Teaching Human Rights at the Tertiary Level

Addressing the 'Knowing-Doing Gap' through a Role-Based Simulation Approach

Datos Bibliográficos

ID12930488
AutoresSusan Banki (0000-0002-9203-4106, autor de correspondencia), Elisabeth Valiente-Riedl (0000-0003-3155-5175), Paul Duffill
Año2013
Volumen5
Número2
Páginas318-336
Fecha de publicación2013-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Human Rights Practice (JOURNAL)
Identificadores de la revistaISSN: 1757-9619 • E-ISSN: 1757-9627
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1093/jhuman/hut011
OpenAlexW4235588781
IdiomaEN
Citas recibidas6
Referencias citadas4

This article describes a five-pointed approach to teaching human rights at the tertiary level. This approach points to the need for human rights education that: 1) offers abilities and capacities that complement legal approaches; 2) provides students with the tools to grasp the root causes of violations; 3) incorporates learning on local, national, regional, and international levels; 4) includes significant collaborative opportunities; and 5) offers students the chance to put into practice the skills they have learned. The article critically examines and problematizes this approach through a case-study examination of a ‘role-based simulation’ module trialled in a postgraduate human rights course at the University of Sydney, the Human Rights Simulation. The substantive and pedagogical challenges that have emerged are discussed, drawing on the insights from teaching the Simulation and the substance of student feedback

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