 13) and the CRC (United Nations, 1989, Article 28 and 29). There is likewise a high prevalence of sexual harassment experienced by college and university students, both within their institutions (Klein & Martin, 2021) and when doing practical training to complete their degrees (Trysnes et al, 2022). In short, schools, universities and workplaces are still not the safe spaces they should be, especially for girls, or for queer and transgender minors (Bakken, 2023; Pina et al, 2021).

The special issue on gender perspectives in human rights education is interdisciplinary and invites papers from quantitative and qualitative methodological approaches, including ethnographic accounts which elevate lived experience. Narratives that centre gender within HRE may extend justice by exploring whose narratives are told and accounted for, and whose narratives remain silenced or marginalized. We welcome papers that draw on a range of theoretical perspectives, including feminist or queer theory, seeking contributions that not only critically examine how HRE might enhance justice for girls and women, but for all human beings regardless of gender identity or sexual orientation (Nussbaum, 2000). A feminist lens aims to counter various forms of oppression, and enables an intersectional approach (Crenshaw, 1989), which reflects the original intention of human rights, and therefore, human rights education (HRE).


We invite papers that address the intersection of gender perspectives and human rights education, including, but not limited to the following topics: 

  • Human rights history and gender 
  • Gender-based violence in educational settings
  • Queer youth and educational settings
  • Gender and human rights in sexuality education
  • Gender and human rights in early childhood education
  • Gender, human rights and youth activism 
  • Curriculum studies of gender and human rights
  • Intersectionality and multiple forms of oppression including coloniality
  • Human rights and the non-consensual sharing of sexual imagery in a digital era
  • Youth exposure to pornography and gendered implications.


Past articles in HRER explore epistemic justice in HRE by including the histories of female freedom fighters from the Global South who played a pivotal role in drafting the Universal Declaration of Human Rights (Adami, 2021); how young female teachers may seek to counter lived experiences of sexual harassment in the classroom (Goldschmidt-Gjerløw & Trysnes, 2020); the links between children´s rights and sexuality education (Zanatta, 2021);  the struggle for equal marriage rights (Gerber and Lindner, 2022) and theoretical as well as practical approaches for addressing child sexual abuse through HRE (Goldschmidt-Gjerløw, 2019; Draugedalen & Osler, 2022; Struthers, 2021). We welcome contributions that build on and extend this work. 

If you would like to make a submission in response to the CfP please send an extended abstract of no more than 300 words to the Human Rights Education Review Managing Editor Kalpani Dambagolla by 28 May 2024. Your abstract should include a short list of indicative literature on which you expect to draw, from the fields of both gender and human rights education. Please ensure you use the subject line: HRER: Gender perspectives in human rights education in your email. You will hear back from us by 14 June 2024. All invited manuscripts will be subject to double-blind peer review. For invited papers for this special issue, submission of the full paper is due through the journal platform by 21 October 2024. We expect to publish this Special Issue in Volume 8, 2025. 


Human Rights Education Review

Human Rights Education Review is an award-winning journal, that publishes original research and scholarship. By publishing in HRER you have the opportunity of reaching the widest possible international readership. You can view previous issues of the journal here and learn more about HRER editorial policies. 


Guest editors

Dr Beate Goldschmidt-Gjerløw is a political scientist, educational researcher and teacher educator affiliated with the University of Agder (UiA), Norway. Goldschmidt-Gjerløw holds a PhD in Social Science Education (UiA, Norway) and a Master in Peace Studies and Conflict Transformation (UiT, Norway). Together with Audrey Osler, she is the co-editor of Nordic Perspectives on Human Rights Education: Research and Practice for Social Justice (Routledge, 2024). Her research interests include children´s rights, youth perspectives, gender, sexual violence, democracy and transitional justice. 


Dr Sevda Clark is a human rights lawyer, policy analyst and Lecturer at Thomas More Law School at the Australian Catholic University. Clark holds a Doctor of Philosophy and a Master of International Human Rights Law from the University of Oslo, Norway.  Her research interests include international law, human rights, feminist approaches to law, rights of people with disability, child rights, and public policy.



Adami, R. (2021). Revisiting the past: human rights education and epistemic justice. Human Rights Education Review4(3), 5–23.

Bakken, A. (2023). Ung i Oslo 2023. Ungdomskolen og videregående skole.  [Young in Oslo 2023. Secondary school and upper secondary school]. NOVA, report 6. Oslo Metropolitan University.

Bendixen, M., Daveronis, J. & Kennair, L.E.O. (2017). The effect of non-physical peer sexual harassment on high school students´  psychological well-being in Norway: Consistent and stable findings across studies. International Journal of Public Health, 63(1), 3–11. DOI: 10.1007/s00038-017-1049-3

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, Vol. 1989 (1) Retrieved from

Draugedalen, K., & Osler, A. (2022). Teachers as human rights defenders: strengthening HRE and safeguarding theory to prevent child sexual abuse. Human Rights Education Review5(2), 32–55.

Gerber, P., & Lindner, P. I. (2022). Educating children about sexual orientation and gender identity post-marriage equality in Australia. Human Rights Education Review5(2), 4–31.

Goldschmidt-Gjerløw, B. (2019). Children’s rights and teachers’ responsibilities: reproducing or transforming the cultural taboo on child sexual abuse?. Human Rights Education Review2(1), 25–46.

Goldschmidt-Gjerløw, B., & Trysnes, I. (2020). #MeToo in school: teachers’ and young learners’ lived experience of verbal sexual harassment as a pedagogical opportunity. Human Rights Education Review3(2), 27–48.

Klein, L. B., & Martin, S. L. (2021). Sexual harassment of college and university students: A systematic review. Trauma, Violence, & Abuse22(4), 777-792

Nussbaum, M. C. (2000). Sex and social justice. Oxford University Press.

Pina, D. Marín-Talón, M.C., López-López, R., Martínez-Sánchez, A., Cormos, L.S., Ruiz-Hernández, J.A., Abecia, B. & Martínez-Jarreta, B. (2021). Attitudes toward school violence against LGBTQIA+. A qualitative study. International Journal of Environmental Research and Public Health, 18(21), 1–13. doi: 10.3390/ijerph182111389

Struthers, A. E. (2021). Protecting invisible children in England: how human rights education could improve school safeguarding. Human Rights Education Review4(3), 45–64.

Trysnes, I., Furrebøe, E.F., Berg, L.M.N., Einstabland, Å.L., Klostergaard, C. & Drangsholt, H. (2022). ‘Hot case-workers and squint-eyed whores’ - Sexual harassment of norwegian social and health care students in practical training. NORA - Nordic Journal of Feminist and Gender Research, 30(2), 124-139.

United Nations. (1966). International Covenant on Economic, Social and Cultural Rights.

United Nations. (1979). The Convention on Elimination of All Forms of Discrimination Against Women.

United Nations. (1989). The Convention on the Rights of the Child.

Zanatta, F. (2021). Examining Relationships and Sex Education through a child rights lens: an intersectional approach. Human Rights Education Review4(1), 49-69.