Abstract
This article provides a critical view of Human Rights Education (HRE) within a context of colonial occupation and an authoritarian national ruling structure. It explores the reasons behind the introduction of HRE in Palestinian Authority (PA) schools in the Occupied West Bank and investigates how teachers and students make meaning of and implement HRE. Through examining the relationship between HRE and the struggles against injustice, the article problematizes the theoretical basis of HRE and highlights the importance of indigenous knowledges and strategies utilized to bring the decontextualized global to the nuanced and politicized local. This article shows that institutionalizing HRE turns it into a harmful tool in the hands of those in power. Reverting to alternative sources of knowledge and linking human rights to the vernacular of the people, adopting a bottom-up approach and allowing for criticality are necessary measures to enable the re-appropriation of human rights, where HRE becomes a true strategy to build a culture of human rights that can dismantle structures of oppression. There is a need to rethink HRE as a concept, shifting its current reality to one that contributes to building ‘critical consciousness’. This shift, particularly in the case of Palestine, will not emerge without developing alternative forms of education. This idea might be considered problematic. However, as critical educators and researchers, it is our responsibility to take on this battle.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Abu Moghli, M. (2020). Re-conceptualising Human Rights Education: from the Global to the Occupied. International Journal of Human Rights Education, 4(1). Retrieved from https://repository.usfca.edu/ijhre/vol4/iss1/5
