Episode 2: Conversation with Prof. Hugh Starkey

Q: What human rights education really is, and why do we need to teach and learn human rights?

human rights is common standards.

Q: how does it get implemented in higher education as well as the schools and actually have an impact?

human rights is a way of looking at the world.

Jul 7
22 min read

Updated: Aug 2

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TRANSCRIPT

Adam Peter Lang (00:21):

Hello, I'm Adam Peter Lang from UCL and a very warm welcome to Conversations4Citizenship. This is a new and innovative podcast. This is our second episode in our first season, and we're delighted to have with us today Professor Hugh Starkey from the University College London. So, I will now pass it over to my colleague, Dr. Stella Cheong.

Stella Mi-Cheong Cheong (00:48):

Thank you, Adam. Hello, listeners. I'm Stella and I'm going to lead the episode. Well, over the past year and a half, the COVID-19 pandemic has led to a broad range of human rights violations around the world from censorship and the diffusion of misinformation and conspiracy theories. In particular, minority groups and migrants have found themselves vulnerable to abuse, as well as COVID-19-related stigma and violence. So, we think it would be very important to talk about it at this time. So, we invited an impressive and outstanding scholar in the field of human rights education, Professor Hugh Starkey, I am thrilled to be with Hugh. He is a professor of citizenship and human rights education at the Institute of Education, University College London's Faculty of Education and Society. He is a module leader, MA in Education, and the editor of the London Review of Education, as well as a co-convenor of the World Educational Research Association. And he wrote many books and peer-reviewed articles, including Teachers and Human Rights Education, and Learning to Live Together: Struggles for Citizenship and Human Rights Education. More recently, Children's Rights Education in Diverse Classrooms. Hi, Hugh, how are you?

Hugh Starkey (02:25):

Fine. Thank you. Thanks for that introduction, Stella.

Stella Mi-Cheong Cheong (02:31):

Yeah, I know, I mentioned your title, but you are a whole lot more than that. But I would like to know how you present yourself to the world. What is something that you are working on right now? What are you excited about? Why did you become interested in human rights education?

Hugh Starkey (02:51):

Okay, so what I'm doing at the moment – we had –is a series of webinars, in fact, associated with the World Educational Research Association International Network in Human Rights Education. And we're quite excited about these webinars. The most recent one was on Wednesday this week, two days ago. We're excited about them because we have attracted a group of participants really from across the world. So, we had people from South Africa, the USA, all over Europe, and Nigeria attending this webinar. So, this is one of the projects I'm involved with, with the journal Human Rights Education Review. And that's with Professor Audrey Osler, who's the editor-in-chief of that review. You asked me a bit about to say how I got involved in human rights education. So interestingly, my background is as a teacher of languages, so my first degree was in French, and I then trained as a teacher of French. But I also worked as a teacher of English as a foreign language and had the opportunity to go to Algeria for a year, and teach English there. And living in Algeria at that time, it was very close to their independence, and they just fought a long war of independence from France. So, this was very much a decolonial situ– or a postcolonial situation. And they were trying to build a new society based on socialism, in fact, and this impressed me very much. I was able also to experience a country where the standard of living was very different, and where Muslims are very much in the majority. So, this was a living in a Muslim country. So that got me interested in the broader issue of world development as sometimes it's called, the gap between the Western and the north and countries that had been under colonialism and were struggling to improve economies. And so, I was interested in that dimension of education as well, what we now call development education. And I looked for a movement when I was teaching in school, a movement that would address these issues. And I came across a project called The World Studies project.

Now, this project was set up in the 1970s. And it was sponsored by British Members of Parliament, in fact, as part of a kind of emphasis on internationalisation and on the values of the United Nations. And this project had a very impressive pedagogy associated with it. And the project was rolled out by introducing people to this new interactive pedagogy based on the work of Paulo Freire. So really, moving away from a banking idea of education, towards a transformative education, based on dialogue, and based on teachers being participants in their education.

So, we haven't actually got on to human rights yet, but I can give you some more reasons why I then moved on to human rights, if you like.

Stella Mi-Cheong Cheong: Yes.

Hugh Starkey (06:27):

Yes. Okay. From having been involved in this project, I was actually recruited by the Council of Europe to report on one of their symposia on social education for teenagers. And when that report was published, they invited me to act as rapporteur, as they call it, for a major conference that was on human rights education. And this was held in Vienna. And now the Council of Europe is this body – it’s not, as you will know, it's not the EU; it's not an economic body. The Council of Europe is basically a cultural body, but it also is responsible for the European Convention on Human Rights. So human rights is actually the basis of all the work of the Council of Europe.

And at that point, so we're talking about the 1980s. This was, I'm not sure that people these days realise that in the early 1980s, it was less than a decade since three major European countries had stopped being fascist dictatorships. Okay. So, Spain, Portugal, and Greece in the 1970s, all had – in Greece, a relatively short period of, of military rule and fascistic dictatorship. In the case of Spain and Portugal, they were under a fascist dictatorship for over 40 years. And the democracy had only just returned to these countries and so the Council of Europe was anxious to ensure that the education systems promoted democracy and human rights in these countries. And so there was a lot of pioneering work going on then.

Simultaneously in France, where I had lots of contacts because I was a teacher of French and was often going to France – in France, the Ministry of Education in what was a new socialist government had a major project to promote human rights education, and within citizenship education in schools. So that was something that interested me very much indeed, at that point, to see the extent to which a government could get behind a project for citizenship education and human rights education.

By the end of the decade which was the 1980s, two very important things happened. One was the ending of the Cold War. And so, a whole lot of other European countries like the Czech Republic, Poland, Romania, Bulgaria, and so on. These other countries emerged from a period of non-democratic rule. And so, the lessons that we used with Spain, Portugal and Greece and focused on these European values, were also then very important in the post-Cold War period. But the other big event that was important for education was the Convention on the Rights of the Child, the United Nations Convention on the Rights of the Child, which actually gave all children everywhere in the world new rights to participate in all decisions that concern them. And a right isn't a right unless you know about it. So, the existence of this convention meant that really, educators were obliged to inform young people about their rights and help them to understand the implications of living in a regime where human rights is the basis for living together.

Stella Mi-Cheong Cheong (10:26):

Wow, Hugh, it’s very exciting and fascinating. You've been working on big things, a lot of projects related to human rights education. And also, I didn't know Spain, Portugal and Greece were fascist dictatorships in the past. Wow, there are a lot of interesting stories.

Hugh Starkey (10:49):

I will be happy to continue actually my historical overview because 1993 was the World Conference on Human Rights. And so, with the ending of the Cold War, there was a consensus around the membership of the United Nations, that human rights was the appropriate basis for living together. And they convened this World Conference on Human Rights in, again in Vienna. And the recommendations at the end of that conference included a recommendation for human rights education as being a universal entitlement. And this led to the World Programme for Human Rights Education. So, as I was mentioning, I came into it having lived mostly in the UK, and seeing it first of all, as a European project. But by the 1990s, it had become very much a world project, a global project. And by 2011, the United Nations General Assembly proclaimed a Declaration on Human Rights Education and Training. And that declaration has been extremely influential across the world.

I could also talk about parallel developments, and particularly in England, where I've been working, in citizenship education. So, in the mid-1980s, the UK government introduced a national curriculum in schools in England. Previously, there had been no national curriculum. Schools could teach in the way they wanted to; they could make up their curriculum. It was often very much determined by what universities wanted. And so, there wasn't an entirely free choice. But by the mid-1980s, the Conservative government introduced a national curriculum. And within this national curriculum, they introduced citizenship education as what they called a cross-curricular theme. So, across the whole of education, there was supposed to be education for citizenship. And I, along with other colleagues, saw this as an opportunity to enable human rights education to gain a foothold in the formal curriculum. Because what is citizenship education, unless it is underpinned by some common values? And these common values are expressed in human rights. And I think many people will then be familiar with the fact that by the end of the 1990s, there was a change of government, and a Labour government came in. It commissioned a report by Bernard Crick and his committee on teaching for citizenship and democracy in schools. And citizenship became a requirement within a formal subject within the national curriculum.

And my struggle, my intellectual struggle, if you like, was to ensure that human rights was well-presented within citizenship education, and within that curriculum. Partly, in order to make sure that citizenship education was not narrowly nationalistic and exclusive, but that citizenship education included the diversity of peoples that make up the UK population these days, and in this postcolonial phase of our existence, where cities have super-diversity, and we need common standards, that is, human rights, to engage with the collection of populations and backgrounds of populations that are now very common in schools.

Stella Mi-Cheong Cheong (14:57):

So, (laugh) Hugh are you finishing?

Hugh Starkey (14:58):

So, I will pause there and maybe you would want to ask another question.

Stella Mi-Cheong Cheong (15:05):

Yeah, but that is so great. Thank you for sharing your long-life trajectory of becoming a human rights educator, scholar. Then I'd like to ask your personal opinion. As you know, human rights or human rights education is a big word. It can mean different things to different people who live in different contexts. So, I want to hear from you, what does it mean to you? What human rights education really is, and why do we need to teach and learn human rights?

Hugh Starkey (15:40):

Okay, well, basically, human rights is common standards. And the reason that the United Nations is based on human rights is that there's a need for there to be some basis of the agreement between governments and between peoples. And so, if we take human rights, which is the, as in the Universal Declaration of Human Rights: what are these common standards? Well, the common standards are based on four freedoms. This is enshrined in the Universal Declaration of Human Rights. So, we're talking about freedom of thought, conscience and religion; freedom of opinion and freedom of speech; freedom from fear; and freedom from want. So those are the four freedoms. Two are ‘freedoms of’ and two are ‘freedoms from’. So, the ‘freedoms of’ are freedom of thought, conscience and religion. So, everybody should have the opportunity to read whatever they want to read, to view whatever they want to view, to express an opinion, to engage with a religious group, or not to engage with a religious group – that is also a right – and to express opinions and hope that those opinions can be taken into account by the political authorities in the country. Of course, none of these freedoms is absolute. All the freedoms are contingent on the fact that everybody else has the same freedoms. And so, we have to negotiate with each other about the limits of those freedoms. And clearly things like hate speech, of course, to be outlawed within a human rights framework, and this is perfectly reasonable. But there is legitimate discussion as to what exactly constitutes hate speech and, what constitutes legitimate speech. So, there are those ‘freedoms of’ expression.

And then there are the ‘freedoms from’. And one is freedom from fear. And that is the right of individuals not to be oppressed by state apparatus, such as the police or the secret police or other representatives of the state. And to an extent that actually will include representatives of the state who are teachers, who actually have a duty to ensure the freedoms for their students, and certainly not to oppress, or engage in inhuman or degrading treatment such as corporal punishment, or that that sort of thing. So, freedom from fear is the right then, things like the right to a fair trial, that you can assume that you're innocent until you're proven guilty. So that's under a whole load of human rights that guarantee this freedom from fear or help.

And then freedom from want. There, we're talking about economic and social rights, and that is the right to an adequate standard of living for maintaining health, for instance. And there are other important rights, including within the European Convention on Human Rights: the right to belong to a trade union or found a trade union. And those rights are still very, very important as employees of Amazon are recently demonstrating.

So, there is sometimes a misunderstanding or a tension, because education systems tend to be national education systems. Governments get involved with them, and education is part of a nation-building project. Whereas human rights is based on a cosmopolitan perspective, and a cosmopolitan perspective actually looks to what is common between people anywhere in the world, rather than what is exceptional about certain people within the nation. So, there may be perceived to be a tension between a national perspective and a cosmopolitan perspective which is a human rights perspective.

But there doesn't have to be that tension. Or if there is that tension, it doesn't have to be a serious issue. Because we can be proud to belong to a nation that respects human rights. We can be proud to belong to a nation where freedom of speech, where freedom from want is promoted. And so, it is quite possible to have a cosmopolitan perspective, to see, as Malcolm X would say, when he discovered human rights as valuable common standards, he would say, well, if you call it civil rights, then you're going to be oppressed by the same people who’ve been oppressing your parents, and so on. If you call it human rights, then anyone anywhere can be your ally. And this kind of universalizes the struggle. So, we recognise that we all have the same — we're likely to be implicated in the same struggle. And we need a vision for this. And that vision is a kind of utopia. And the utopia is the four freedoms that I talked about. So, we believe in this kind of world where the four freedoms actually are enacted. And they're never fully enacted, and there are always problems with that. But that is the vision that we have. And we go forward in our educational programmes by looking at this vision, seeing what may be possible, and gradually, just trying to work towards that.

Stella Mi-Cheong Cheong (21:47):

Wow, yeah, that is all great. But as you mentioned, human rights – yeah, I do agree human rights education has certainly played a key role as a global ethical framework. But it's shown a more or less vague idea, as you said, a utopian idea. So, my question I'm just wondering, how does it get implemented in higher education as well as the schools and actually have an impact? Could you tell us more about your personal opinion?

Hugh Starkey (22:27):

Yes. Okay. So basically, human rights is a way of looking at the world. If you understand human rights, then you have a lens that you can use to judge any situation. And it – anybody anywhere can access this discourse of human rights and use it to provide moral value, moral authority to any claim that I'm making. Now, this doesn't necessarily suit governments. Governments feel obliged to commit to the rhetoric of human rights. And it was very interesting that on the fourth of February this year, there was a declaration put out by Xi Jinping and Vladimir Putin, a joint declaration at the time of the Beijing Winter Olympics, where they stressed their commitment to human rights and universal standards. It was remarkable, I would think perhaps, a remarkably cynical declaration, but that they used the discourse of human rights and to promote their own agendas. And so, we have to be very careful; we have to be critical of ways in which people use a human rights discourse to defend a particular ideology or approach.

And during the Cold War period, this was very evident on the whole, the Western countries promoted a discourse of human rights that was based on freedoms, and the Communist Bloc as then was promoted a discourse on human rights that was based on peace, and it was based on equality. And both those discourses are valid discourses within human rights. But the point about human rights is that they are indivisible. You can't separate them. So, if you just go for freedoms but ignore equality, then that is not really fulfilling human rights. If you just go for equality, but you deny people freedoms, then that is not allowing for human rights. And so, we need to bear in mind, this notion that human rights is based on indivisibility: all the rights are important. And education is the enabling right. By learning about human rights, you learn, you have a different view of the world, and you're enabled to actually gain, I mean, education is also vital for things like health and hygiene, but also for sustaining democratic societies which are very, very much under threat at the moment, that there has never been a more important time to engage with human rights education than now. Because across the world, human rights and democracy are threatened.

Stella Mi-Cheong Cheong (25:48):

Oh, yeah absolutely, I totally agree. Especially your word, ‘by learning’ – I like this word that you said: by learning about human rights then you can learn a different view of the world. This is really important especially in this time that, during the pandemic, we are witnessing human rights violence all over the world. So maybe this is my last question because my colleagues – Kamille and Adam – also have questions. So, my last question is about the crisis and the relationship between the crisis and human rights education. So, what are the issues related to human rights within the umbrella of human sustainability, whether it is climate change, global public health crises, socio-economic inequality, and the future society to live with humanoid robots and the implications to our daily lives? I just wonder about your opinion.

Hugh Starkey (15:57):

Yeah, well human rights is extremely important in terms of climate change and the struggle for a planet on which we can all live. In particular, climate change affects poor people more than rich people, Southern countries more than Northern countries, and so on, at least in the first stages that we’re experiencing at the moment. And a human rights perspective says that there needs to be solidarity across peoples of the world, that we need to act together for this. And indeed, in order to get the kind of change to carbon net-zero and control the climate, we need citizens to be able to organise, to protest, to put pressure on governments, on companies that are exploiting the earth’s resources of carbon in a way that is starting to make the planet unlivable. So, there is a huge human rights dimension in all of that.

Now in terms of, say, the war in Ukraine, clearly this is the most terrible and most unexpected thing that we have to confront. But again, solidarity, people taking refugees into their homes, campaigning to make sure that governments do not put up barriers of people to places of safety, that is, refugees and asylum seekers. But this is all part of a human rights struggle. And clearly, there needs to be a military response as well; human rights isn’t a pacifist doctrine. It’s for peace but it’s not necessarily pacifist. But we need to recognise that international law is important. There is such a thing as the rules of law, uh, the rules of war. There should be no impunity for aggressors and for people who flagrantly destroy civilian infrastructures and kill civilians and so on. So there needs to be this system of justice, of courts that need to be in place, and people just need to be able to understand that. And so to think, there are things that we can do, we don’t have to be simply passive spectators of these troubled events.

Stella Mi-Cheong Cheong (29:40):

Yes, yes, I do agree. We need to be positive. So, Adam, I know you’ve given this some thought as well. Would you like to share your reflections on this conversation, or any further questions?

Adam Peter Lang (29:58):

Just briefly. Thank you very much, Stella, and thank you, Hugh, for explaining so clearly about human rights education. I was very interested in sort of years of signposting that you gave, the history of it all. So, I was just reflecting on what you said there about Ukraine, obviously because it’s very much on our minds, the geopolitical dynamics of that. But also our podcast is looking at the implications coming out of the pandemic which you talked about with Stella. I was thinking, do you think 2022 is going to be a sort of pivotal year? As you talked about some other years. And I just wondered what your thoughts are about the United Nations. There’s been a lot of criticism not just in recent weeks about the United Nations, but in recent years. Has that post-1945 settlement, consensus, broken down? Well, we see that in Yemen, Syria, and Ukraine. And has the world sort of moved on in such ways? I was listening to, um, some talks by Gordon Brown, the ex-UK prime minister. And he was regretting missing the rise of nationalism when he was in political power. And I wondered whether, what you think about that? So in essence it’s really just taking it back. Do you think we’re at a sort of pivotal moment in human rights education? I just wondered, perhaps you could add to what you've already said on that. Thank you very much

Hugh Starkey (31:20):

Yeah, thanks, Adam. Yes, we could definitely be at a pivotal moment. I think the United Nations has always been a site of struggle and a site of tension. And there’s always been not a faulty organisation, I’m trying to find the word there, but a non-perfect organisation, that tries its best with the rather limited resources it has, it depends on the most powerful member states actually respecting its basis and values. And so the fact that Russia was expelled from the Human Rights Council yesterday was I thought extremely interesting with only 25 states supporting Russia, and those states included, obviously, Belarus and Cuba and rather traditional supporters of Russia in Central Asia, Kazakhstan, Turkmenistan, Kyrgyzstan were supportive of Russia, but other countries weren’t, and there was a large majority of the General Assembly of the United Nations that says, this is an organisation that has values, and we expect our members to uphold those values. And if they’re not going to uphold the values then they should not be in the United Nations. But as I mentioned, the Xi Jinping and Putin statement in February was all about the United Nations, in fact, so they both saw themselves as being able to use the UN for their, to support their own agendas, which was interesting. So, yes, the United Nations is in peril. It always has been. I think the Iraq War was a period when the United Nations almost collapsed. But it’s hanging on in there. And I just hope that we can get over this period. Though it is the case that populist authoritarian rulers in a number of states are absolutely challenging human rights as the basis of co-existence. But they haven’t got anything else to replace it with other than patriotism and commitment to the ruler. Well, I think we’ve seen across history that populations may put up with that when they don’t have any other choice, when they are sufficiently oppressed, but all the time, it’s like Whack-a-Mole, that people around the world struggle for freedom and come together and resist, and so that creative spirit based on solidarity and human rights will keep bubbling up and will keep preventing the tyrants from having it all their own way. I hope and believe.

Adam Peter Lang (34:19):

Thank you. Thank you very much.

Stella Mi-Cheong Cheong (34:23):

And Kamille, would you like to ask additional questions or final comments?

Kamille Beye (34:28):

I definitely have questions. I want to say, thank you so much, Hugh, for this wonderful presentation. I was, like, itching at the bits, I had so many things I wanted to talk about in conjunction with what you were saying. And so, I have two questions and they don’t piggyback off each other, so I’d just like to ask the questions and you can answer them the way you see fit. So my first question is, what suggestions do you have for teaching human rights lessons in countries that are currently post-conflict, and I’m asking that question because it seems like in those countries that are transitioning out of conflict situations, there is a duty of care by the administrations to oversee these people, yet a lot of those people might not have understanding, maybe they’re not literate, et cetera, to understand what their rights are even in these kinds of difficult situations. And my second question is, how do we talk about citizenship and human rights in places like Israel and India where they are partners to the West but there are clear violations. I’m thinking of Israel in terms of how they handle the Palestinian situation. And India and their dealing with Kashmir and the more recent arguments with women about wearing the hijab, et cetera.

Hugh Starkey (35:44):

Okay, thanks, Kamille. Two very interesting questions. So, the first one is about human rights education in post-conflict societies. One of the things to say about post-conflict societies is, that education is hugely important. Because very often during the conflict, students have missed schooling, they have missed out on education. So, education is absolutely central to reconstruction and reconciliation. So, we have examples of, actually, Northern Ireland is a place where human rights education has been developed. And there are lots of projects that include places like Northern Ireland, Cyprus, and other post-conflict countries. And human rights education is very much part of that. It’s not going to be very different to human rights education in countries that are not post-conflict, I think. I mean, basically, human rights education needs to be based on the fact that there are internationally respected instruments that set out what human rights means. So, we cannot have people just making up what human rights is. They are actually codified in things like the Universal Declaration, the European Convention on Human Rights, in a number of countries, constitutions and so on. So human rights education is going to be, as the United Nations Declaration on Human Rights Education and Training said, there are three dimensions to human rights education. It’s ‘about’, ‘for’, and ‘through’ human rights. So, education for human rights is about human rights. A right isn’t a right unless you know about it. So, you’ve got to know that there are these things. For human rights: what’s the purpose of human rights education? It’s to create a society in which human rights is respected. So that’s the purpose of human rights education. And through human rights, is the way that we do education. And so, the education has got to be respectful of human rights, it's got to be able to listen to the views of all those concerned, not to be afraid of conflict, but to manage conflict. To use democratic workings as ways to manage conflict. And you then raised the question of countries where you and myself and many people would be able to point to terrible abuses of human rights enacted by the state, and you mentioned a couple. And what I would say is, although we may be outraged as those abuses by the state, within those societies, within India, within Israel, there are people who struggle for human rights, who believe in democracy, who contest the power of the state and the actions of the state. And so although the governments may be guilty of human rights and oppressing people, human rights education has got to help the people to generate their own expectations of government and to recognise it is possible to do things differently, that they can challenge abuses of human rights. They can work in solidarity with other people. And a cosmopolitan perspective would suggest that we can act in solidarity with those people who are struggling for their human rights even in those situations where they are very badly oppressed.

Kamille Beye:

Okay, thank you.

Stella Mi-Cheong Cheong (39:26):

Thank you so much for sharing your thoughts today! Today’s conversation with Hugh was really helpful. So, I want to close with a hopeful note, with optimism. Adam over to you.

Adam Peter Lang (39:44):

Well, I think that’s a very good word to use, optimism. But we are also realistic as well. And so, I think you so much, Stella, for you, for coordinating today’s episode and a particular thanks to Hugh for making us think about these issues in such challenging times but reminding us of we have always been living in challenging times.

We would like to thank you all for listening and we hope that you out there that have been listening have enjoyed this episode of Conversations4Citizenship. We’ll be back next month when we’ll be talking to a human rights lawyer from Europe and discussing relevant issues and concepts further to do with citizenship and human rights education. You can find us on www.conversations4citizenship.com and we have used the 4 in the number rather than for in the word. And you can also find us on Twitter so we’re really looking forward to hearing from you; we’d love to hear from you. So, until the next time, take good care. Thank you very much indeed!

EPISODE SUMMARY

Professor Hugh Starkey is one of the world's leading scholars on human rights education and citizenship education. In this second episode of Conversations4Citizenship, we ask him about how he came to be in interested in human rights education and some of his thoughts on the history and future of the field.

EPISODE NOTES

The second episode of Conversations4Citizenship features our conversation with Professor Hugh Starkey of the Institute of Education, UCL's Faculty of Education and Society. In this episode, he talks about his own journey as a human rights education researcher in parallel with historical turning points in the global status of human rights. He also shares his thoughts on the implications of some of today's front-page headlines on human rights education and citizenship education across the world.

This episode is hosted by Stella Mi-cheong Cheong, together with Adam Peter Lang and Kamille Beye.

If you enjoyed this episode, please subscribe to the podcast through Apple, Google, Spotify or Amazon Music. You may also follow @c4c_ed on Twitter; we look forward to hearing your feedback and your stories. If you would like to explore the possibility of participating in our podcast, do not hesitate to reach out through the online participation form or email us at conversations4citizenship@gmail.com

List of further readings

Jerome, L. and Starkey, H. (2021.) Children's Rights Education in Diverse Classrooms: Pedagogy, Principles and Practice. Bloomsbury Academic.
Osler, A. and Starkey, H. (2005.) Changing Citizenship: Democracy and Inclusion in Education. Open University Press and McGraw-HIll Education.
Osler, A. and Starkey, H. (1996.) Teacher Education and Human Rights. Routledge.

Upcoming event

For any interested in citizenship and human rights education, don't miss another opportunity to hear Hugh's story!
Webinar: Exploring Worldviews, Education & Citizenship in Schools: An International Symposium reflecting on the Canadian and English Contexts. 09:00 AST (13:00 GMT) on 27th June - 13:00 AST (17:00 GMT) on 28th June 2022
Please visit the project website to register for the webinar here: https://www.exploringcitizenship.org/

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