Teachers as human rights defenders: strengthening HRE and safeguarding theory to prevent child sexual abuse

Authors

  • Kjersti Draugedalen University of South-Eastern Norway, Norway https://orcid.org/0000-0003-4542-9196
  • Audrey Osler University of South-Eastern Norway, Norway and University of Leeds, UK

DOI:

https://doi.org/10.7577/hrer.4776

Abstract

Sexual abuse is a public health issue with long-term consequences for children’s lives and education. The Convention on the Rights of the Child is a key reference point in safeguarding, increasingly incorporated into domestic law. This article aims to strengthen safeguarding theory and practice by reviewing human rights education (HRE) theory and aligning it with care-based ethics. It proposes a renewed focus on HRE in teacher education that examines the teacher’s role and professional responsibilities, strengthens rights-based knowledge, and explores the transformative power of rights. By empowering teachers with skills to recognise and act on harmful sexual behaviour (HSB), they can become powerful human rights defenders, protecting children against child-on-child and adult-on-child abuse.  Drawing on empirical data on teachers’ understandings of HSB, we apply theory, cautioning against an under-theorised approach that over-relies on rights knowledge or children’s ability to claim their rights in an emotionally charged arena with asymmetrical power relations. 

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Published

2022-05-06

How to Cite

Draugedalen, K., & Osler, A. (2022). Teachers as human rights defenders: strengthening HRE and safeguarding theory to prevent child sexual abuse . Human Rights Education Review. https://doi.org/10.7577/hrer.4776

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