Talking about rights without talking about rights: on the absence of knowledge in classroom discussions

Jerome, Lee ORCID logoORCID:, Liddle, Anna and Young, Helen ORCID logoORCID: (2021) Talking about rights without talking about rights: on the absence of knowledge in classroom discussions. Human Rights Education Review, 4 (1) . pp. 8-26. ISSN 2535-5406 [Article] (doi:10.7577/hrer.3979)

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This article reports on research in three secondary schools in England where students were engaged in deliberative discussion of controversial issues. The teaching resources used illustrated rights-based dilemmas and the data analysis focused on the natureof the talk and the types of knowledge the students drew upon to inform their discussions. The article shares four insights: (i) there is a need to be more explicit about what constitutes human rights knowledge; (ii) human rights education requires the development of political understanding, which moves beyond individual empathy; (iii) educators need to value the process of deliberative discussions and avoid a push for conclusive answers; (iv) students need support to draw on knowledge from a range of disciplines.If these issues are not addressed, some students are able to engage in rights-based discussions with little knowledge and understanding of rights.

Item Type: Article
Additional Information: Vol. 4 No. 1 (2021): Special issue International Conference on Education and Democratic Citizenship (ICEDC)
Research Areas: A. > School of Health and Education > Education
Item ID: 32298
Notes on copyright: Copyright (c) 2021 Lee Jerome, Anna Liddle, Helen Young
Creative Commons License: This work is licensed under a Creative Commons Attribution 4.0 International License
Useful Links:
Depositing User: Lee Jerome
Date Deposited: 31 Mar 2021 14:40
Last Modified: 08 Jun 2022 19:40

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