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Alison Struthers, Law School University of Warwick
'Primary School Children and Human Rights: a topic too sensitive to teach?'
Abstract
In my recent article 'Human Rights Education: educating about, through and for human rights' (The International Journal of Human Rights (2014): currently available at http://dx.doi.org/10.1080/13642987.2014.986652)), I argued that the international framework for Human Rights Education (HRE) is not clear, detailed or persuasive enough to encourage or inform effective state practice. The result? Fragmented national approaches to HRE that cause confusion for policy makers and teachers alike. Building on this research, I will argue in this paper that even if the international framework contained clearer obligations or more detailed guidance, it may still be ineffective in light of the complexities of practice.
By drawing upon empirical research conducted in 45 schools across England, I will look at the problem of HRE implementation from a different perspective by exploring why teachers themselves are hesitant about teaching in this area. I will consider the influences upon teachers in this regard, including: parental concerns about teaching human rights, the influence of sensationalised media portrayals of human rights upon teachers' willingness to engage with the subject matter; and teachers' own conceptions of human rights as too abstract, biased or upsetting a subject for young learners. I will argue that to overcome these distorted ideas about human rights, there needs to be (a) proper government policy implementing international obligations, and (b) improved training on HRE in teacher training programmes in the UK.
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