25. Research on Children's Rights in Education
Paper
“The Leaves Are Bit Poorly” - a Participatory Exploration of Preschoolers’ Feelings and Actions Towards Nature
Kathrin Paal
University of Plymouth, United Kingdom
Presenting Author: Paal, Kathrin
Environmental issues, resulting from global warming, have made care for the environment an increasingly urgent matter. The careless usage of limited and valuable resources such as water, fossil fuels and forests, as well as the pollution of air, water and soil, has led us to a situation where we are in need of an urgent change of behaviour towards the environment. Experiences in the early years form attitudes and behaviour in a child and can have a long-lasting effect into adulthood (Pramling Samuelsson et al., 2019). Through education and with the support of influential role models such as their teacher, children can become active and informed participants in shaping the environment they live in (Davis, 2015) and to care sustainably for it (Prince, 2010). There is a trend to advocate research with children about environmental topics (Green, 2015), yet a lack of studies using methods that recognise that young children articulate their thoughts and feelings about an environmental topic differently to older children and adults (Somerville and Williams, 2015).
This project explores how to do meaningful and age-appropriate research with young children about what they think, experience and learn about how to care for our planet. It also explores ways to empower children to make decisions on matters that affect them such as environmental issues.
Children have the right for suitable and supportive education, which is supported by SDG 4.7 (UN General Assembly, 2015). It is thoroughly desirable to respect their voices and stands as well as giving them hope for the future. In my research, I advocate for children to be seen as capable members of society and explore ways to enable their right to be informed, to be heard and their “views ... given due weight” (UN General Assembly, 1989, p. 5). Investing in children and adequate methodologies can impact future leaders and citizens’ environmental behaviours. This is turn, is important not only at local or European levels but also globally.
Children need opportunities to play in and with nature in their daily life in preschool and at home, in order to meaningfully and authentically connect to nature and care for it. While playing outside on their own terms following their imagination and motivation, activities initiated by teachers should be child-led and guided by children’s interests, understanding and explorations. Offering learning opportunities and chances to explore in and with nature were shown to be a foundation to agency and connection to nature (Rios and Menezes, 2017). Research has also shown that learning particular pro-environmental behaviour and actions would not help to develop children’s care for nature. However, positive feelings towards and meaningful interactions with nature, can result in a caring and protective attitude towards nature (Rios and Menezes, 2017). Additionally, “when educators promote children’s success in ‘making a difference’, foundations are built for future resilience, agency and social participation” (Davis, 2014, p. 34).
Education for Sustainability is promoted as lifelong learning and serves as a driver for transformative change for living sustainably on a national and worldwide scale. However, in the field of early childhood, the deliberate involvement in Education for Sustainability has been slow (Davis and Elliott, 2014). Education for Sustainability is currently “largely a matter for individual settings to decide upon thus depending on staff commitment” (Barratt et al., 2014, p. 231). It requires policy change, a widespread mind shift and “centre culture that embraces sustainability” (Elliott, 2010, p. 34). This project was conducted with children in England but contributes to the international discourse around young children’s agency in times of instability and crisis such as the climate emergency.
Methodology, Methods, Research Instruments or Sources UsedI worked with 19 children, aged 3 to 4, in two preschools in deprived rural and urban areas of the southwest of England. I also interviewed two teachers and received answers on a survey from two families.
I drew from Clark and Moss' (2011) Mosaic approach, using a variety of qualitative methods to gain a holistic view on preschoolers’ feelings and actions towards nature. I observed children and teachers during outdoor activities. The naturalistic (narrative) observation and the children observation were underpinned by the Mosaic approach (Clark and Moss, 2011). As one opportunity for children to express their views, I asked the children to draw a picture of what they associate with the word ‘garden’. To complement the drawing about children’s ideas, I asked the children to describe what they have drawn. Additionally, I asked them what we can do to protect the plants, animals and insects in the garden, flexibly following the children’s understanding. I asked the children to take photos of their favourite places in the garden while they took me on a tour. I also engaged in naturally emerging conversations with the children during play and the child-led tours, moving away from the structure of an interview. Finally, I interviewed teachers and used a survey with families.
I additionally reflected on how to enhance the level of children’s participation in my project at every stage and push the boundaries to an active and meaningful role of children at preschool age within my research. I aimed to challenge my definitions of terms, such as garden, environmentally friendly, and instead explored them with the children. Additionally, I aimed to challenge my methods and assumptions about methods that might be suitable to capture children’s perceptions. Finally, I aimed to ask the children to interpret and analyse the data, and involve the children in the dissemination of the results.
In my presentation, I will be drawing on an analysis of the generated data in two ways – my data analysis as adult researcher and a data analysis by and with the children.
Conclusions, Expected Outcomes or FindingsChildren can be a significant catalyst in increasing environmental practices in their preschools and at home. Given the opportunity, children can impact teacher’s action and learning but also motivate their families for environmental actions. Enabling children to enact their right to be active and informed participants of society and to be heard, especially in matters that affect them, can increase children’s self-efficacy and agency not only now but also for the future. This can then lead to “children’s belief and confidence that they could advocate for changes in their early childhood centre and home” (Vaealiki and Mackey, 2008, p. 10).
Children are and must be seen as social actors (Prout and James, 2015). That means that they “are and must be seen as active in the construction and determination of their own social lives, the lives of those around them and of the societies in which they live” (Prout and James, 2015, p. 7), not only locally but on a global scale. My research has shown that this is challenging to bring into practice, especially in a meaningful and authentic way for children. It is also challenging in terms of ethical considerations and methodological execution.
For researchers and practitioners that aim to work with young children in a more child-led way, it is about engaging critically and being reflexive about their approaches in terms of children’s voices and power relations as well as creating the culture of children confidently making decisions in matters that are relevant to them and affect them. With children, teachers and families working together, change for alternative, more sustainable practices will be a collective responsibility and effort and can influence the wider community.
ReferencesBarratt, R., Barratt-Hacking, E. and Black, P. (2014). Innovative approaches to early childhood education for sustainability in England. In Research in early childhood education for sustainability. Routledge, pp. 225-247.
Clark, A. and Moss, P. (2011). Listening to young children: The mosaic approach. Jessica Kingsley Publishers.
Davis, J. (2014). Examining early childhood education through the lens of education for sustainability: Revisioning rights. In Research in early childhood education for sustainability. Routledge, pp. 21-37.
Davis, J. (2015). What Is Early Childhood Education For Sustainability And Why Does It Matter?. In Young Children and the Environment: Early Education for Sustainability. 2nd edn. Cambridge: Cambridge University Press, pp. 7–31.
Davis, J. and Elliott, S. (2014). An orientation to early childhood education for sustainability and research–framing the text. In Research in early childhood education for sustainability. Routledge, pp. 1-18.
Elliott, S. (2010). Essential not optional: Education for sustainability in early childhood centres. Exchange, 192, pp. 34-37.
Green, C. J. (2015). Toward young children as active researchers: A critical review of the methodologies and methods in early childhood environmental education. The Journal of Environmental Education, 46(4), pp. 207-229.
Pramling Samuelsson, I., Li, M. and Hu, A. (2019). Early childhood education for sustainability: A driver for quality. ECNU Review of Education, 2(4), pp. 369-373.
Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18(3), pp. 423-434.
Prout, A. and James, A. (2015). A new paradigm for the sociology of childhood?: Provenance, promise and problems. In Constructing and reconstructing childhood. 3rd edn. Routledge, pp. 6-28.
Rios, C. and Menezes, I. (2017). ‘I saw a magical garden with flowers that people could not damage!’: children’s visions of nature and of learning about nature in and out of school. Environmental Education Research, 23(10), pp. 1402-1413.
Somerville, M. and Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), pp. 102-117.
UN General Assembly (2015). Transforming our world: the 2030 Agenda for Sustainable Development, A/RES/70/1. Available at: https://sdgs.un.org/2030agenda (Accessed: 25 January 2024)
UN General Assembly (1989). Convention on the Rights of the Child, 20 November, United Nations, Treaty Series, vol. 1577. Available at: https://downloads.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_united_nations_convention_on_the_rights_of_the_child.pdf (Accessed: 25 January 2024)
Vaealiki S. and Mackey G. (2008). Ripples of action: Strengthening environmental competency in an early childhood centre. Early Childhood Folio, 12, pp. 7–11.
25. Research on Children's Rights in Education
Paper
In Search of Sustainable Rights in Education-an Intercultural Pedagogical Experiment as a Solidarity Policy Mechanism. Narratives of Students, Parents, Teachers
Urszula Markowska-Manista1, Joanna Dobkowska2
1Faculty of Education, University of Warsaw, Poland; 2Faculty of Education,University of Warsaw, Poland
Presenting Author: Markowska-Manista, Urszula;
Dobkowska, Joanna
Since 24 February 2022, following Russia's aggression against Ukraine, Poland, whose eastern border is also the EU border, has experienced an unprecedented influx of war refugees, the majority of whom are children and women. Poland has become one of the most important countries on the front line in solidarity to provide refugees from Ukraine with shelter and access to services, including care and education, and thus human and child rights. As a result, the number of migrant students has increased significantly. They are from both economic and forced migrant families. Data from November 2023 shows that 286,000 refugee-children, mainly Ukrainian and Belarusian, attend Polish schools. The scale and changing nature of refugeeism and migration present new challenges and opportunities for Polish education and schools unprepared to accommodate such large numbers of foreign students (Markowska-Manista 2023). This has deconstructed the way hitherto mono-cultural schools operate and opened up the search for solutions directed at rights to and rights in education in a situation of intercultural diversity (Górak-Sosnowska, Markowska-Manista 2022). In order to provide access to education for Ukrainian children, a number of legislative changes have been introduced concerning their rights to and in education. Despite the efforts made, school principals and teachers are still struggling with the difficult problems that arise when integrating such a large group of children and adolescents into the existing educational system. The situation is not helped by the sense of temporariness with which some Ukrainian families treat their stay in Poland. Research indicates that more than 53% of school-age refugee children registered in Poland are still outside the Polish education system, including 112.8 thousand children of primary school age (Chrostowska 2023). Empowering the teaching staff involved in working with students with migration experience, improving teachers' competences, creating good teaching practices, as well as working with Polish students and their parents, who are often critical of diversity in the school and classroom environment, are the most important challenges in this area today. The presence of students with migration background in the Polish educational system is not a temporary situation, and schools are undoubtedly those social institutions that have a key impact on the integration and support of migrant children. In order to support the socio-educational integration processes of children with migration background and to strengthen their well-being and sense of belonging to the school community, it is necessary to identify the factors for these actions at individual and institutional levels and to analyse the strategies and methods for putting them into practice in educational situations.
In this presentation, we share the results of participatory-oriented research on the situation of children and their rights in education in school intercultural diversity resulting from refugeeism and migration. The context includes analyses of solidarity policies with refugees in Poland (Digidiki et al. 2024) and the legal basis of education and rights in education in a situation of cultural-national diversity in a frontline host country. We also explore an interculturally oriented, participatory, child-centred(Arun et al. 2023), child-potential centered(Gilliam, Gulløv 2022) experimental education programme for primary school students implemented since 2023 in collaboration with researchers and practitioners. Among the most important research questions in the study were:
- how do refugee-children experience the daily life of Polish schools based on respect for their rights to education and in education?
- what factors enhance their well-being, sense of belonging, the processes of social, educational integration (rights in education) in culturally diverse classrooms, how can these be supported at institutional and individual level?
- which solutions, methodologies are used to support students, teachers, parents in improving their intercultural and social knowledge and competences?
Methodology, Methods, Research Instruments or Sources UsedThe point of reference for the study is a humanising methodology(Reyes et al. 2021), based on relationships and transformational approaches in education (Martens 2021). Transformation is possible when we reflect, draw conclusions and take action in relationships (Freire 1970). Accordingly, our aim is not only to present the research results, but also to provide theoretical input in the field of children's rights in education and in the field of intercultural education (CohenMiller, Boivin 2022).
The study was qualitative and incorporated participatory, transformative, dialogical and inclusive approaches by building students' affiliation to the classroom and school environment. In the research we use the terms 'participation' and empowerment of children's voices. The term participation is used to describe the diverse situations and processes concerning relationships in education in adult and child activities in a situation of increased refugeeism to Poland due to the war in Ukraine. Participation refers here to activities in which not only adults but also children express their opinions and share their experiences, and their participation and voices are important and taken into account. Participation is also understood as an approach that gradually involves children in systemic activities that affect them. These are activities in education in which children participate as co-researchers, experts or co-organisers of activities (Markowska-Manista 2021). The empowerment of voice results from the right to speak(CRC) and refers to activities developed on the basis of Lundy's(2011) model in which children participate and through which their voices are heard, made active and incorporated into the discourse of the classroom and school.
The research is a continuous process (2023-2025) and is implemented in the space of collaborative, interculturally oriented, participatory activities of students, their parents, teachers and researchers in an experimental intercultural classroom and the surrounding environment of a public primary school in Warsaw. Intercultural activities and research are carried out with art-based methods and counter-stories embedded in artistic activities. They are introduced gradually and accompany the experimental programme as a response to current challenges faced by Polish schools. The results we will present are from 2023/2024 participant observation, semi-structured interviews with parents and teachers, counter-narratives from Polish and Ukrainian students, parents and teachers, gathered using the project method based on Lundy's participatory model. Accompanying these findings, conclusions from the analysis of solidarity policies with refugees in Poland as well as the legislative basis for education were produced on the basis of interviews and desk research.
Conclusions, Expected Outcomes or FindingsThe results present the main aspects of students' and adults' understanding of participation and perspective on rights in education in an intercultural environment at school in the host country. The study also shows how important it is to include Polish children and children with refugee and migration background in activities and joint participation to build a safe space for verbal and non-verbal (through art) communication between children and children as well as children and adults.
The conducted research allowed the identification of factors that influence the experience of belonging of students with migration background. These include educational support in the language of the host country, students' relationships with teachers and all school staff, as well as selected programmes, activities and teaching methods that allow students to develop competences such as individual resilience, reflexivity or self-confidence (resilience, self-recognition, self-concept) and therefore reflect the practice of the solidarity policy mechanism.
It is important that these activities support not only students with migrant or refugee background rights, but also Polish students, serving the construction of a coherent cultural identity in the individual and community dimension. It is noteworthy that in the intercultural class studied, foreign students make up half of the group, while the other - equal - part is made up of Polish students with no previous intercultural experience. The activities implemented in cooperation with a large, non-public Ukrainian school in Warsaw, among other activities within the project, enable students with migration and refugee background to develop a sense of belonging also to the nation and language of origin, providing them with a doubly valuable tool and a strong foundation for further development. These are important activities for building social justice and strengthening rights through education.
ReferencesArun, S., Badwan, K., Taibi, H., and Batool, F.(eds.) (2023). Global Migration and Diversity of Educational Experiences in the Global South and North: A Child-Centred Approach. London: Routledge.
CohenMiller, A., Boivin, N. (2022). Questions in qualitative social justice research in multicultural contexts. London & New York: Routledge.
Chrostowska, P. (2023). Uczniowie uchodźczy z Ukrainy w polskim systemie edukacji. Warszawa: Centrum Edukacji Obywatelskiej.
Devine, D. (2013). ‘Value’ing children differently? Migrant children in education. Children & Society, 27(4): 282-294.
Digidiki, V., Bhabha, J., Markowska-Manista, U. & Dobkowska, J.(2024). Building Inclusion, Sustaining Solidarity towards migrants in frontline local communities: The case of Poland during the Ukrainian Refugee Crisis. Boston: Harvard FXB Center for Health and Human Rights.
Freire, P. (1970). Pedagogy of the oppressed (MB Ramos,Trans.). New York: Continuum, 2007.
Gilliam, L., Gulløv, E. (2022). Children as potential–a window to cultural ideals, anxieties and conflicts. Children’s Geographie. 20(3): 311–323.
Górak-Sosnowska, K., Markowska-Manista, U. (2022). Living up to the intercultural education in a monocultural school. The case of Poland. Edukacja Międzykulturowa. 4(19): 139–152.
Kościółek, J. (2020). Children with migration backgrounds in polish schools – problems and challenges. Ann. Istrian Mediterranean Stud. Ser. Historia et Sociologia. 30:4. DOI:10.19233/ASHS.2020.40
Lundy, L., McEvoy, L., Byrne, B. (2011). Working with young children as co-researchers: An approach informed by the United Nations Convention on the Rights of the Child. Early education & development. 22 (5), 714–736.
Markowska-Manista, U. (2023). Children’s Rights in a Situation of War in Ukraine. Korczak’s Pedagogy as ‘Difficult Knowledge’ for Adults. In: Maier-Höfer, C., Markowska-Manista, U., Stellakis, N.(eds),Theorien und Praktiken der Selbstbestimmung und Partizipation: Janusz Korczak im Diskurs. Springer https://doi.org/10.1007/978-3-658-30764-6_13
Markowska-Manista, U. (2021). Research “about” and “with” children from diverse cultural backgrounds in Poland–dilemmas and ethical challenges. Edukacja Międzykulturowa,14(1): 233-244.
Martin, S., Horgan, D., O’Riordan, J., Maier, R. (2023). Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions, International Journal of Inclusive Education, DOI:10.1080/13603116.2023.2222304.
Mertens, D.M. (2021). Transformative Research Methods to Increase Social Impact for Vulnerable Groups and Cultural Minorities. International Journal of Qualitative Methods. 20, 16094069211051563.
Starnawski, M., Gawlicz, K., Duda, D. (2021). Children’s Educational Rights in Poland: Policy, School Realities and Ideological Tensions. Children’s Rights from International Educational Perspectives: Wicked Problems for Children’s Education Rights, 57-72.
Xanthaki, A., Luoma, C. (2022). Education and Integration of Migrant and Refugee. The international journal of children's rights, 30: 41-71.
25. Research on Children's Rights in Education
Paper
Activist Accompaniment as Pedagogy for the Full Implementation of the Right to Education
Amy Argenal
UC Santa Cruz, United States of America
Presenting Author: Argenal, Amy
Educational philosopher George Counts(1932) urged teachers in the early 1900s that they needed to be present in the community, and that there was a social responsibility for the students and families to see that presence. Years later, educator Miles Horton, founder of the Highlander School would make a similar call in deep dialogue with philosopher Paulo Freire (1990). More recently, the fields of social justice education, ethnic studies, human rights and peace education have continued this call for teachers and educators to be relevant in their lives of their students, whether that be through developing culturally relevant pedagogy (Ladson-Billings, 1995), culturally sustaining pedagogy (Paris and Alim, 2017), humanizing our schools (Bajaj et. al, 2023), making our schools more caring (Hantzopolous, 2016), and as Bree Picower (2012) calls “practicing what we teach”. I see this push articulated in the The Convention on the Rights of the Child (1989) in which Article 29 on the right to education pushes for:
(c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin.
This articulation of Article 29, has been the backbone of the call for a human rights education beginning with the decade of Human Rights Education starting in 1995 (Tibbits, 2017, Flowers, 2000, Hantzopolous & Bajaj 2021). In particular the recent work of Bajaj, Cislaghi and Mackie (2016) in which they introduce and define Transformative Human Rights Education (THRE). They define transformative human rights education
as community-based approach, intended for children, youth, and adults in formal or non-formal settings, and one that includes cognitive, affective, and action-oriented elements. Contextualized and relevant studies are paired with interactive learning to bring human rights to life and to foster in students and citizens an awareness of global citizenship and a respect for human rights (Bajaj, Cilaghi and Mackie, 2016, para 5-6).
This research expands on the definition of THRE as a tool for the full implementation of Article 29, and speaks to the how, in particular, the how of a “community based approach”. In this piece, the author expands on previous work naming activist accompaniment as research (Hernandez Arriaga & Argenal, 2022) to explore the impact of this scholarship on teaching, in particular, activist accompaniment as pedagogy and the use of this type of pedagogy as a praxis of THRE and a way to work towards the articulation of Article 29. Through a reflection of teaching practices, the author names activist accompaniment as pedagogy as a necessary pedagogical praxis to be relevant in students’ lives and communities, hold justice and movements for justice central in teaching, constantly interrogate power, even in one’s own classroom, and create spaces to practice many of the skills needed to live in a free society, and practice understanding and respect for difference.
Pulling from experiences teaching a high school “service learning” course on migration, the research shares key themes speaking to how a community engaged praxis, in particular, what the scholar names “activist accompaniment” (Hernandez Arriaga and Argenal, 2022), allows for students to connect to lived experiences, create intergenerational relationships that practice values of human rights, and create avenues for student action.
Methodology, Methods, Research Instruments or Sources UsedThis paper pulls from a qualitative case study of the researcher’s high school experience in a private independent high school on the West Coast of California. For this case study, qualitative data was collected about students’ perceptions of the classes the researcher taught with a focus on human rights, migration and decoloniality. In-depth interviews incorporating the perspectives and reflections from the researcher are included in the data. The data collection took place in the Spring of 2021, once some California high schools began to re-open for in-person instruction after an abrupt transition to distance learning during the COVID-19 pandemic. The private independent high school, which is referred to as City High School, has about 390 students from grades 9–12. Around 35% of the students identify as students of color, and about 30% receive some portion of financial aid. Institutional Review Board approval was received and the research team shared surveys with all students enrolled in two specific courses that were taught. The courses were Making America, an early U.S. History class and Global Migration, an elective interdisciplinary course. A small portion of students attending the City High School shared their experiences in the courses through in-depth interviews as well. Questions around the students’ experiences in the class, as well as their understanding of and connection to human rights were asked. The researcher also kept detailed field notes over the course of teaching both courses, as new approaches to both pedagogy and curricula were incorporated. The data will pull from both the qualitative case study and the researchers reflections and observations in particular to themes around the utilization of Transformative Human Rights Education.
Conclusions, Expected Outcomes or FindingsHernandez Arriaga and Argenal (2022) define “activist research as a form of accompaniment… we name our emotional, political, and investigative work we have been immersed in as activist accompaniment, grounding the relational importance of research as accompaniment “ (p. 159). This research methodology speaks to the centering of relationships with research participants, not only in the collection of data but in long term relational work that grounds the participants political and economic desires. To introduce this as a pedagogy, the author claims to situate the outside relationships with movements for justice and human rights as central to their teaching and pedagogy, allowing students to learn from and enter into those spaces. The research will first offer a definition of activist accompaniment as pedagogy, and share key practices that students responded to in the two courses taught, and connect those key practices to articulations of Transformative HRE and Article 29 of the CRC. Activist Accompaniment as pedagogy creates space for intergenerational relationships, allows for learning outside of the classroom, and creates connections between students and local movements for justice. Examples of how students articulated their understanding of the pedagogy and the impact will be contextualized alongside the researcher’s field notes and reflections.
ReferencesBaja, M., Walsh, D., Bartlett, L. & Martinez, G. (2023). Humanizing education for immigrant and refugee youth: 20 strategies for the classroom and beyond. Teachers College Press.
Counts, G. (1932). Dare the school build a new social order? The John Day Company.
Fine, M. (2018). Just research in contentious times: Widening the methodological imagination. Teachers College Press.
Flowers, N. (2000). The human rights education handbook: Effective practices for learning, action and change. Human Rights Resource Center, University of Minnesota.
Hantzopoulos, M. (2016). Restoring dignity in public schools: Human rights education in action. Teachers College Press.
Hantzopoulos, M. & Bajaj, M. (2021). Educating for peace and human rights: An introduction. Bloomsbury Press.
Hernandez-Arriaga, B. & Argenal, A. (2022). “Todos Somos Humanos, Danos Una Oportunidad”: Amplifying Voices of Asylum Seekers through Activism Accompaniment. In C. Magno, J. Lew, & S. Rodriguez (Eds), (Re) Mapping migration and education: Centering methods and methodologies, (pp 158-175). Brill.
Horton, M. & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Temple University Press.
Paris, D, & Winn, M. (Eds.) (2014). Humanizing research: Decolonizing qualitative inquiry with youth and communities. SAGE Publications.
Paris, D. & Alim, H.S. (Eds.) (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Picower, B. (2012). Practice what you teach: Social justice education in the classroom and the streets. Routledge.
Tibbits, F. (2017). Revisiting ‘emerging models of human rights education’. International Journal of Human Rights Education 1(1), 1-24.
United Nations. (1989). Convention on the Rights of the Child. https://www.ohchr.org/en/resources/educators/human-rights-education-training/united-nations-decade-human-rights-education-1995-2004#:~:text=UN%20Decade%20for%20Human%20Rights%20Education%20(1995%2D2004),-Human%20Rights%20Education&text=The%20Conference%20recommended%20that%20States,human%20rights%20and%20fundamental%20freedoms.
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