Majority rights and minority responsibilities: young people’s negotiations with human rights
DOI:
https://doi.org/10.7577/hrer.3968Abstract
This paper is a case study of student discussions of rights and responsibilities, which contributes to filling the existing knowledge gap on the topic. Tenth grade majority students who participated in three group discussions on inclusive citizenship spoke of rights as belonging to the majority or to the minoritised Other. In line with earlier research findings, students referenced human rights as national rights or values, while making explicit connections between majority rights and minority responsibilities and implicit references to the responsibility of the majority to protect minority rights. This analysis indicates a need in human rights education (HRE) for both legal literacy and a deeper discussion of human rights. This can, for example, be achieved through a focus on the local context so that young people may better understand minority barriers to rights, as well as the role of the majority in issues of social justice.
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