Learning languages of hope and advocacy – human rights perspectives in language education for sustainable development





What if the way we (teach and learn to) speak about human rights crises is part of these crises? This conceptual paper sets out to explore the role of a human rights-informed pedagogy of hope in helping learners cultivate languages of hope and advocacy in the context of language education for sustainable development. Recognising that a focus on agency connects critical pedagogies of hope, human rights education, and language education, this contribution argues that the language classroom may become a space of hope by offering stories of hope, change, and transformation to help learners envision a better future and take communicative action towards these futures. Cultivating languages of hope and advocacy highlights the learners’ role as active change agents who assume responsibility in the face of their human rights duties and act accordingly. Thus, human rights-informed language education may empower learners to contribute to living together in a more sustainable and just world.


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Author Biography

Ricardo Römhild, University of Münster, Germany

Ricardo Römhild is a post-doctoral researcher and lecturer at the University of Münster. His work revolves around (English) language education, education for global citizenship and sustainability, as well as human rights education.


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How to Cite

Römhild, R. (2023). Learning languages of hope and advocacy – human rights perspectives in language education for sustainable development. Human Rights Education Review, 6(1), 9–29. https://doi.org/10.7577/hrer.5192



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