Human Rights Imperative in Teacher Education

About the EditorsGloria T. Alter, EdD, was a teacher educator for over 20 years—associate professor at Northern Illinois University (NIU), visiting associate professor at DePaul University, and assistant professor at Valparaiso University. Dr. Alter’s academic work includes numerous invited and refereed presentations at national and international conferences, and publications in journals such as, Educational Leadership, Multicultural Review, Social Education,Theory and Research in Social Education, and Urban Education. Her most recent publication, co-authored with Bill Fernekes, is “Human Rights Education and Issues-Centered Social Studies,” in the Handbook on Teaching Social Issues (2nd ed.) published by Information Age. Dr. Alter’s research primarily addresses diversity and social justice issues in social studies curriculum and instruction. She taught a wide variety of courses in elementary and secondary education with an emphasis on social studies and developed courses in citizenship and social justice education. Dr. Alter served as the Editor of Social Studies and the Young Learner, a national, refereed journal of the National Council for the Social Studies (NCSS). And she was the guest editor of the first special issue of Social Education to focus on LGBTQ+ topics. In addition, she was the President of the International Assembly of NCSS and Associate Editor of its Journal of International Social Studies.William R. Fernekes, MA, EdD, is Part-time Lecturer 2 at the Rutgers Graduate School of Education and a founding member of Human Rights Educators USA. He taught social studies and Spanish from 1974-1987 at Hunterdon Central Regional HS in Flemington, New Jersey, and served as supervisor of social studies at Hunterdon Central from 1987 to his retirement in December 2010. Co-author with Beverly C. Edmonds of Children's Rights: A Reference Handbook (1996), he has published widely in the fields of Holocaust and genocide studies, human rights education, and issues-centered social studies education. His 2002 publication for Greenwood Press, The Oryx Holocaust Sourcebook (2002), was recognized as an outstanding reference book by Choice magazine. Most recently he authored two essays dealing with human rights education: “Global Citizenship Education and Human Rights Education: Are They Compatible With U. S. Civic Education?” (2016) in Journal of International Social Studies and “On the Matter or Black Lives: Studying African-American History Using a Human Rights Perspective” (2017) in Teaching Social Studies. With Gloria T. Alter, he has co-authored an essay on “Human Rights Education and Issues-Based Social Issues” for the forthcoming Handbook on Teaching Social Issues, 2nd edition. He is currently completing a biography of US senator Clifford P. Case II. ContributorsGloria T. Alter, Katherine Covell, William R. Fernekes, Nancy Flowers, Page Hersey, R. Brian Howe, Abraham Magendzo Kolstrein, Glenn Mitoma, Adaobiagu Nnemdi Obiagu, Audrey Osler, Kristi Rudelius-Palmer, David Shiman, Sandra L. Sirota, Hugh Starkey, Felisa Tibbitts

• AcknowledgmentsSeries Editors’ IntroductionNilufer Guler and Mary CurranForeword: Human Rights Education: The Mission of the Movement David ShimanIntroduction Gloria T. Alter and William R. FernekesHuman 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 EducationFelisa Tibbitts, and Sandra SirotaDefinition 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 StarkeyGlobal 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. ObiaguDefining 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 HoweChildren’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. AlterThe 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. FernekesThe 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 EducationGlenn Mitoma and Sandra SirotaLessons 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. FernekesAppendix B: United Nations: Human Rights Education Implementation Programs and Resources William R. FernekesAppendix C: United Nations Human Rights Treaties Monitoring Processes William R. FernekesAppendix D: Regional Intergovernmental Human Rights Education Documents and Organizations William R. FernekesAppendix E: Organizations and Educational Institutions Working in Human Rights Education William R. FernekesAppendix F: Selected Bibliography on Human Rights Education Theory and Practice William R. FernekesBibliography Index About the Editors and Contributors

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.