View of Addressing the ‘why’, ‘what’ and ‘how’ of human rights education

RE raises questions regarding freedom of religion and belief, non- discrimination, minority rights, the right to identity, and the rights to intercultural education as well

One specific focus is the explicit mention of human rights and children’s rights in the worldview education section of the Finnish national core curriculum

In the implementation of these rights, all forms of education are important (Tibbitts, 2017), and so is the fact that children’s rights education not only concerns knowledge of

Each of the articles addresses human rights education (HRE) in formal settings, in spaces where there are often tensions between the duty of the state to guarantee rights,

The book makes it clear that alliances are more important - which is why LGBTQ education is for everyone interested in democracy, and not just for LGBTQ teachers

The first of these relates to its underlying concepts and begins with an exploration of the educational contexts where history learning and human rights education have been

Two chapters, authored and co-authored by Ziebertz himself, are dedicated to quantitative and comparative studies of young people’s attitudes towards human rights, and

presenting human rights as an international or national concept depending on the type of audience and resistance; presenting human rights as a legal or religious