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

Jerome, Lee ORCID: https://orcid.org/0000-0003-0278-6986, Liddle, Anna and Young, Helen ORCID: https://orcid.org/0000-0002-6021-3513 (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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Abstract

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.

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