Nordic Perspectives on Human Rights Education

Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools. In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights. Divided into three distinct sections, chapters invite readers to consider: - The context behind human rights education (HRE) - Rights-based approaches to teaching and education - International dialogue and how we may learn from the approaches of other countries. D­rawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education. Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license. Chapters 1, 6, 7, 9, 12 and 13 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Audrey Osler is a writer and Professor of Education at the University of South-Eastern Norway (USN), Norway. She is Professor Emerita of Citizenship and Human Rights Education at the University of Leeds, UK. Beate Goldschmidt-Gjerløw is a political scientist and holds a PhD in social science education from the University of Agder in Norway.

Part I Contextualizing Human Rights Education 1 Framing human rights education in the Nordic region 2 Nordic countries' involvement in the European colonial project and implications for human rights education 3 Revisiting the past: human rights education and epistemic justice 4 The Finnish national human rights institution's approach to human rights education 5 Human rights education in Norway revisited Part II Rights-based approaches 6 The rhetoric and reality of human rights education: policy frameworks and teacher perspectives 7 From informative to transformative practice? Addressing challenges of human rights education in Norway 8 Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools 9 Teachers as human rights defenders: strengthening HRE and safeguarding theory to prevent child sexual abuse 10 Students' perceptions of learning about gender-based and sexual harassment: A struggle for recognition 11 'We are not stupid animals': Schooling of young neo-Nazis 12 Sámi teacher education emphasising land-based approaches for Indigenous rights 13 National curricula as promoters or obstructers of human rights education 14 Human rights education as a framework for transmitting religion as cultural heritage 15 Human rights and anti-racist teaching in higher education 16 The impact of negative political emotions on human rights education: an asylum seekers' school visit ban Part III International dialogue 17 Addressing the triple challenge of right-wing populism, nationalism and colonial amnesia in and through human rights education 18 Learning from Latin America in human rights education 19 A human rights approach to membership and belonging