The Human Rights Imperative in Teacher Education: Developing Compassion, Understanding, and Advocacy: Global Teacher Education Gloria T. Alter Rowman & Littlefield Publishers

Description

Human rights education (HRE) is a worldwide movement designed to place human rights at the center of K–university educational theory and practice, providing a critical foundation for global citizenship education, social justice and diversity education, and equity-based schooling reforms. Readers will learn how: (1) HRE content supports core values of U.S. education, including those focused on liberty, justice, and social equality for all educators and students; (2) HRE concepts and illustrative learning strategies support inclusive education and promote peace, tolerance, and cross-cultural understanding; and (3) the theoretical foundations of HRE are compatible with recognized teacher preparation standards and program goals. Pre-service educators seeking teaching licenses and practicing classroom educators desiring to expand their focus into human rights education will find this book very helpful, as will professors teaching methods courses and courses dealing with social justice, multicultural education, and diversity in education. The book blends theory and practice to help educators make human rights education a central focus of their daily practice, providing sample HRE units concerning the rights of global migrants, Indigenous peoples, and LGBTQ+ communities. Readers will not only apply what they learn but also become part of a non-partisan movement supporting human rights across the globe.

Acknowledgments
Series Editors’ Introduction
Nilufer Guler and Mary Curran
Foreword: Human Rights Education: The Mission of the Movement
David Shiman
Introduction
Gloria T. Alter and William R. Fernekes
Human Rights Education and Action
Key Ideas in the Development of Human Rights The United States’ Problematic Relationship with Both the Promotion and Defense of International Human Rights Teacher Education in the U.S. Human Rights Education
Related Fields of Education Human Rights Education and Teacher Education Programs HRE-Integrated Teacher Education Curriculum Design Teacher Education and “The Transformational Human Rights Educator” The Purpose and Organization of The Human Rights Imperative in Teacher Education
References
SECTION I. HUMAN RIGHTS EDUCATION AND GLOBAL TEACHER EDUCATION
1 The Human Rights Imperative in Teacher Education
Felisa Tibbitts, and Sandra Sirota
Definition of HRE
HRE in Schooling
Concluding Thoughts
References
2 The Development and Practice of Human Rights Education: Historical and Global Perspectives
Nancy Flowers and Abraham Magendzo K.
The Origins and Development of Human Rights Education
The Rise of the Human Rights Education Movement Issue-Specific Human Rights Education The United Nations and Human Rights Education Non-Governmental Organizations and Human Rights Education Human Rights Education in Formal and Non-Formal Education
Human Rights Education in Latin America Human Rights Education in Europe Human Rights Education in the United States Fundamentals of Human Rights Education
Defining Human Rights Education Contrasting Understandings of Human Rights Education Principal Concepts of Human Rights Education Critical Pedagogy Educational Fields Allied with Human Rights Education Obstacles to Human Rights Education
Global Obstacles to Human Rights Education Obstacles to Human Rights Education in the United States Challenges to Human Rights Education
Addressing Contemporary Issues Vernacularization and the Problem of Scale Human Rights as a Field of Education Institutionalized Human Rights Education vs. Transformative Human Rights Education
Training Educators for Human Rights Education The Future of Human Rights Education Suggested Resources for Further Study
Selected Organizations and Journals References
3 Global Citizenship Education: Democracy, Children’s Rights, and the Role of the Teacher
Audrey Osler and Hugh Starkey
Global Citizenship Education
Changing Citizenship Education
Education for Cosmopolitan Citizenship
Children as Citizens
Teacher Education Programs for Human Rights Education
Conclusion
Suggested Resources for Further Study
Selected Articles References
4 Applying Human Rights Education Principles in Global Teacher Education: Focusing on Decolonialization and the Global South
Adaobiagu N. Obiagu
Defining Global Teacher Education
How Human Rights Education Can Inform Global Teacher Education
Decolonizing GTE Through Human Rights Education Definition and Goals of Human Rights Education Principles of Human Rights Education The Relationship Between Global Teacher Education and Human Rights Education
Challenges in Implementing Human Rights Education
Challenges for Global Teacher Education
Epistemological Challenges Pedagogical Challenges Ecological Challenges Global Content in GTE Human Rights as a Pathway to Revitalizing Global Teacher Education
Resources for Further Study
Teacher Education Programs (Representative Examples) Resources for International Youth Activism References
SECTION II. TEACHING ABOUT GLOBAL HUMAN RIGHTS: APPLYING PRINCIPLES TO PRACTICE
5 How Human Rights Can Frame the Practice of Teaching and Learning (K–12)
Katherine Covell and R. Brian Howe
Children’s Human Rights
The Convention on the Rights of the Child Children’s Education Rights in Schools Concerns and Criticisms about Children’s Rights Education
Learning Rights-Based Practices Through Teacher Education
Rights-Infused Curricula Participatory Pedagogy Rights-Respecting Assessment Strategies Rights-Respecting Classroom Management Implementing Children’s Rights Education
Developmental Considerations Taking a Whole-School Approach to Implementation Suggested References for Further Study
Classroom Resources
References
6 Teaching about LGBTQ+ Rights: The Importance of Elementary Education
Gloria T. Alter
The Increasing Population and Growing Acceptance of LGBTQ+ People
The LGBTQ+ Population LGBTQ+ Acceptance LGBTQ+ and the Consequences of Discrimination
LGBTQ+ Rights in the U.S. LGBTQ+ Discrimination and Its Consequences in the U.S. LGBTQ+ Rights in Global Perspective International LGBTQ+ (LGBTI) Human Rights Protections Supporting LGBTQ+ Students’ Academic Success and Well-Being
Discrimination Against and Support of LGBTQ+ Students in U.S. Schools Discrimination Against and Support of LGBTQ+ Students in Global Perspective Teaching About LGBTQ+ Human Rights
Opposition to LGBTQ+ Inclusive Education Age-Appropriate LGBTQ+ Education Elementary Scope and Sequence and Unit Examples Teaching and Teacher Education Conclusion
Resources for LGBTQ+ Education and Advocacy
Lessons and Related Resources LGBTQ+ History Resources LGBTQ+ Children’s and Adolescent Literature/Censorship LGBTQ+ Teaching and Teacher Education Professional Development References
7 Teaching Global Migration to Middle School Learners Using a Human Rights Education Perspective
Kristi Rudelius-Palmer and Page Hersey; Contributing Author: Gloria T. Alter, “Middle School Unit on Global Migration,” and “Recommended Resources”
Global Migration
Causes of Global Migration Violations of Migrant Rights and Protection Instruments Agencies Advocating for Migrants Applications to Classroom Instruction
Culturally Responsive Teaching Guidelines for Teaching and Learning About Global Migration Middle School Unit on Global Migration: U.S.-Mexico Border Inquiry
Overview and Unit Goals Unit Materials Unit Introduction U.S.-Mexico Border Inquiry Case Study Analysis Implications for Teacher Education HRE in Teacher Education Education about Migrant Rights in Teacher Education Building Strong Teacher Education Programs through the Integration of HRE and Global Migration Education Conclusion Recommended Resources
Teacher Background Migration Narratives Instructional Materials Organizations References 8 The Curricular Integration of Human Rights Education in Secondary Schools
William R. Fernekes
The Status of HRE Curriculum in U.S. Public Schools
District/Community-Wide HRE Curriculum Integration School-Based HRE Curriculum Integration Programs Individual Teacher/Team-Based HRE Classroom Curriculum Integration Developing the Curricular Potential of HRE and a Model Unit
Secondary School Model HRE Unit
Step 1: Problem Orientation and Identifying and Defining the Problem Step 2: Using Probing Questions Step 3: Identifying Value Assumptions Step 4: Identify Alternatives and Predict Consequences Step 5: Reach and Justify a Decision Step 6: Proclaim the Results and Reflect Upon the Process Issues-Based HRE and Teacher Education Programs
Implications for Teacher Education Programs Looking to the Future
Resources: Native American Rights
Human Rights Non-Governmental Organizations: Indigenous Peoples in the United States Selected Resources on Native American History and Rights Issues
Books Online Curriculum Resources Films Resources on Issues-Centered Curriculum and Instruction
References
SECTION III. CONCLUSIONS AND RECOMMENDATIONS
9 The Future of Human Rights Education in Global Teacher Education
Glenn Mitoma and Sandra Sirota
Lessons from the Chapters
Implications for Teacher Education
Youth and Teachers as Co-participants and as Both Educators and Learners Partnerships Between Teachers and Community-Based Organizations Long-term HRE Programming and Networking Opportunities for Pre-service and In-service Teachers and Youth Participants The Creation of Space for Difficult Conversations and the Expression of Emotions Implementation of a Decolonial Approach and an Educational Space Inviting Critique HRE Beyond Teacher Education
References
10 Application Strategies and Activities for Advocacy
Gloria T. Alter; Contributing Author: William R. Fernekes
“Application Activities for Administrators and Non-Formal Human Rights Education” Teacher Implementation Goals and Guidelines
Contextualizing HRE Activities within Substantive Visions
Activities
Section I: Foundations
Extending Our Knowledge ABOUT Human Rights Applying Knowledge and Skills THROUGH Human Rights Applying Knowledge and Skills FOR Human Rights Section II: Methods
Extending Our Knowledge ABOUT Human Rights Applying Knowledge and Skills THROUGH Human Rights Applying Knowledge and Skills FOR Human Rights Section III: Conclusions and Recommendations
Extending Our Knowledge ABOUT Human Rights Applying Knowledge and Skills THROUGH Human Rights Applying Knowledge and Skills FOR Human Rights Application Activities for Administrators and Non-Formal Human Rights Education
K–12 Administrators College/University Department Chairs/Deans Non-Formal HRE Professional Development Resources
Webinars (and More) Human Rights and Children’s Literature Innovative Advocacy References
Appendix A: List of Key United Nations Human Rights Declarations and Treaties
William R. Fernekes
Appendix B: United Nations: Human Rights Education Implementation Programs and Resources
William R. Fernekes
Appendix C: United Nations Human Rights Treaties Monitoring Processes
William R. Fernekes
Appendix D: Regional Intergovernmental Human Rights Education Documents and Organizations
William R. Fernekes
Appendix E: Organizations and Educational Institutions Working in Human Rights Education
William R. Fernekes
Appendix F: Selected Bibliography on Human Rights Education Theory and Practice
William R. Fernekes
Bibliography
Index
About the Editors and Contributors

Product details

Published	14 Oct 2022
Format	Hardback
Edition	1st
Extent	338
ISBN	9781538161920
Imprint	Rowman & Littlefield Publishers
Illustrations	1 b/w illustration; 4 b/w photos; 2 maps; 3 tables
Dimensions	262 x 184 mm
Series	Global Teacher Education
Publisher	Bloomsbury Publishing

This edited collection from Alter and Fernekes introduces and expands on the history, theory, and application of human rights education (HRE). Chapters reinforce the basic tenets of teaching about, through, and for human rights and how they are integrated internationally. Frameworks for application are demonstrated in various contexts, while challenges to HRE implementation are also addressed. The contributing authors focus on the development of current human rights educators and strategies for better training teacher candidates globally. Human rights are defined through the overarching conventions, declarations, and guidelines put forth by the UN. The contributors do not ignore problems regarding how to responsively handle these principles in localized environments. Essays also demonstrate how HRE is used to discuss issues such as LGBTQ+ rights, global migration, and Indigenous peoples' rights. Each chapter includes helpful resources for further study, and many also provide additional classroom resources and professional development suggestions. Readers will come away with a deeper knowledge of HRE and how they can incorporate human rights in their educational settings, whether in PreK–12, higher education, or informal spaces. Recommended. Advanced undergraduates through faculty; professionals.

Choice Reviews
As teachers contend with a world marked by continued racialized and gendered violences, the proliferating climate crises, increasing totalitarianism, and stark, deepening wealth disparities, all amid an ongoing global pandemic, this timely volume makes the case for integrating human rights education (HRE) into teacher education. By unpacking the historical trajectories and theoretical orientations of HRE, and providing practical case studies of its application in teacher practice, this volume not only inspires but also provides the critical tools to navigate this complex world with young people across all grade levels. This book is a must-read for scholars and practitioners concerned with dignity, justice, and human rights in schools and beyond.

Maria Hantzopoulos, Vassar College, author of Restoring Dignity in Public Schools: Human Rights Education in Action and (with Monisha Bajaj) Education for Peace and Human Rights: An Introduction
This book offers insightful perspectives as well as a blueprint for further integrating human rights into education in the United States and globally. This book not only informs and inspires, but is also an essential resource for teachers and teacher educators to align their work with the principles of human rights.

Monisha Bajaj, University of San Francisco
This pioneering book is a major contribution to the burgeoning field of human rights education around the globe. The editors have assembled a comprehensive and cutting-edge volume on human rights in relation to teacher education, bringing together prominent scholars from an impressively wide range of perspectives. This is an essential resource for teacher educators, teachers, researchers and students committed to the urgent task of human rights education.

Michalinos Zembylas, Open University of Cyprus and Nelson Mandela University, South Africa
The important contribution of this book is that it combines the argument for human rights education, the foundation and context of HRE, and curricular materials that can be immediately implemented. The distinct sections of the book provide a thorough grounding in HRE and teacher education in a global context, pedagogical considerations when bringing HRE into the schools, and practical examples of human rights-focused curriculum for different age levels in K–12 schools.

Isabel Nuñez, Purdue University, Fort Wayne
The United Nations declares education a human right, but what if human rights were themselves the complex subject matter of serious curricular and pedagogical attention in teacher education? I cannot imagine critical pedagogy for justice and planetary sustainability without such, and this volume is a major contribution to exactly this end. Needed now more than ever!

Richard Kahn, Antioch University