Scandic Journal of Advanced Research and Reviews
ISSN 2703-965X

International Journal with High Impact Factor for fast publication of Research and Review articles

Nedre prinsdal vei 143, 1263 Oslo, Norway

Theories of Empowerment, Relevance and Challenges they may have for Human Rights Education (HRE)

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Vol. 2, Issue 6, MAY 2022

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Iram Fatima¹ and Muhammad Waqar Naeem²

Publication history:


Some organizations and individuals have worked to advance the fundamental rights of humans by the Universal Declaration of Human Rights (UDHR) preamble, which states that every individual and every organ of the society shall strive to teach and educate to promote respect for these rights and freedoms. It has been UNESCO’s mission, to advance human rights concepts and values in and through educational endeavors across the world were founded in 1945” for better readability. Education is the most effective tool for promoting harmony among people of all social group. To fulfill this difficult goal, the organization has worked closely with its allies (Tibbitts, 2002).In recent years, the sector of human rights education (i-e. HRE) has become prominent and important worldwide. Education for intercultural understanding has been gaining momentum since the early 1990s; it is often intertwined with other areas of education such as citizenship education, anti-racism, and antisemitism educational programs and intercultural understanding educational programs. It is true that HRE has its roots in the non-formal education sector and is used to train professionals as journalists, teachers, and law enforcement officers as those in the official field of education (Higgins, 1996).UDHR’s objectives are put into practice through HRE, a purposeful effort to create a worldwide human rights culture. The values, awareness, accountability, and frameworks for human rights education practice in formal and non-formal education sectors (Tibbitts 2002). There was an awareness of educational programming, learning theory, and social change included in the HRE around the global world (Tibbitts, 2002). The learning objectives, student target groups, and other practical educational programming features such as content and methodology were all considered while developing the original models from a practitioner’s perspective. Practice and social change techniques were intertwined with HRE practice models that were developing (Bajaj & Monisha, 2011).


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