The first international award in human rights education, the Human Rights in Higher Education Award, promotes work that embodies human rights principles and practices in teaching, learning, research, policies, and practices. It recognizes an individual, organization, initiative, or publication for its outstanding contribution to human rights education. The University and College Consortium for Human Rights Education works to further human rights learning, research, policy, and practices within and across university and college communities through collaboration.
Submit a nomination for the 2022 Human Rights in Higher Education Award here. Nominations will be accepted until Tuesday, November 1, 2022.
The award presentation will take place on Friday, December 9, 2022 as part of the UCCHRE/HRE USA Human Rights Day celebration event.
The recipients for 2021 are two distinguished journals in the field: the Human Rights Education Review and the International Journal of Human Rights Education. As editors-in-chief, Audrey Osler, Professor of Education at University of South-Eastern Norway, and Monisha Bajaj, Professor of International and Multicultural Education at the University of San Francisco, accept the award on behalf of their respective publications.
Founded within a year of each other (2018 and 2017 respectively), the Human Rights Education Review and the International Journal of Human Rights Education mark the coming of age of human rights education as a scholarly field. Each provides an international forum for the exchange of research and experiences as well as a space for scholars, young and old, to reach the growing global audience for human rights education in both academia and the world of human rights activism.
In their content and the diversity of their contributors, both journals reflect the international nature of human rights education. Both offer peer-reviewed articles and reviews of the highest quality; both are open source and accessible to individuals outside the academy; both reflect the broad range of applications encompassed by human rights education, including formal, popular, and values education; and HRE in post-colonial, post-conflict, minority, and oppressed communities globally.
Whether an academic, activist, or practitioner, everyone working the field of HRE has benefited from these two journals. They have become essential sources for knowing what’s going on in the field: new ideas, new perspectives, new voices, and new publications. They inspire young scholars to know that their research has a potential international point of publication. It keeps established human rights educators in touch with developments in the field. These journals offer the strongest evidence that HRE is a serious scholarly endeavor and holds out to students the possibility of HRE as a life’s career.
Human Rights Education Review
Published by the University of South-Eastern Norway, the Human Rights Education Review (HRER) is dedicated to an examination of human rights education theory, philosophy, policy, and praxis. It particularly welcomes contributions at the intersection of human rights and diversity studies in education and covers all levels of education, from early childhood through to higher education, professional education and lifelong learning. With the Convenors of the WERA International Research Network on Human Rights Education, the Review sponsors a research webinar series that introduces human rights education to the wider educational research community and presents a range of perspectives on research.
International Journal of Human Rights Education
International Journal of Human Rights Education is committed to open-access and online diffusion of leading research in the field in order to democratize access to scholarship. It publishes articles that foster discussions on theories, models, concepts, practices, and empirical research on human rights education in diverse educational, sociopolitical, and cultural settings. The journal seeks to link theory to praxis as well as the emergence of new theories from grounded engagements in the field. Recent issues have focused on significant these such as Human Rights Education and Black Liberation (Volume 5, Issue 1, 2021), Decolonial Human Rights and Peace Education: Recognizing and Re-envisioning Radical Praxes (Volume 4, Issue 1, 2020), and Indigenous Women in Research: Global Conversations on Indigeneity, Rights, and Education (Volume 3, Issue 1, 2019).