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Learning the societal roles and responsibilities of the physician may involve difficult, contentious conversations about topics such as race, gender, sexual orientation, and class, as well as violence, inequities, sexual assault, and child abuse. If not done well, these discussions may be deeply traumatizing to learners for whom these subjects "cut close to the bone." Equally traumatizing is exposure to injustice and mistreatment, as well as to the sights, sounds, and smells of suffering and pain in the clinical years. This potential for iatrogenic educational trauma remains unaddressed, and medical educators must take responsibility for attending to it. Possible solutions include trigger warnings or statements given to students before an educational activity that may cause personal discomfort. The authors of this Perspective assert, however, both that this concept does not distinguish between psychological trauma and discomfort and that well-intentioned trigger warnings target the wrong goal-the avoidance of distress. Exposure to discomfort not only is unavoidable in the practice of medicine but may be crucial to personal and professional moral development. The authors argue that a more appropriate solution is to create safe spaces for dialogues about difficult topics and jarring experiences. This approach places even the notion of free speech under a critical lens-it is not an end in itself but a means to create a professional ethic dedicated to treating all individuals with excellence and justice. Ultimately, this approach aspires to create an inclusive curriculum sensitive to the realities of teaching and learning in increasingly diverse societies.

Human trafficking is a global human rights issue with long-range health consequences about which physicians are largely uneducated. Medical schools are uniquely positioned to address this gap. All future physicians, regardless of specialty, must learn to identify victims and refer them to trauma-informed treatment. Research and advocacy are needed to address the lack of rigorously evaluated curricula in this area, impact policy, and improve services for victims of this heinous form of exploitation., (© 2017 American Medical Association. All Rights Reserved.)

Background: Despite the importance of the role social justice takes in medical professionalism, the need to train health professionals to address social determinants of health, and medical trainees' desire to eliminate health disparities, undergraduate medical education offers few opportunities for comprehensive training in social justice. The Human Rights and Social Justice (HRSJ) Scholars Program at the Icahn School of Medicine at Mount Sinai is a preclinical training program in social medicine consisting of 5 components: a didactic course, faculty and student mentorship, research projects in social justice, longitudinal policy and advocacy service projects, and a career seminar series., Objectives: The aim of this article is to describe the design and implementation of the HRSJ curriculum with a focus on the cornerstone of the HRSJ Scholars Program: longitudinal policy and advocacy service projects implemented in collaboration with partner organizations in East Harlem. Furthermore, we describe the results of a qualitative survey of inaugural participants, now third-year medical students, to understand how their participation in this service-learning component affected their clinical experiences and professional self-perceptions., Conclusion: Ultimately, through the implementation and evaluation of the HRSJ Scholars Program, we demonstrate an innovative model for social justice education; the enduring effect of service-learning experiences on participants' knowledge, skills, and attitudes; and the potential to increase community capacity for improved health through a collaborative educational model., (Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.)

Many academic philosophers and ethicists are appointed to teach ethics to medical students. We explore exactly what this task entails. In South Africa the Health Professions Council's curriculum for training medical practitioners requires not only that students be taught to apply ethical theory to issues and be made aware of the legal and regulatory requirements of their profession, it also expects moral formation and the inculcation of professional virtue in students. We explore whether such expectations are reasonable. We defend the claim that physicians ought to be persons of virtuous character, on the grounds of the social contract between society and the profession. We further argue that since the expectations of virtue of health care professionals are reasonable, it is also sound reasoning to expect ethics teachers to try to inculcate such virtues in their students, so far as this is possible. Furthermore, this requires of such teachers that they be suitable role models of ethical practice and virtue, themselves. We claim that this applies to ethics teachers who are themselves not members of the medical profession, too, even though they are not bound by the same social contract as doctors. We conclude that those who accept employment as teachers of ethics to medical students, where as part of their contractual obligation they are expected to inculcate moral values in their students, ought to be prepared to accept their responsibility to be professionally ethical, themselves., (© 2013 John Wiley & Sons Ltd.)

Background: The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning., Methods: A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication., Results: Out of 162 past participants, 46 (28%) completed the survey, the majority of whom were still employed in academic settings (67%). Twenty-two respondents (48%) implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66) to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights., Conclusion: This Train-the-Trainer course provides the historical context, educational tools, and collective motivation to incorporate human rights educational initiatives at health sciences institutions. Increased implementation of human rights instruction, both formally and extracurricularly, has demonstrated the training's significance not only within academic institutions but more broadly across the health sector. Coworkers are vital allies in teaching human rights to health sciences students, helping to alleviate institutional barriers. Training fellow staff members and those in key leadership roles is noted as vital to the sustainability of human rights education.

Medical ethics and law education in the UK is undergoing continuous transformation. In parallel, human rights teaching with respect to health is expanding as a distinct field. Yet a resistance to the inclusion of human rights in the medical ethics and law curriculum persists. In response to Stirrat and colleagues, this article seeks to highlight the mutual benefit that could be derived from an integration of human rights into the already established medical ethics and law teaching in medical schools. It proposes that incorporating human rights into the curriculum would add value to traditional medical ethics and law teaching and provide a promising opportunity to enhance the interest from the student body.

Background: Despite increasing recognition of the importance of human rights in the protection and promotion of health, formal human rights education has been lacking in schools of medicine and public health. Our objectives were: 1) to determine the nature and extent of health and human rights (HHR) education among schools of medicine (SOMs) and public health (SPHs); 2) to identify perceived barriers to implementing HHR curricula; 3) to learn about deans' interests and attitudes toward HHR education, and; 4) to identify factors associated with offering HHR education., Methods and Principal Findings: We conducted a cross-sectional survey among deans of all accredited allopathic SOMs and SPHs in the United States and Puerto Rico. Seventy-one percent of U.S. SOMs and SPHs responded. Thirty-seven percent of respondents indicated that their schools offered some form of HHR education. Main barriers to offering HHR education included competition for time, lack of qualified instructors and lack of funding. Among schools not offering HHR education, 35% of deans were interested in offering HHR education. Seventy-six percent of all deans believed that it was very important or important to offer HHR education. Multiple regression analysis revealed that deans' attitudes were the most important factor associated with offering any HHR education., Conclusion: Findings indicate that though a majority of deans of SOMs and SPHs believe that knowledge about human rights is important in health practice and support the inclusion of HHR studies in their schools, HHR education is lacking at most of their institutions. These results and the growing recognition of the critical interdependence between health and human rights indicate a need for SOMs and SPHs to work towards formal inclusion of HHR studies in their curricula, and that HHR competency requirements be considered to overcome barriers to its inclusion.

Medical consequences of war are prominent in the media. The United Nations and the World Medical Association have called for medical curricula to permanently include consideration of human rights, in particular human rights in war time. Information on the medical consequences of war and weapon systems is valuable knowledge. Courses on this subject are popular amongst medical students, a considerable number of whom are willing to spend a period working for organisations as the Red Cross, Doctors without Borders or the Military Health Service. In spite of this, none of the Dutch medical faculties has given the subject a permanent place in its curriculum. Gathering knowledge on the medical consequences of war depends completely on the efforts of individuals.

Aim: The introduction of a module in Health and Human Rights into a Postgraduate diploma curriculum for registered nurses is described., Background: An important component of nursing programmes in South Africa has been teaching of the principles of ethical practice and relevant ethical codes. A number of factors have contributed to the need to include human rights as an integral component of nursing curricula in South Africa. These include the Bill of Rights in the Constitution of South Africa and the implications thereof for health care delivery, the primary health care approach in the delivery of health care in South Africa, the development and acceptance of Patients' Rights Charters, and the recognition of the role that health professionals played--whether through lack of knowledge and awareness or direct involvement--in the human rights violations in the health sector exposed during the hearings of the Truth and Reconciliation Commission., Module Description: An outline of themes covered in the course content is described, together with examples of learning activities and teaching materials. Reflections of the course convenor and students are used to highlight the importance of inclusion of health and human rights as foundational to ethical nursing practice, regardless of the health care setting.

AbstractThis article provides a theoretical foundation to argue for an effective and meaningful realization of human rights education in school curricula and beyond. Despite emerging research on a content-related basis and large-scale initiatives, the practical realization of human rights education is mostly still a desideratum. By analyzing relevant documents by the United Nations (UN), particularly the Universal Declaration of Human Rights (UNGA, 1948), this paper shows that human rights education is a human right itself. Upon joining the UN, member states pledged to provide human rights education to all citizens. However, the question what it means to ensure the right to human rights education is complex because the concept of ‘right’ is ambiguous. Thus, this manuscript logically analyzes the right to human rights education by means of Kanger’s theory of rights that encompasses a classification of all possible types of right. The analysis shows that the right to human rights education consists of two complex types of right that contain both a claim right as well as service rights. The author concludes that in order to meet the obligations of the UN Charta, UN member states are required (1) to provide mandatory human rights education in compulsory education and (2) to grant access to human rights education to all citizens. [ABSTRACT FROM AUTHOR]

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Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education about, through, and for human rights. We argue that a situated deliberative pedagogy can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a design-based research (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material's structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: about, through, and for HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed. [ABSTRACT FROM AUTHOR]

This study aims to evaluate prospective teachers' views on the elective Human Rights and Democracy Education course taught in the Faculty of Education. This study was conducted based on a mixed-methods approach. For this purpose, the opinions of 144 students who took and did not take this course were evaluated according to the branch, gender, and class variables using the "Attitude Scale towards Human Rights Education." In addition, the views of 10 students on the effectiveness, importance, and recommendations of the course were collected through focus group interviews. According to the results obtained, there was a statistically significant difference in the Education of Human Rights Field scores based on whether the students took the course or not, but there was no significant difference in the Human Rights in Education Environment scores in terms of department, gender, and class level. Students emphasized the importance of this course and stated that it should be taught practically at all levels. [ABSTRACT FROM AUTHOR]

Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the Brazilian educational policy in the face of contemporary challenges for implementing an education model that respects diversity and human dignity. To this end, it addresses the emergence of Human Rights Education in the process of citizen formation and the strengthening of democracy, problematizing its relationship with the curriculum. It discusses the curriculum, as a power relationship, emphasizing its formative role capable of affecting the students' identity, focusing on their actions and decisions. The issue of Education in Human Rights, which was already pointed out as important since the Declaration of Human Rights in 1948, gained more relevance in the international community with the promotion of the Decade of Education in Human Rights -- which occurred between 1995 and 2004. In line with the international scenario, the Brazilian government created, in 2003, the National Human Rights Education Committee with the attribution of elaborate and monitor the National Human Rights Education Plan (PNEDH), which, after being the subject of several debates and changes over the years, reached its final version in 2007. Such advances are shreds of evidence to what Brazil has been building in defense of a more democratic, just, and solidary society. [ABSTRACT FROM AUTHOR]

Education is the transfer of knowledge that aims to transform the individual. At the heart of this transfer is the curriculum. In the curriculum, "What should we teach?" It includes the search for a methodical answer to the question and the social production and reproduction of knowledge. In this study, a content and competence under 5 headings related to "The adequacy of the subjects and acquisitions in the program, the appropriateness of the class or level in which the lesson will be taught, the methods and techniques used in teaching, the textbook and material competence" of the teachers who teach Human Rights, Citizenship and Democracy were not introduced. They should apply face-to-face technique to 24 teachers in 6 primary schools with different socio-economic structure in the city center as a volunteer to the research. All stakeholders of the education, namely students, schools, school administrators, universities and non-governmental organizations, the content and implementation of the course. It was emphasized that the curriculum should be updated, teacher competencies should be increased and followed up. [ABSTRACT FROM AUTHOR]

Over the last few years, Switzerland has introduced three new curricula for primary and lower-secondary schools, one for each linguistic region. On several occasions, Switzerland has claimed that these curricula meet the required standards of children’s human rights education as conceptualized in international documents such as the United Nations Convention on the Rights of the Child or the United Nations Declaration on Human Rights Education and Training. The aim of this article is twofold: first, to provide a conceptual study of the theoretical frameworks related to children’s human rights education and other close related educational forms; second, to analyse how these different concepts are translated and implemented through the three regional curricula.

The United Nations (UN) asserts that children and young people should have access to human rights education (HRE) and that schools are one of the key means through which HRE should be made available. However, there is currently limited knowledge about the presence and form of HRE in school contexts, and there is no established means through which HRE provision within schools is evaluated. This paper proposes a theoretical framework to support the classification of teachers' responsibilities in relation to HRE and argues that systemic change is needed within education systems if HRE provision is to be realised in more extensive and consistent ways. The curriculum documents of three nations – Australia, England and Sweden – were analysed to determine teacher responsibilities for educating pupils about human rights. The viability of the developed framework was then tested through applying it to the outcomes of these analyses. The theoretical contribution made by the paper deepens knowledge and understandings about the nature of responsibilities placed on teachers to educate pupils about human rights, and provides a foundation from which to stimulate debate about what constitutes effective school-based HRE practices. [ABSTRACT FROM AUTHOR]

While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product. Based partially on Basil Bernstein's concepts, a mixed-method approach utilising computer-based analytical techniques was used to examine the structure and content of human rights knowledge within upper-secondary Contemporary Social Studies textbooks representing Japan's official curriculum. This article will argue that the curriculum establishes an inconsistent standard toward rights that undermines respect for individuals. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction to the journal is presented which discusess topics within the issue including human rights in higher education; 1948 Universal Declaration of Human Rights; and University of Arizona's human rights Masters of Arts curriculum.

This paper reports a bilateral university project designed to promote intercultural citizenship and foreign language development simultaneously. It is concerned with developing active and responsible citizenship through content-language integrated learning within an ordinary foreign language classroom. The need and rationale for broadening the scope of language courses and combining them with intercultural citizenship or human rights education has been explained elsewhere and empirical studies reporting on classroom practice are recently available. These studies have connected both types of education (language and citizenship/human rights) and have demonstrated growth in self and intercultural awareness, in criticality and social justice responsibility, as well as the emergence of a sense of community of international peers during the projects. However, the concern remains as to whether this combination leads to language learning and this article addresses this issue. The article describes one transnational intercultural citizenship project in the foreign language classroom in Argentina and the UK and focuses on the research question: Does an intercultural citizenship project lead to language learning? Findings - taken from the Argentinean data - show that students developed procedural knowledge by using the foreign language with a genuine need, engaged in multiliteracies practices and developed their plurilingual competence within a translingual orientation. [ABSTRACT FROM AUTHOR]

This paper analyses the Swedish national curricula for preschool and school with the purpose of clarifying how the responsibility of educational institutions regarding human rights for children and young people is expressed. Framed by rights theory and educational philosophy, the paper examines (i) how human rights for children and young people are articulated as relevant for preschools and schools, and (ii) what expectations on preschools and schools that are indicated. The analysis shows that many human rights aspects appear in the curricula and are articulated as relevant in terms of values, objects of knowledge and children’s influence. The curricula indicate that preschools and schools are expected to use human rights as guidance, ensure that pupils learn about rights and develop the capacity to act in accordance with human rights. The analysis also shows a lack of explicit rights terminology, which means that rights are not always easy to identify in the curricula.

In postgenocide Rwanda, education is viewed by the national government as crucial for shaping a new, unified civic identity but also as a tool to address the past genocide. Drawing on Rwanda as a case study, this article analyzes national curriculum documents, school textbooks, and interviews with teachers and students in order to understand the following questions: To what extent does the Rwandan state integrate global rights discourses within the civics curricula and textbooks? How do teachers and student engage with these global discourses in the classroom? I find that while the national civics curriculum intends to inculcate a traditional notion of citizenship, emphasizing patriotism and loyalty to the state, the curriculum also includes global norms oriented toward human rights and global citizenship. However, divergent discourses are evident in the classroom among students and teachers where only some aspects of the global models are embraced. This points to an inherent tension in citizenship education that seeks to address a contentious past by drawing on global models around citizenship and human rights while also promoting national civic values. [ABSTRACT FROM AUTHOR]

Copyright of Estudios de Derecho is the property of Estudios de Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper argues that a decolonising approach in human rights education (HRE) needs to examine human rights issues through a critical lens that interrogates the Eurocentric grounding of human rights universals and advances the project of re-contextualising human rights in the historical horizon of modernity/coloniality. This alternative configuration of HRE as ‘critical’ and ‘transformative’ offers pedagogical and curricular possibilities that go beyond conventional forms of HRE and create openings for pedagogical praxis along social justice lines. The quest to create these openings and possibilities is a fundamental element for decolonising the theory and pedagogical practices of human rights. It is argued that the move to create spaces for decolonising pedagogy and curriculum in HRE can take HRE theory and practice to a less Eurocentric outlook and thus a more multiperspectival and pluriversal understanding of human rights – one that recognises the histories of coloniality, the entanglements with human rights, and the consequences for social justice projects. [ABSTRACT FROM PUBLISHER]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines what it means to teach and research human rights and development now, within the context of public higher education (HE), as significant internal and external challenges face 'human rights' and 'development' as subjects in themselves. 'Development' has arguably been in crisis for decades, or has at least failed to escape from a neoliberal 'twilight zone', despite the emergence of critical, humanistic and rightsfocused alternatives. Significant reversals have occurred for human development and human rights in recent times, as political regimes have shifted rightwards and public and political discourse have become more polarised and extreme. Official support and cooperation for human rights and development have stagnated or declined, while practice has gravitated towards humanitarian and economic agendas. Persistent conflicts are contributing to the largest crisis of displaced people in history, inevitably pushing security and humanitarian needs to the fore. The climate for human rights, already compromised by the 'war on terror', has deteriorated noticeably. Even the minimum 'floor' of humanitarian norms has been repeatedly shattered, making a progressive expansion of human rights seem unlikely and unattainable. Given this context of antagonism and retrogression, this article examines what the fundamental stakes are to educate for human rights and development. Noting how higher education's own basic stakes have changed under neoliberalism, it engages the challenge to 'decolonise' higher education, while revisiting fundamental commitments to the 'things' involved in educating for human rights and development. It considers arguments for higher education curriculum in the sociology of development and human rights as something. While there are no definitive answers, decolonial curriculum and emancipatory teaching can help to sustain, rekindle, engage and nourish these conative fields, and push back against de-democratising and instrumental tendencies. [ABSTRACT FROM AUTHOR]

The article interprets changes in human rights education in English school policy on values which have increasingly been framed by PREVENT and a move from international to national expressions of values. It reveals the extent of the impact and nature of this change on human rights education in school policy for the first time. It reports changes from minimal to maximal expectations compounded by an increased focus of school performance. It illustrates the extent to which values are politically framed and significantly how recently ‘sudden’ political changes in the United Kingdom can be seen as part of a change trend which is almost 10 years old. It draws on Schwartz’s theoretical structure of values, Baxi’s conceptualisation of rights and Lohrenscheit’s notion of learning about and learning for human rights as these, respectively, reveal conceptual clarity in values, human rights and pedagogy. [ABSTRACT FROM AUTHOR]

Pakistan is home to religious and cultural ideologies that greatly support the values of human rights. Nevertheless, the multilayered philosophies of human rights in Pakistan have at times heightened clashes and bred a culture of tension among higher education learners. Ideological filters in national education policies have removed human rights elements from the curriculum, making it more difficult to shape positive attitudes of students and teachers toward human rights. This article outlines the challenges and opportunities of teaching human rights education to Muslim teachers, and traces the national conceptualization of globalization and the state of human rights in Pakistan. It then discusses how policies and curricula, particularly in teacher education, can address human rights values even in the face of prevailing challenges and ideological resistance. Finally, it reflects on the challenges and prospects of teaching a global human rights course to prospective teachers in Pakistan. [ABSTRACT FROM AUTHOR]

This article proposes introducing a strategy of controversy into human rights curriculum. First, it refers to the development of human rights education in Latin America and illustrates how controversy can be incorporated in the different disciplines of the curriculum. Second, the article shows how human rights from a controversial perspective can be included in different curricular educational programs, such as civic education, ethical education, education for peace, health education, environmental education, sex education, gender education, and multicultural education. It further argues that it is possible and desirable to incorporate controversial issues around several fundamental human rights, such as freedom, equality, justice, rights of solidarity, as well as economic, social, and cultural rights. [ABSTRACT FROM AUTHOR]

Since the 2000s, China has explicitly dealt with human rights education (HRE) in education at all levels. This article investigates China’s policies, curricula, and practices of HRE in Chinese secondary schools. Data were drawn mainly from policy documents, textbooks, and interviews with school staff. Findings reveal a difference in the interpretations of human rights between China and the West that counteract the common impression of China in the West. Chinese policies clearly define the goals, content, and pedagogies of HRE in school systems, and the sampled secondary school takes initiatives to promote the “embedded” HRE through key components of schooling. These findings may reflect China’s search for HRE through an integrated approach by embedding concepts, values, and norms of human rights into school life, in accordance with China’s social changes in the post-1980s period. [ABSTRACT FROM AUTHOR]

In Swiss high schools, teachers have significant leeway in determining the learning objectives and contents of curricula, including the recommended transversal theme of human rights. Teachers’ views on human rights and human rights education (HRE) are, therefore, a determining factor for HRE’s successful implementation. This article presents the results of a study conducted with 55 high school teachers, which aimed to establish teachers’ views of HRE. The article focuses specifically on perceived challenges to implementation: teachers’ views on content and aims of HRE; intended curriculum; and supporting implementation of HRE. It argues that, while we need to address some of these challenges at the level of policy, curriculum, and material development, other obstacles are mainly due to teachers’ misconceptions and lack of familiarity with the concept of HRE and can, thus, best be tackled through tailored pre- and in-service training measures. [ABSTRACT FROM AUTHOR]

This article examines how the U.S. government’s stance on human rights and human rights education has shifted from leading the creation of the 1948 Universal Declaration of Human Rights through the United Nations Human Rights Commission, with Eleanor Roosevelt as chair of the Commission, to one in which human rights education has only a minimal presence in the U.S. schooling system. It explores the trajectory of human rights education’s inclusion in curriculum standards, drawing comparisons with other countries. Based on interviews with 32 members of the national volunteer network, Human Rights Educators USA, some of whom have been working in the human rights education field since the 1980s, the article addresses barriers to implementing human rights education in the present day and how they might be overcome. [ABSTRACT FROM AUTHOR]