This article examines how some schools with ethnically diverse student populations are teaching about, for, and through human rights. The author conducted a secondary analysis of qualitative data from a multi-site study, which included secondary schools serving students from immigrant backgrounds in four countries: Denmark, Germany, the Netherlands, and the United Kingdom (England and Scotland). The author found that schools taught about the history of human rights, rights in terms of national constitutions, and violations of human rights in the Global South; she observed fewer examples of human rights discourse addressing national and local issues. Across schools, students experienced respect of their human rights, through voicing their opinions and contributing to school-level decisions primarily on school councils. Some students developed knowledge, skills, and dispositions for exercising their rights and respecting others’ rights as they deliberated issues and took civic action locally and globally.
How to Cite
Authors who publish with Human Rights Education Review agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- 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.
- 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).