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The ratification of the United Nations Convention on the Rights of the Child (CRC) has long been hailed as a major event in the realisation of children's human rights, combining the need for protection with a desire to grant agency through recognition of the evolving capacities of the child. Yet the idea of children's agency as articulated in the CRC excluded sexual identity and expression, and ushered in an incomplete emancipation for LGBTIQ children; children who are gender non-conforming; and children whose sexual expression otherwise conflicts with heterosexuality – hereafter queer children. I argue that while the CRC granted children agency in terms of rights to expression, thought and conscience, it denied children sexual agency. Queer children's political agency is intimately connected to sexual identity and agency, because unlike their heterosexual counterparts, queer children's identity and expression is sexualised while, at the same time, they are excluded from adult, identity-based movements. [ABSTRACT FROM AUTHOR]

Network theory is a valuable tool for understanding how transnational human rights advocacy emerges and develops; how norms become salient; and how nongovernmental organizations (NGOs) gain prominence within networks. This article evaluates political network theory through the case study of the transnational lesbian, gay, bisexual, transgender, and queer (LGBTQ) advocacy network. Through interviews with key figures at human rights and LGBTQ NGOs, I suggest that the transnational LGBTQ network emerged through contestation with the human rights gatekeeper, Amnesty International, and its US section, AIUSA. This process of contestation would produce a specific type of gatekeeper activism that would become a defining feature of the network. Over time, the network would evolve from a collection of national groups engaging in direct action to a highly professional and international network with a dual focus on movement building in the Global South and the advancement of LGBTQ rights at the United Nations. [ABSTRACT FROM AUTHOR]

An essay is presented on the grand narrative of human rights as method to teach marginalized students. It offers the means to teach human rights such as introducing students to legal guarantees afforded them in international human rights law. It discusses the relationship between neoliberalism and human rights. It mentions the critical human rights pedagogy approach.