This book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities.

It presents international studies of HRE in varied contexts (e.g. Uganda, Japan, Ireland) to explore the views and experiences of children who identify as human rights defenders, initial teachers’ understandings of concepts such as teacher agency in conflict-affected settings, and the barriers to children’s political agency. The book also highlights HRE in practice including participatory research with very young children as co-researchers and realising rights through play pedagogies, creative writing approaches and picturebooks. An HRE lens is also brought to bear on emerging subjects such as relationships and sexuality education and well-being.

Aimed at educators, researchers and practitioners, and engaging with a range of concepts, contexts and contemporary challenges, this book offers new insights into HRE, particularly in the context of issues relating to children’s rights education and participation.