Translating human rights principles into classroom practices: inequities in educating about human rights

The overarching aim of this paper is to explore how key principles inherent in human rights declarations and conventions ar etranslated into practices associated with human rights educationwithin school contexts. It is argued that this translation from discourse to practice opens up the potential for children and youn gpeople to encounter inequitable experiences of human rights education, and that this is an ethical issue that needs addressing. Within the paper, human rights education relates to both direct teaching about human rights, and to children and young peoples’ experiences of how school practitioners acknowledge and uphold their rights. In both national and international contexts, knowledge and understanding about school-based human rights education is lacking; this paper aims to address this issue by developing a theoretical framework through which to view human rights education practices within school settings.