Human Rights Education Now!

Dr. Teresa M. Cappiali is an academic and international consultant. She founded NOIWE, a Sweden-based organization focused on transforming education using Transformative- Emancipatory Pedagogy (TEP). For 14 years+ and across five continents, she has developed this framework, combining knowledge, empathy, and critical thinking to create classrooms grounded in dialogue and collective transformation. Teresa holds a Ph.D. in Political Science from the Université de Montréal and has held positions at several major research institutes. She now works with the Raoul Wallenberg Institute and at Mohammed VI Polytechnic University. Her work promotes inclusive and fair approaches to education worldwide.In this episode, Dr. Teresa M. Cappiali introduces Transformative-Emancipatory Pedagogy (TEP) as a framework for reimagining education as a tool for human rights, dignity, and social transformation. She traces her intellectual journey from traditional “banking” models of education to progressive and, ultimately, emancipatory approaches, drawing on the work of Paulo Freire and decolonial traditions. Cappiali highlights how TEP and human rights education focus on dignity, empathy, and responsibility. She discusses how Maria Montessori’s work shapes her ideas and stresses the need to connect with students’ real experiences to support their growth. TEP encourages critical thinking through respectful dialogue and tackling tough issues. The episode explores the use of TEP to promote inclusion and empower students, especially in migrant communities. Teresa explains the need to address controversy with a pedagogy of "discomfort" while keeping learning respectful and supportive. She ends by stressing hope, healing, and the integration of knowledge from many fields as key to global human rights education. [Full bio on HREUSA podcast website]Topics discussed:Origins of Teresa Cappiali’s work in human rights educationTransformative-Emancipatory Pedagogy (TEP) and its foundationsFrom “banking education” to emancipatory education modelsHumanistic values: dignity, empathy, and interconnectednessMontessori’s influence on human rights educationCreating supportive, dialogic classroom environmentsCognitive dissonance and engaging controversial issuesApplying TEP to migration and social justice issuesInstitutional change through student voice and participationPedagogy of discomfort and critical dialogueRole models, hope, and interdisciplinary approaches to HREDownload podcast listing HERE. Listen on our HREUSA podcast website.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Mischa Geracoulis is the Outreach and Engagement Officer at Project Censored and Production Lead at The Censored Press. She contributes to the State of the Free Press yearbook, serves as a Project Judge, and is the author of Media Framing and the Destruction of Cultural Heritage (Routledge, 2025). She is also a Global Press Freedom Expert and Index Respondent with Reporters Without Borders. Her work focuses on human rights, journalistic ethics, press freedom, and the preservation of cultural heritage. She holds an M.A. in Education and Media Studies and a B.A. in International Development, with a concentration in Southwest Asia and North Africa. In this episode, Mischa examines how human rights, journalism, and the preservation of cultural heritage intersect, focusing on the legacy of the Armenian genocide. She discusses how cultural erasure and historical silences cause ongoing human rights violations and how journalism documents these histories to resist erasure. The conversation centers on cultural heritage as a human rights issue, focusing on Rafael Lemkin’s work and media narratives. Mischa’s discussion of “change-centered” journalism and the role of microhistories in amplifying marginalized voices links to Edward Said’s Orientalism and critiques of media and power. Mischa describes her work with Project Censored, focusing on promoting critical media literacy and defending freedom of expression under Articles 19 and 26 of the Universal Declaration of Human Rights. The episode centers on contemporary censorship, particularly political pressures on academic and journalistic freedom, and how media institutions shape or suppress truth. The discussion concludes with a global perspective on the destruction of cultural heritage (the case of Nagorno-Karabakh) and a call for educators to integrate critical media literacy and cultural heritage into human rights education. Mischa emphasizes empowering people to critically analyze media and identify whose voices are included/excluded is essential to advancing human rights today.Topics discussed:· Origins of Mischa Geracoulis’ work in human rights and journalism· Armenian genocide and cultural erasure· Journalism’s role in documenting human rights abuses· Cultural heritage as a human rights issue· Microhistories and change-centered journalism· Edward Said’s Orientalism and media analysis· Project Censored and media accountability· Critical media literacy in human rights education· Censorship, propaganda, and academic freedom· Cultural destruction in Nagorno-Karabakh· Educators’ role in preserving cultural heritageDownload full topic listing. Listen at HREUSA podcast websiteIntroduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Professor Emeritus Jane Williams has built a distinguished career spanning legal practice, government legal service, academia, and civil society activism. She played a pivotal role in securing legislation on the rights of the child in Wales and was instrumental in the campaign for a Welsh Youth Parliament. At Swansea University, she co-founded the Observatory on Human Rights of Children (now the Observatory on Human Rights and Social Justice) and the Children’s Legal Centre Wales. Her scholarship and advocacy focus on devolution, child law, and children’s rights. She's pioneered pedagogical innovations, including trans-Atlantic Street Law collaborations and human rights–based research with children.In Episode 73 of Human Rights Education Now!, Jane Williams reflects on the roots of her commitment to children’s rights, shaped by witnessing the impact of poverty on children’s lives and by her legal training. She discusses the challenges of advancing children’s rights within the legal profession and the transformative influence of the UK Human Rights Act. A core focus of the conversation is the development of Wales’ Children’s Parliament and the Children’s and People’s Assembly of Wales, created in the context of devolution and informed by the UN Convention on the Rights of the Child. Jane explains how these initiatives demonstrate the practical integration of children’s participation rights into democratic structures. She describes the founding of the Observatory on Human Rights and Social Justice and the Children’s Legal Centre Wales, institutions dedicated to research, accountability, policy advocacy, curriculum reform, and embedding children’s rights into formal systems.Drawing on figures like Eglantyne Jebb and Janusz Korczak, Jane calls for abolishing the minimum voting age so governments must treat children as political actors. Read full episode description HERE.Topics discussed:Origins of Jane Williams’ work in children’s rightsImpact of poverty on children’s livesLaw as a pathway to children’s rights advocacyWales’ devolution and the creation of the Children’s ParliamentThe role of the UN Convention on the Rights of the Child in Welsh reformIntegrating children’s rights into institutions and legal practiceCurriculum reform in Wales and human rights educationNationalism, migrant children, and decolonizing legal educationHistorical role models in children’s rightsAbolishing the minimum voting age as a strategy for advancing children’s rightsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HEREIntroduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

*Read full bio on HREUSA website*Jack L. Nelson is a veteran educator and scholar whose career spans public schools and higher education in the United States and abroad. In 2001, he received the National Council for the Social Studies’ National Academic Freedom Award. He began teaching in Denver, Colorado, and later worked with migrant worker children in Riverside, California. He earned his B.A. from the University of Denver, his M.A. from California State University, Los Angeles, and his Ed.D. from the University of Southern California.In Episode 72, he reflects on his career in education and his lifelong defense of academic freedom as a fundamental human right. He traces the origins of his critical stance to the era of McCarthyism, describing how censorship, political persecution, and fear shaped academic life in the mid-20th century. He discusses the marginalization of critical scholars, the suppression of dissenting curricular materials, and the personal costs borne by educators who challenged dominant narratives.The conversation explores the evolution of his work in human rights education and its deep connections to social studies education, emphasizing that democratic education must engage students with controversial issues and alternative perspectives. Jack addresses ongoing threats to intellectual freedom, i.e., book bans, political pressure, and erosion of tenure protections, while warning of the dangers posed by growing numbers of non-tenured faculty. He argues that academic freedom requires more than ethical commitments—it demands enforceable legal and structural protections. Drawing inspiration from figures i.e. John Dewey and Bob O’Neill, he concludes by calling for national standards for tenure protections across K–12 and higher education and for stronger coalitions among educators to defend intellectual freedom as a cornerstone of democracy.Topics discussed:Origins of Jack Nelson’s career in educationMcCarthyism and its lasting impact on academic freedomCritical scholarship and challenges to mainstream history educationCensorship of educators and curricular materialsHuman rights education within social studies educationAcademic freedom as a human rightTenure, intellectual freedom, and structural protectionsContemporary threats to democracy and educationRole of professional associations in defending educatorsJohn Dewey’s influence on democratic and civic educationFull topic listing available for PDF download HEREIntroduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 71, Laura Lundy examines global challenges to children’s rights, with particular attention to migration, poverty, and participation. She discusses the persistent failure of media and adult institutions to recognize children—especially child migrants—as full rights holders. Laura highlights the role of the UN Committee on the Rights of the Child in advancing participation rights over time and reflects on both the barriers and successes of child rights education.The conversation explores the essential role of law in human rights education, arguing that understanding local legal frameworks empowers children to become advocates for their own rights. Laura addresses contemporary challenges in the UK, including child poverty, opposition to children’s rights frameworks, and the erosion of protections driven by libertarian ideology. She also considers the fragility of social safety nets in the United States and the harmful impact of censorship on children’s access to information. The episode concludes with reflections on role models such as Gerison Lansdown, Janusz Korczak, Michael Freeman, a quote from Eleanor Roosevelt emphasizing change in “small places,” and a call to fully implement Article 12 of the UN Convention on the Rights of the Child (CRC) as a global strategy for advancing children’s rights.Topics discussed:World migration and children’s rightsMedia inattention to child rights and child migrantsUN Committee on the Rights of the Child and participation progressLaw as a foundation for child rights educationTeachers as duty bearers in advancing children’s rightsChild poverty as a central barrier to rights realizationLibertarian challenges to child protectionsImpact of censorship and weak social safety netsRole models in children’s rights advocacyArticle 12 of the CRC and child participation as a global strategyFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Laura Lundy is Honorary Professor of Education Law and Children’s Rights at Queen’s University Belfast and Professor of Law at University College Cork. She is Co–Editor-in-Chief of the International Journal of Children’s Rights and an internationally recognized expert in children’s participation rights and education law. Her highly cited 2007 article, “‘Voice’ is not enough,” introduced what is now known as the Lundy Model, grounded in four core principles—Space, Voice, Audience, and Influence—which is widely used in policy and practice. The Lundy Model has been adopted by national governments, including Ireland, and by international organizations such as UNICEF, the European Commission, and the Council of Europe.In Episode 70, Laura Lundy reflects on the origins of her commitment to human rights education and children’s rights, shaped in part by Northern Ireland’s history and the transformative role of human rights discourse following the Belfast Agreement. She discusses the evolution of her scholarship and activism focused on children’s participation, emphasizing the importance of listening to youth voices across all stages of childhood. Laura explores the public impact of her work, the complementary roles of law and education, and the importance of ombudsmen and civil society in advancing children’s rights. The conversation centers on the Lundy Model, its application to policy and practice—including work with incarcerated children—and ongoing challenges in ensuring meaningful participation for all children. The episode concludes with updates on global progress in implementing the UN Convention on the Rights of the Child, highlighting developments in Scotland and civic engagement work in the United States.Topics discussed:Origins of Laura Lundy’s work in human rights educationHuman rights education in Northern Ireland and post–Belfast Agreement transformationChildren’s rights in teaching, activism, and scholarshipYouth voice, participation, and public impact of children’s rights workCollaboration with governments, civil society, and UNICEFArticle 12 of the CRC and the development of the Lundy ModelAdapting the Lundy Model for incarcerated childrenGlobal progress on CRC implementation, with examples from Scotland and the U.S.Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In part two of the conversation, Ava Kreutziger and Bill Fernekes continue their dialogue with Feliece, focusing on interdisciplinary approaches, Indigenous rights, and the ongoing challenge of colonial legacies. Feliece discusses her research with Indigenous Filipino communities and the need to challenge collective amnesia surrounding Indigenous knowledge and histories. She explores how systems produce both victims and violators, reframing human rights as a universal grounding for dignity and humanity.Feliece also analyzes the current landscape of HRE in Asia, including the effects of polarization and authoritarianism under leaders like Rodrigo Duterte. She speaks about the role of digital misinformation, media accountability, and the need for institutions to embed human rights across all aspects of their work.Topics discussed:Indigenous cultures, colonialism, and historical memorySeeing oppressors as shaped by harmful systemsProgress and setbacks for HRE in AsiaHuman rights, social media, and digital misinformationResponsibilities of major tech companiesFreire, Gramsci, and Filipino mass movements as role models“Human rights is rice”- daily struggles for dignity and survivalEmbedding human rights in institutions and creating accountability metricsBalancing standardized curricula with student-centered learningFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Dr. Feliece I. Yeban is a human rights educator, scholar, and advocate whose work spans more than three decades across community organizations, universities, and state institutions in the Philippines. Grounded in the writings of Paolo Freire and Antonio Gramsci, her scholarship centers on decolonial pedagogy, community-based human rights work, and the uplift of Indigenous Filipino knowledge systems. Feliece has taught widely in both the private and public sectors, including work with law enforcement institutions, and has contributed extensively to the development of human rights cultures across Asia.In this episode of Human Rights Education Now!, hosts Bill Fernekes speak with Feliece Yeban and Ava Kreutziger about the origins of her human rights education work. She reflects on teaching during the 1980s and 1990s, the aftermath of the Marcos dictatorship, and the transformative role of the People Power Revolution. Feliece discusses the influence of Freire and Gramsci, the challenges facing HRE in both private and public institutions, and the ongoing impact of U.S. support for authoritarian practices in the Philippines.She highlights the importance of understanding both international human rights frameworks and community-rooted approaches, emphasizing that effective HRE requires careful attention to context and audience. Feliece also speaks about confronting discomfort, navigating trauma, and engaging directly with those impacted by rights violations.Topics discussed:Historical context of HRE during and after the Marcos eraFreire, Gramsci, and critical pedagogy in the PhilippinesU.S. influence on authoritarian policiesBarriers to HRE across public and private institutionsCommunity-based approaches vs. formal frameworksEducational inequities and elite influenceDelivering HRE to police and state actors“Civilianizing” law enforcement through rights-based trainingFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In the second part of the youth discussion, Ava Kreutziger and  Elizabeth Schwab continue the conversation with Jude Armstrong, Jaya Field, and Ella Henry, focusing on global perspectives, intersectionality, and creative activism. Jaya discusses her comparative research on queer rights in Sweden and Poland; Jude explores poetry and abolition as tools for liberation; and Ella reflects on cultural shifts toward inclusivity. The guests share strategies for resisting censorship, promoting restorative justice, and incorporating lived experiences into education. They conclude by envisioning a future where empathy, representation, and critical thinking are central to all learning environments.Topics discussed:Queer rights, populism, and global human rights perspectivesAbolitionist education and the power of poetryBook bans and the criminalization of empowermentIntersectionality, critical race theory, and resisting censorshipCentering lived experience and restorative practices in schoolsBuilding intergenerational dialogue and empathy in educationFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Jude Armstrong is a writer and abolitionist from New Orleans, Louisiana. They organize alongside queer youth to protest anti-LGBTQ+ legislation and advocate for social justice. Their poetry has appeared in The Amistad, Palette Poetry, and Bottlecap Press, with recognition from Adroit Journal, YoungArts, and Teen Sequins. Jude is currently studying Human Rights and English at Columbia University.Jaya Field was raised in Evanston, Illinois and is a senior at the University of Washington, double majoring in International Studies and Law, Societies & Justice. Her work explores how international legal systems impact marginalized communities. She has presented research internationally and gained field experience through study abroad programs in Perú and Italy, focusing on queer, migrant, Indigenous, and disability rights.Ella Henry is an 18-year-old Mexican Samoan student from Boise, Idaho, and a sophomore at Columbia University majoring in Race and Ethnicity Studies. She serves as Advocacy Coordinator for the Housing Equity Project, volunteers as a Spanish interpreter for asylum seekers, and interns at the ACLU of Idaho, focusing on immigrant rights and outreach.In this episode of Human Rights Education Now!, hosts Ava Kreutziger and Elizabeth Schwab speak with youth advocates Jude Armstrong, Jaya Field, and Ella Henry about how education shapes their understanding of human rights. They share experiences with Eurocentric and exclusionary curricula, the absence of marginalized voices, and how these gaps motivated their activism. Ella discusses her “Know Your Rights” trainings for immigrant communities, while the group reflects on censorship through omission and the need for inclusive, truth-based education that connects classroom learning to real-world justice movements.Topics discussed:Personal origins of activism in climate, immigrant, queer, and abolitionist justiceEducational inequities and censorship through omissionCentering marginalized and Indigenous perspectives in curricula“Know Your Rights” trainings for immigrant communitiesDisconnect between public education and community realitiesCalls for embedding human rights in K–12 educationFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 65, Jeff Plantilla offers insights on strengthening human rights education (HRE) by emphasizing diversity, supporting local initiatives, and adapting messages to cultural contexts. He highlights the importance of addressing concrete issues, such as housing as a human right, and reflects on the challenges facing HRE in Japan.Jeff shares that the individuals who have influenced him are those who show humility, respect, patience, and determination. He cites a quote from a Filipino farmer leader—“We should not entrust to people with full stomachs, the resolution of problems of us who are hungry”—which echoes Paulo Freire’s approach of listening to people and empowering communities.For advancing HRE in Asia, Jeff recommends targeting concrete issues central to people’s lives, basing actions on careful study of their lived experiences, and co-developing solutions with communities from the ground up.Topics Discussed:Leadership recommendations: Diversity in HRE and prioritizing local initiativesHousing as a human right and specific challenges in JapanCultural adaptation: Tailoring HRE messaging to local normsInfluences: Humility, patience, and determination as guiding traitsKey quotes: Empowerment through listening to marginalized voicesStrategic recommendation: Ground HRE work in local issues and community-driven solutionsClosing reflectionsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Jefferson R. Plantilla started legal education work in the Philippines in 1985 in the Structural Alternative Legal Assistance for the Grassroots (SALAG). He became the Coordinator of the Asian Regional Resource Center on Human Rights Education (ARRC) in Thailand from 1992 to 1995. From July 1995, he started working at the Asia-Pacific Human Rights Information Center (HURIGHTS OSAKA) in Japan. He conducts research, develops international teaching materials, and edits the annual Human Rights Education in Asia-Pacific publication, as well as several training resources used throughout the region. He participates as a resource person in workshops and conferences in Asia. His writings are available at HURIGHTS OSAKA website and in Academia.In Episode 64, Jeff Plantilla recounts his journey into human rights education (HRE), beginning with law school training and the impact of living under martial law during the Marcos regime in the Philippines. His early exposure to human rights violations shaped his activism and lifelong dedication to HRE. He describes his influential work with the Asia-Pacific Human Rights Information Center, where he advanced education initiatives during the UN Decade for Human Rights Education. With support from local governments in Osaka, his work included collaborating with national human rights commissions, organizing workshops, and producing instructional materials. These efforts contributed to the creation of regional networks that shared resources and strategies across the Asia-Pacific. We explore HRE in Japan, highlighting the legal mandate for HRE, challenges of addressing systemic human rights conflicts versus interpersonal relations, and anti-discrimination education focused on the Burakumin community in western Japan. Jeff notes the lack of public awareness about discrimination against Burakumin and stresses the importance of embedding these topics into legal and educational frameworks.Topics Discussed:Origins of interest: Law school training and life under Marcos’ martial lawImpact of violations: How Philippine human rights abuses shaped his activismAsia-Pacific HRE work: Building networks, workshops, instructional materials, and government support in OsakaNational human rights commissions: Their role in advancing HREHRE in Japan: Legal mandates, human rights conflicts vs. human relations, and anti-discrimination work with Burakumin communitiesClosing reflections on sustaining HRE initiatives in the regionDownload full topic listing PDF and listen on our HREUSA podcast website. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 63, Zeynep Karatas, Eugenia Ricciotti, and Tata Varadashvili reflect on feminist movements past and present, drawing inspiration from earlier thinkers and organizers while emphasizing the need for intersectionality, self-care, and adaptation to today’s digital and media landscapes. Zeynep, Eugenia, and Tata highlight the importance of centering historically silenced groups, resisting hierarchy within feminism, and framing women’s rights as human rights. They discuss patriarchy as a system that harms all genders and note the persistence and courage modeled by past movements.The 1995 Beijing Conference on Women is revisited as a pivotal global moment that fostered transnational feminist networks and coalition building, with today’s context marked by democratic backsliding and disinformation. The conversation then turns to sustainability strategies, stressing self-care, mutual aid, and viewing activism as a lifelong commitment. Zeynep, Eugenia, and Tata imagine what a global feminist conference today might address, including cultural relativism, child marriage, economic justice, and climate change as a feminist issue. They also examine how austerity policies, unpaid care work, and far-right backlash continue to challenge progress, while offering intergenerational advice for feminist resilience.Topics Discussed:Feminist inspirations: Intersectionality, self-care, lessons from collective organizing, centering marginalized voicesWomen’s rights as human rights: Challenging patriarchy and identity politics; persistence from past movementsBeijing 1995 legacy: Global networks, coalition building, responding to disinformation and democratic erosionSustainability strategies: Self-care, mutual aid, and imagining a modern global feminist conferenceKey issues today: Cultural relativism, child marriage, economic justice, climate justiceOngoing challenges: Austerity, unpaid care labor, far-right backlashIntergenerational advice and closing reflectionsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Zeynep Karatas, a UC Irvine honors graduate in Political Science and International Studies, has worked with The Borgen Project, Lawyers Without Borders, and the United Nations Association of the USA. She held leadership roles on campus and presented her award-winning thesis on the European Court of Human Rights at three conferences. She plans to pursue graduate studies and a career in international human rights law.Eugenia Ricciotti, a law graduate from the University of Trento, is completing a Master’s in Human Rights and Sustainability at the OSCE Academy in Bishkek. She interned with The Advocates for Human Rights, contributing to advocacy, women’s rights, and the Beijing+30 project. Her focus is on minority rights and gender equality as a researcher and advocate.Tata Varadashvili, based in Vienna, holds a degree in Political, Legal, and Governmental Studies from Central European University and will soon begin an LL.M. in Human Rights. She served as First Vice Chair of the Student Union and has participated in multiple human rights initiatives. Currently interning with the WAVE Network, she aims to focus on women’s rights and international criminal law.Episode 62 features young feminists Zeynep, Eugenia, and Tata, who share how personal experiences—from femicide in Turkey to restrictive abortion laws and warnings about lost freedoms—inspired their commitment to women’s rights. They reflect on the 1995 Beijing Conference on Women as a turning point that remains underrecognized, stressing the importance of raising awareness and integrating women’s rights into education. Comparing struggles from 1995 to today, they note continuing limits on reproductive rights and education, the rise of authoritarian regimes, and the slow pace of change, while also recognizing feminism’s growing intersectionality. The conversation explores the promise and risks of digital activism and outlines the challenges young feminists face, including systemic inequality, lack of funding, backlash, media misrepresentation, and burnout from unpaid labor—closing with strategies for sustaining activism amid these barriers.Topics discussed:Personal motivations: Influences of literature, femicide, and family warnings on feminist awarenessBeijing 1995 legacy: Need for more awareness and integration in curriculaThen vs. now: Continued barriers to women’s rights; slow progress; rise of authoritarianism; growing intersectionalityDigital activism: Opportunities for mobilization but risks of harassment and misinformationChallenges for young feminists: Funding gaps, institutional sexism, media misrepresentation, backlash, and burnoutClosing reflections on sustaining feminist strugglesDownload PDF topic listing and listen on Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Part Two, Bill Fernekes emphasizes the need to balance theory and practice in human rights education (HRE), advocating for curriculum transformation grounded in dignity and decolonization. He explores the link between human rights, public policy, and poverty, highlighting programs like the California Task Force and Human Rights Close to Home. Bill stresses that HRE should empower—not indoctrinate—students. He critiques the U.S. for not ratifying the UN Convention on the Rights of the Child and envisions its integration into education. Looking ahead, he supports expanding the podcast’s scope with new hosts and more youth involvement. He honors role models Nancy Flowers and Paul Robeson, emphasizing the power of lived values and universal advocacy. Bill calls for mandatory human rights education in all teacher licensure and professional training programs, closing with gratitude and reflections on the importance of resisting injustice.Topics Discussed:Balancing HRE theory and practice; curriculum transformation and dignityDecolonizing education and connecting HRE to public policy and povertyAdvocacy vs. indoctrination in educational settingsUN Convention on the Rights of the Child: U.S. resistance and educational potentialPodcast future: Dialogues, youth voices, and expansion beyond K–12Role models: Nancy Flowers and Paul Robeson’s lasting influenceKey recommendation: Require HRE in all teacher licensure and training programsFinal reflections and closing acknowledgmentsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

William R. “Bill” Fernekes taught social studies and Spanish from 1974-1987 at Hunterdon Central Regional HS in Flemington NJ, later serving as supervisor of social studies from 1987 to his retirement in 2010. He has been a consultant to the U.S. Holocaust Memorial Museum, the New Jersey Commission on Holocaust Education, and numerous other scholarly institutions.  He is a recipient of the Mel Miller Award from the National Social Studies Supervisors Association as the outstanding social studies supervisor in the U.S., the Distinguished Service Award from the Rutgers Graduate School of Education Alumni Association and the Lifetime Achievement Award in Human Rights Education from HRE USA. In Part One, Bill Fernekes shares his journey into human rights education, beginning with his early exposure to Holocaust education and activism through organizations like Amnesty International and Facing History and Ourselves. He reflects on how these experiences shaped his teaching practice and views on the need for early, comprehensive human rights education, especially as a more inclusive alternative to traditional U.S. civics frameworks. As a founding member of Human Rights Educators USA, Bill discusses the organization’s growth and potential areas for expansion. He highlights the power of storytelling and testimony in Holocaust education, the challenges of teaching sensitive topics like LGBTQ+ inclusion, and the growing threats to democracy and human rights in schools. He also addresses the gap between human rights education and policy, citing Bernie Sanders as an example of rights-based political discourse. The episode closes with a preview of Part Two.Topics Discussed:Early influences: Holocaust education, Amnesty International, and teaching integrationEducation & human rights: Need for early, holistic, and inclusive human rights educationHRE USA: Founding, achievements, and growth opportunitiesTeaching challenges: Using testimony, LGBTQ+ inclusion, and community resistancePolicy & advocacy: Bridging education with rights-based policymakingPreview of Part Two and closing acknowledgementsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Kristina Eberbach discusses the limited knowledge many U.S. students have about human rights and the importance of understanding human rights language to address justice and equity issues effectively. She connects human rights education (HRE) to social justice movements, emphasizing its legal foundations and its role in envisioning and creating a more just world. Kristina highlights the need to focus on achieving human rights goals, especially in advancing women’s rights, rather than debating who deserves rights. She emphasizes the importance of education in fostering equal opportunity and references Arendt’s idea of “the right to have rights.” Inspired by Human Rights Educators USA, colleagues working under authoritarian regimes, and Dr. Martin Luther King Jr.’s words, she calls for broadening public discourse on human rights beyond classrooms to make it central in society.Topics Discussed:Student understanding: Limited knowledge of human rights language and conceptsHRE & social justice: Legal connections, strategic choices, and envisioning a just worldWomen’s rights: Focus on achieving rights, not debating their validityEducation’s role: Advancing equity and justice through human rights educationRole models: HRE USA network, advocates in authoritarian contexts, MLK Jr.’s teachingsKey recommendation: Expand human rights discourse beyond schools into public lifeFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Kristina Eberbach is a consultant specializing in human rights and education programming. She works as a strategy and curriculum specialist for the Human Rights Close to Home Program at the University of Connecticut. She teaches human rights at both the University of Connecticut and Columbia University. Kristina serves on the steering committee of Human Rights Educators USA and co-founded the University and College Consortium for Human Rights Education. Previously, she served as Deputy Director and Director of Education at Columbia’s Institute for the Study of Human Rights, where she developed numerous human rights programs and workshops. Her international work spans research, advocacy, and education in countries such as Colombia, Iraq, Kenya, Myanmar, and South Africa. She is currently pursuing a doctorate at Utrecht University, with a focus on critical human rights education in transitional contexts. Kristina holds a Master’s in International Affairs from Columbia University and a Bachelor’s in Foreign Service from Georgetown University.Kristina Eberbach shares her journey into human rights and human rights education, shaped by her international studies and activism. She reflects on the risks of political manipulation in human rights work and her experience collaborating with law faculties in Myanmar, emphasizing the need for long-term projects to track progress. At Columbia University’s Institute for the Study of Human Rights, she highlights achievements such as developing internships and funding for students, while advocating for a critical approach that balances content knowledge with skills, dispositions, and pedagogy. Kristina also discusses her current consulting work with the Human Rights Close to Home project, which centers student voices, fosters intergenerational learning, and supports teachers in integrating human rights education across curricula.Topics Discussed:Origins: Her interest in human rights and human rights educationInternational impact: Overseas study, activism, and Myanmar law faculty partnershipsLong-term projects: Importance of documenting change and growthColumbia Institute work: Achievements, challenges, critical approaches, and student supportCurrent consulting: Human Rights Close to Home; intergenerational focus and student voiceCurriculum development: Helping teachers integrate HRE across subjectsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Loretta J. Ross discusses her approach to teaching about white supremacy, framing it as both an ideology and a social construct tied to identity. She emphasizes the importance of truth, evidence, and history in defending academic freedom—especially in the face of authoritarian practices like those seen during the Trump administration. Loretta offers strategic recommendations for institutions under attack, advocating a "Block and Build" approach and urging Diversity, Equity, and Inclusion (DEI) efforts to align with the legal and moral power of human rights. She highlights human rights education as an accessible, non-threatening tool rooted in dignity and justice, especially important for marginalized communities. Loretta underscores the need for children to learn the Universal Declaration of Human Rights (UDHR) and credits Shulamith Koenig and Maya Angelou as key influences in her work.Topics Discussed:Teaching white supremacy: Ideology vs. Identity; combating fascism through academic freedomInstitutional strategy: "Block and Build" approach; pivot DEI to human rights frameworkHuman rights education: Universal, legally grounded, and dignity-centered; critical for underserved communitiesHistorical advocacy: Raising the minimum wage and expanding the definition of human rights beyond civil/political rightsRole models: Influence of Shulamith Koenig and Maya Angelou’s legacyEducation reform: Advocacy for including UDHR in K–12 public educationFinal reflections on lasting emotional impact over wordsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Loretta J. Ross is a Professor at Smith College in the Program for the Study of Women and Gender, where she teaches courses on white supremacy, human rights, and calling in the calling-out culture. A lifelong activist and scholar, she co-created the theory of Reproductive Justice and has led national movements for over five decades, including organizing the 2004 March for Women’s Lives and serving as the director of SisterSong from 2005 to 2012. Loretta has held leadership roles in organizations such as the National Black Women’s Health Project and the D.C. Rape Crisis Center, where she was one of the first African American women to serve as director. She is a MacArthur Fellow (Class of 2022), a 2024 National Women’s Hall of Fame inductee, and the author of multiple books on reproductive justice and social change, including Calling In. A survivor of rape, incest, and sterilization abuse, Loretta continues to inspire through her resilience, scholarship, and commitment to justice. She is also a mother, grandmother.In this episode, Loretta J. Ross reflects on her lifelong commitment to human rights education (HRE), inspired by leaders like Shulamith Koenig and Dr. Martin Luther King Jr.’s vision of a “Triple Revolution” toward a human rights movement. She shares how she’s infused HRE into her work since the 1990s, including founding the National Center for Human Rights Education, which trained activists and promoted widespread distribution of the Universal Declaration of Human Rights (UDHR). Loretta discusses her work on the 14th Amendment, highlighting its importance for reproductive rights and immigrant justice. She also outlines the founding of SisterSong, a reproductive justice collective built on shared values across political divides, emphasizing bodily autonomy and family rights. Finally, she describes her current teaching at Smith College and her focus on transforming “call-out culture” into compassionate, effective activism—a theme explored in her latest book.Topics Discussed:Human rights journey: Inspired by Shulamith Koenig and Martin Luther King, Jr.’s vision of a human rights revolutionHRE activism: Creation of the National Center for Human Rights Education; UDHR advocacy; “human rights cities”14th Amendment: Advocacy for inclusive application to immigrants, women, and marginalized groupsSisterSong: Co-founding, core principles of reproductive justice, bridging pro-life and pro-choice dialoguesTeaching approach: Addressing call-out culture with compassion; promoting constructive activism over cancel cultureFinal reflections on sustaining change and mentoring youth activistsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 55, Dr. Rick Halperin and Julie Rinker continue their conversation on the intersection of human rights education (HRE), literacy, and activism. Julie discusses how her doctoral work uses HRE to support students with reading disabilities, merging social justice with practical interventions for literacy challenges. The episode delves into the harsh realities and evolving methods of capital punishment in the U.S., with both guests emphasizing the importance of public education to inspire change and action. Rick shares firsthand experiences as a human rights monitor in conflict zones like Gaza and Central America, while both highlight the influence of personal role models in shaping their advocacy. The episode closes with powerful quotes and concrete recommendations: make HRE a mandatory part of U.S. education from early childhood through higher education and ensure all teachers are equipped to help struggling readers through a human rights lens.Topics Discussed Using human right education to support students with reading disabilitiesChallenges and decline in use of the death penaltyConcerns over execution methods, including nitrogen gasImportance of rehabilitation and transformation in incarcerationRick’s monitoring work in Gaza, Central America, and Northern IrelandHarsh realities of daily life in GazaRole models: Fran Bowman (Julie), Charles Hamilton Houston (Rick)Inspirational quotes on dignity, literacy, and hopeCalls to make human rights education mandatory from K–12 through universityAdvocacy for equipping all teachers to support struggling readers through a human rights lensFull topic listing available for PDF download HEREListen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Dr. Rick Halperin, Director of the Embrey Human Rights Program at SMU, has spent over five decades immersed in human rights activism and education. With a Ph.D. in Southern History from Auburn University, he taught history in 1985 and human rights in 1990. Rick has led numerous human rights trips, worked as a monitor across the globe, and served on several high-profile boards, including Amnesty International USA—where he chaired the board three times—and organizations fighting the death penalty and supporting torture survivors.Julie Rinker is a doctoral student in Special Education at the Cal State LA/UCLA Joint Doctoral Program. Her research bridges literacy and human rights, focusing on dyslexia intervention and teacher mentorship. An art quilter and activist, she protests the death penalty using her textile work, often seen at the Texas Huntsville Unit and the U.S. Capitol. In the Summer of 2022, Julie was the first Edmonds Teaching Fellow for Human Rights Educators USA.Dr. Rick Halperin and Julie Rinker reflect on their deeply personal and professional journeys into human rights education. Julie shares how her literacy work in public schools naturally evolved into human rights education through socially relevant texts. Rick discusses how his academic studies, visits to Holocaust sites, and the death of Jan Palach in Prague shaped his lifelong commitment to human rights. Their shared experiences underscore the transformative power of education, memory, and advocacy. Julie credits Rick's teaching and activism with inspiring her own work, including impactful visits to historical sites. They also explore Rick's decades-long involvement with Amnesty International, including its expanding mission and current challenges. Despite shifts in focus—such as the diminishing emphasis on death penalty abolition—both emphasize the enduring importance of centering human dignity, with the Universal Declaration of Human Rights serving as a guiding foundation.Topics Discussed:Origins of their human rights commitment and educational approachesJulie’s literacy and dyslexia work tied to social justice themesRick’s scholarly development through genocide studies and historical tragediesThe influence of site visits (e.g., Holocaust memorials) on worldview and activismAmnesty International’s shifting focus and internal challengesWhy upholding human dignity remains central to all human rights effortsReflections on teaching, mentorship, and the future of abolition activismFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

The podcast team explores the advantages and challenges of podcasting as an information medium, followed by reflections on the reception of the Human Rights Education Now! podcast at the London International Association of Human Rights Education Conference. An output highlight from the conference was a chapter on "Human Rights Education NOW! Podcast Case Study: Illuminating HRE Through the Lived Experiences of Scholar Practitioners," published in Globalisation, Human Rights and Education, edited by Joseph Zajda and Yvonne Vissing. The team outlines future goals, including increased youth engagement, potential video podcasting, instructional material development, and the use of Artificial Intelligence (AI) for transcription and translation. They share the role models who have inspired their work, key quotes that reflect their commitment to human rights, and recommendations for advancing human rights education in the U.S. The episode ends with final reflections.Topics Discussed:Pros and cons of podcasting as an information-sharing toolConference feedback on the podcast and chapter inclusion in Globalisation, Human Rights and EducationFuture goals: youth engagement, video podcasting, instructional materials, and AI-generated transcripts with translation potentialInfluential role models in their human rights education journeysKey quotes that define their commitment to human rightsRecommendations for strengthening human rights education in the U.S.Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Full description available on the HREUSA podcast website.Elizabeth Schwab is a senior at Boston College. She interned at the United Nations High Commissioner for Human Rights and is Vice Chair of the Executive Committee for Human Rights Education USA. She has led initiatives to promote the Universal Declaration of Human Rights in education and expanded the global reach of the Human Rights Education Now! podcast.Jazzmin Chizu Gota is a University of San Francisco doctoral student researching informal education and intergenerational knowledge within human rights and social justice frameworks. She is a multimedia arts, communications, and education consultant, co-manages the International Journal of Human Rights Education, and is a regional representative for Human Rights Educators USA. Jessica Terbrueggen is an international educator, researcher, and human rights practitioner focused on transformative learning and intercultural understanding. With an MA in English Education from Columbia University, she teaches at the District of Columbia International School, writes for the National Council for Teachers of English, and serves on itsStanding Committee on Global Citizenship.Sabrina Sanchez is a human rights, education, and public health professional specializing in project management, research, and advocacy. She has led legal empowerment programs in Honduras, researched environmental and criminal justice in Central America, and supported anti-trafficking efforts in the U.S.  She holds degrees from the University of San Francisco and San Francisco State University.Elizabeth, Jazzmin, Jessica, and Sabrina discuss the early development of Human Rights Education. They share their journeys into human rights advocacy and key events that shaped their involvement. They elaborate on their roles within HRE USA and contributions to the Human Rights Education Now! podcast. The conversation covers the design process for the podcast's logo, the selection of its theme music, and logistical consideration i.e. interview release forms, ownership rights, licensing, and copyright concerns. Episode concludes with final reflections.Topics Discussed:Development of human rights education and its growthPersonal journeys into human rights and human rights educationKey events influencing their advocacy workTeam roles and podcast productionLogo design and theme music selectionLegal considerationsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Candace and Jean-Sébastien emphasize the importance of engaging young people in human rights work by connecting activism to historical and disciplinary knowledge. They discuss how educators must integrate a human rights perspective into their teaching, fostering self-reflection and transformative learning beyond facts to include attitudes, skills, and behaviors. The conversation highlights the challenges of decolonizing education, advocating for the inclusion of colonization studies in curricula and fostering a sense of global community beyond national identities. They highlight the importance of "togethering" — uniting people across borders to build a more inclusive human rights movement. Addressing rising authoritarianism, Equitas is working on projects to create safe spaces for activists and provide training to counter oppression. Influential human rights defenders and theorists inspire their work, including Janusz Korczak, Aly Sanou, and Charlot Jeudy. Ultimately, they advocate for embedding human rights education more deeply into Canadian policies and curricula.Topics Discussed:Engaging Youth in Human Rights: Link activism with historical and disciplinary knowledge, like climate change and scientific literacy.Human Rights Education (HRE) for Teachers: Emphasize universality, self-reflection, and continuous learning beyond knowledge.Decolonizing Education: Address knowledge gaps, incorporate colonization studies, and promote global unity.Building Inclusive Movements: Move from exclusion-based to inclusion-based discourse; let local communities lead.HRE and Cosmopolitanism: Promote global citizenship rooted in respect for human rights.Countering Authoritarianism: Develop safe spaces for activists and training programs to combat oppression.Influential Role Models: Jean-Sébastien is inspired by global human rights defenders; Candace by child rights theorist Janusz Korczak.Inspirational Quotes: Candace values optimism in education, while Jean-Sébastien highlights human rights as an interconnected whole.Future of HRE in Canada: Advocate for implementing the World Programme for Human Rights Education.Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Dr. Candace H. Blake-Amarante is the Knowledge Manager at Equitas, where she creates and shares knowledge on human rights education. An author, she focuses on children's rights and incorporates the voices of children with chronic illnesses in her works, including The Dream Machine and You, Me and Victor Hugo! She holds a Ph.D. in political science from Columbia University. Jean-Sébastien Vallée is the Director of Education and Communications at Equitas, with 20 years of experience in education and human rights. He has developed educational tools and facilitated training programs worldwide. Formerly a human rights educator at the Québec Human Rights Commission, he holds a Master's in Second-Language Education from McGill University.Candace and Jean-Sébastien were drawn to human rights through their professional experiences—Candace via her doctoral research and storytelling, and Jean-Sébastien through his work in language education. Their current roles at Equitas emphasize practical, collaborative approaches, including creating dialogue spaces and survivor-centered initiatives. They address challenges in engaging public institutions, supporting Indigenous rights, and implementing the Truth and Reconciliation Commission's recommendations. Equitas is actively working to decolonize its policies by incorporating non-Western perspectives, challenging mainstream narratives, and fostering equitable knowledge-sharing through projects like "Power of Equality."Topics Discussed:Origins of Interest in Human Rights: Candace's passion grew through research and storytelling; Jean-Sébastien was driven by supporting marginalized communities.Influence of Prior Work: Candace uses storytelling to make human rights accessible; Jean-Sébastien applies his language education experience to HRE.Equitas' Strategies: Works globally with local partners, facilitates dialogue, and creates survivor-centered approaches.Challenges in Implementation: Preparing participants for sharing experiences, engaging institutions like law enforcement, and supporting gender-based violence survivors.Indigenous Rights & Reconciliation: Recognizing Indigenous land and advancing Truth and Reconciliation Commission recommendations.Decolonizing Equitas' Work: Collaborating globally to reshape education programs, confront biases, and integrate non-Western perspectives.Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 49, the Edmonds Fellows discuss their work and vision for advancing human rights education (HRE) in the U.S., reflecting on obstacles such as funding shortfalls, information silos, and cost-driven approaches that fail to prioritize civic responsibilities. They emphasize the importance of countering misinformation and the weaponization of human rights through the use of accurate, informed language. The conversation explores strategies to empower youth, including integrating HRE across K-12 curricula, expanding teacher training, and fostering leadership through youth-adult mentorships and partnerships with community organizations. The fellows underscore the need to connect local and global perspectives on human rights, engaging young people as both learners and advocates. They also share how figures like Samantha Power, Ruth Bader Ginsburg, and Malala Yousafzai have influenced their work, drawing inspiration from quotes by leaders such as Martin Luther King Jr. and Nelson Mandela. Looking ahead, they highlight initiatives aimed at strengthening mentorship programs, expanding outreach to underserved areas, and creating more leadership opportunities to support the next generation of human rights advocates.Topics discussed:Obstacles to advancing HRE, including funding shortfalls and information silos.Countering misinformation and weaponization of human rights with accurate language.Empowering youth through K-12 integration and teacher training.Fostering leadership via youth mentorships and community partnerships.Influential figures shaping their work, including Samantha Power and Malala Yousafzai.Future initiatives to expand mentorships, outreach, and youth leadership opportunities.Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

The HRE USA Edmonds Fellows are emerging leaders dedicated to advancing human rights education through impactful projects, mentorship, and advocacy across diverse communities. This podcast episode features: Kara Anderson, Areianaz (Ara) Eghbali, Hallie McRae, Carly Sandstrom, and Emma Tolliver. Visit our HREUSA website to read their full bios. In Episode 48, the HRE USA Edmonds Fellows share their journeys into human rights and human rights education, reflecting on the early experiences that sparked their passion for social justice. They discuss the mixed evidence of human rights being studied in K-12 education and their initial involvement with both human rights education and the Edmonds Fellows Program. The conversation delves into the impactful projects they have undertaken through the fellowship, ranging from children’s rights advocacy to initiatives designed to strengthen connections between various human rights programs. The fellows also highlight how their related experiences in activism and education have influenced and deepened their work within the program. Closing with reflections on the importance of fostering leadership and collaboration across human rights initiatives, this episode emphasizes the vital role of mentorship, youth engagement, and education in advancing human rights advocacy.Topics discussed:Early experiences that sparked interest in human rights and social justice.Mixed evidence of human rights being studied in K-12 education.Initial involvement with human rights education and the Edmonds Fellows Program.Projects undertaken through the fellowship, including children’s rights advocacy and strengthening connections across human rights programs.The influence of activism and educational experiences on their fellowship work.The importance of fostering leadership and collaboration in human rights initiatives.Mentorship, youth engagement, and education as key strategies for advancing human rights advocacy.Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 47, Dr. Kristi Rudelius-Palmer reflects on her work in human rights education (HRE), beginning with her learnings from Indigenous activist educators and communities along with the importance of integrating the International Indian Treaty Council initiatives, the Declaration on the Rights of Indigenous Peoples, and the American Indian Movement into educational frameworks. She discusses efforts to create spaces for learning about Indigenous cultures while addressing public misconceptions about Indigenous history, such as reinterpreting Columbus’s legacy to challenge flawed historical narratives. Kristi emphasizes the connection between HRE and social justice, advocating for collective human rights experiences and respecting diverse perspectives. She stresses the need for action against injustice, encouraging a shift from guilt to responsibility, drawing on LeVar Burton’s work to explore intersectional identities. Kristi also explores the application of HRE in addressing children's rights, highlighting the UN Convention on the Rights of the Child and initiatives like child-friendly cities and the “Raising Children with Rights and Responsibilities” curriculum. Her work emphasizes youth involvement in securing their rights through platforms like the HRE USA Training As Action Series. Kristi discusses the rise of authoritarianism and the importance of educational standards from an HRE perspective, alongside advocating for youth engagement in democracy. Inspired by role models such as Harriet Tubman, Martin Luther King Jr., and Eleanor Roosevelt, Kristi underscores the importance of storytelling in advancing human rights education. She concludes with a recommended strategy for advancing HRE in the U.S., proposing a nationwide human rights scavenger hunt to connect communities with the principles of the UDHR and create spaces where human rights can flourish.Topics discussed:HRE with Indigenous communities and cultural learning spacesAddressing misconceptions of Indigenous historyHRE's role in social justice and challenging injusticesChild rights and the UN Convention on the Rights of the ChildDemocracy and the rise of authoritarianismInfluence of figures like Harriet Tubman and MLK Jr.Strategy for advancing HRE in the U.S. through community engagementFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Note: due to character limitations, details below are abbreviated. Visit HREUSA Podcast page for full version.Kristi Rudelius-Palmer, Ph.D., is a distinguished human rights learning consultant, strategy advisor, and director for Human Rights Educators USA (HREUSA). As a Fulbright Specialist (2023-2026), she collaborated with the University of Iceland’s School of Education to launch its first course on human rights and ecological well-being. Kristi co-founded the International Association for Human Rights Education and the University and College Consortium for Human Rights Education and serves on the executive committee of Minneapolis’ Child Friendly City initiative, recognized by UNICEF USA.In Episode 46, Dr. Kristi Rudelius-Palmer reflects on the origins of her passion for human rights and human rights education (HRE), tracing it back to her junior year in Europe, where she developed an interest in anti-racist/anti-apartheid activism and founded an Amnesty International (AI) chapter. She highlights the influence of her family, particularly lessons from Holocaust history and caring for others. Kristi discusses her tenure at the University of Minnesota Human Rights Center, where mentorship by Dr. David Weissbrodt deepened her understanding of institution-building and networking in HRE. She emphasizes initiatives like the development of the World Programme for Human Rights Education, and creating an online library of UDHR and HRE materials. Kristi shares insights from global HRE leaders, focusing on training for educators and intergenerational storytelling in advancing HRE. She discusses her leadership at HRE USA, highlighting priorities i.e. fostering youth leadership, sustaining relationships during challenging times, and leveraging podcasts and journals to expand HRE globally.Topics discussed:Anti-racist/anti-apartheid activism; founding an AI chapter.Family influence and lessons from Holocaust history.Mentorship by Dr. David Weissbrodt on institution-building and networking.World Programme for Human Rights Education and UDHR library.Global collaborations on educator training and HRE practices.Leadership at HRE USA, focusing on youth leadership and storytelling.Podcasting and scholarly journals for expanding HRE impact.Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 45, Susan Katz discusses her work in human rights education (HRE), including her published volume Bringing Human Rights Education to U.S. Classrooms, which focuses on integrating HRE across curricula. She explores the connection between HRE and social justice, critiquing U.S. exceptionalism and advocating for a human rights framework to address issues like police brutality and the failure to ratify the Convention on the Rights of the Child (CRC). Susan emphasizes the importance of using HRE to confront authoritarianism, empower critical perspectives, and promote joy as resistance. She draws inspiration from figures like Ericka Huggins and Olga Talamonte, highlighting the power of personal narratives in challenging oppression. Susan also calls for mandating HRE in K-12 education and supporting teachers in its implementation. Topics discussed: ● Published work on integrating human rights education across the curriculum.    ● Connection between human rights education (HRE) and social justice, addressing U.S. exceptionalism. ● Using HRE to address children’s rights and poverty, with emphasis on the CRC ratification. ● HRE’s role in confronting authoritarianism and empowering critical perspectives.● Inspiration from Ericka Huggins and Olga Talamonte on the power of personal narratives. ● Recommendation to mandate HRE in K-12 curricula and support teachers in its implementation. Full topic listing available for PDF download HERE. Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Susan Roberta Katz is Professor Emerita of International & Multicultural Education at the University of San Francisco, where she taught for 27 years and co-founded the graduate program in Human Rights Education in 2008. A former San Francisco public middle school teacher, she received her Ph.D. in Education in Language & Literacy at the UC Berkeley Graduate School of Education. Since 2010, she has participated in collaborative research and educational projects with Indigenous communities in both Ecuador and Colombia. Her co-edited book, Bringing Human Rights Education to U.S. Classrooms: Exemplary Models from Elementary Grades through University, was published by Palgrave McMillan in Spring 2015. In Episode 44, Susan Katz reflects on the origins of her interest in human rights, shaped by the Anti-Vietnam War and civil rights movements, as well as the Black Panther Party and the National Student Strike. She highlights her involvement in the East Oakland Revitalization project, working with students and community groups, and her focus on multicultural teacher training in San Francisco. Susan emphasizes the role of pride and self-esteem in her teaching, particularly with new and immigrant students. Her oral history project on civil wars ties into her academic work and teaching at the University of San Francisco. She also discusses the importance of personal narratives in human rights education and her collaboration with the Voice of Witness project. Susan shares her experiences working with Indigenous Peoples, particularly in Ecuador and Colombia, and her commitment to addressing collective rights, language retention, and cultural sustainability. This led to her development of a human rights education program at the University of San Francisco, which evolved from a field concentration into a master's program. She touches on the challenge of involving public school teachers in higher education and the silo effect in academia, concluding with remarks on the significance of human rights education in fostering broader understanding and action. Topics discussed: ● Influence of the Anti-Vietnam War and civil rights movements on human rights interest. ● Involvement in East Oakland Revitalization and multicultural teacher training.● Focus on pride and self-esteem in teaching immigrant students.● Importance of personal narratives in human rights education. ● Work with indigenous peoples on collective rights and cultural sustainability. ● Development of Human Rights Education program at University of San Francisco. Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 43, Dr. Hugh Starkey discusses the crucial role of school leaders in promoting human rights education (HRE) despite facing political constraints. He explores the connections between social justice, global citizenship, and HRE, highlighting the influence of Malcolm X on advocacy efforts. Hugh emphasizes the importance of building a culture of human rights both locally and globally, positioning social justice as a core aim achieved through HRE initiatives. He addresses the rights of migrants and the dehumanization strategies employed against them, recommending Council of Europe resources for educators. Hugh then argues that expanding knowledge about human rights is vital in countering authoritarianism and stresses the importance of popular education and community involvement in advancing these efforts. He reflects on influential figures like John Dewey, René Cassin, and Eleanor Roosevelt, citing a key quote from the Preamble to the Universal Declaration of Human Rights that encapsulates essential principles. Lastly, Hugh advocates for integrating human rights education into teacher training programs and underscores the necessity for government action in the United Kingdom to ensure educators are well-prepared to teach HRE in their classrooms.Topics discussed:School leaders' role in human rights educationSocial justice and global citizenship connectionsMalcolm X's influence on human rightsBuilding a culture of human rightsMigrant rights in human rights educationDehumanization tactics against migrantsKnowledge expansion on human rights and authoritarianismPopular education and community organizations' roleHuman rights education in UK teacher training programsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Note: due to character limitations, bio and episode details are an abbreviated version. Visit the HREUSA Podcast page for the full version HERE.Dr. Hugh Starkey is an Emeritus Professor of Citizenship and Human Rights Education at IOE, UCL’s Faculty of Education and Society. His research focuses on education for democratic citizenship and human rights education (EDC/HRE) from an intercultural perspective. From 2019 to 2024, he co-convened the World Educational Research Association’s International Research Network on Human Rights Education, which evolved into the International Association for Human Rights Education. His latest book, co-authored with Lee Jerome, is Children's Rights Education in Diverse Classrooms: Pedagogy, Principles and Practice (2021). In Episode 42, Dr. Hugh Starkey discusses the origins of his interest in human rights and human rights education, highlighting his transformative experiences working in Algeria. He describes how the World Studies curriculum and pedagogy influenced his approach, along with his work with the Council of Europe, which deepened his awareness of human rights issues. Hugh connects his background in language and intercultural education to human rights education, emphasizing the importance of integrating controversial issues within language education to enable democratic participation among learners. He then explores the relationships between nationalism and cosmopolitanism, arguing that cosmopolitanism can coexist with patriotism while addressing the challenges of nationalism in undermining universal human rights claims. Hugh advocates for incorporating human rights within multicultural education, envisioning a reimagined nation as a multicultural entity that confronts the legacy of colonialism. He outlines steps for enhancing children's rights, discussing the significance of participation rights in the UN Convention on the Rights of the Child (CRC). Topics discussed:Transformative experiences from working in AlgeriaInfluence of the World Studies curriculum and pedagogyIncreased awareness of human rights through work with the Council of EuropeConnections between language education and human rights issuesImportance of democratic focus in enabling learners to speakRole of global citizenship education in promoting human rightsThe relationship between nationalism and cosmopolitanismIncorporation of  human rights in multicultural education and children's rights initiativesFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 41, Sam Totten discusses the Genocide Studies Program in Rwanda and the challenges of implementing a masters curriculum. Sam then describes revisionist history, the Rwandan genocide, and issues-centered curriculum and human rights education. Next, Sam shares his thoughts on censorship issues in the United States, and his concerns about curriculum restrictions in K-12 and higher education. Sam analyzes issues around book banning and attacks on teachers, as well as self-censorship by educators. Sam then highlights his role models in human rights education (HRE) and key quotes which epitomize his views on HRE. Lastly, Sam concludes with his recommendation for advancing HRE in the United States, along with his concerns about the implications of Project 2025 if Donald Trump is re-elected and the importance of educators resisting censorship.Topics discussed:Genocide Studies Program in Rwanada and challenges of implementing curriculum Revisionist history and the Rwandan genocide Issues-centered curriculum and human rights educationCensorship in the United StatesConcerns about curriculum restrictions in K-12 and higher educationBook banning and attacks on teachersSelf-censorship of educators Role models in human rights education and key quotesRecommendations for advancing human rights education in the United StatesFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Note: due to character limitations, bio and episode details are an abbreviated version.Sam Totten is professor emeritus at the University of Arkansas, Fayetteville. His areas of research are: crimes against humanity and genocide in Sudan; the current war in Ukraine; the impact of genocide on the individual and the local community; the intervention and prevention of genocide; and the denial of genocide. Sam has served as an investigator with the U.S. State Department’s Atrocities Documentation Project, and as a Fulbright Scholar at the Centre for Conflict Management at the National University of Rwanda. His publications include: We Cannot Forget: Interviews with Survivors of the 1994 Genocide in Rwanda; Genocide by Attrition: Nuba Mountains, Sudan. Visit our HREUSA podcast website HERE to read Sam's publications. In Episode 40, Sam Totten discusses the origins of his interest in human rights issues, as well as his transition into human rights education. Sam then describes his publications on HRE, along with his work with the U.S. Holocaust Memorial Council/Museum and the Guidelines for Teaching about the Holocaust. Next, Sam shares his engagement with high school Amnesty International Chapters, before briefly touching on the fall of Communism and the opening of the U.S. Holocaust Memorial Museum. Sam examines the evolution of the field of genocide studies, debates about definitions of genocide, and the growth of journals and electronic media sites in genocide studies. Sam expands on his work as an a scholar-activist, including his investigative work in Darfur with refugees and humanitarian work in the Nuba Mountains in Sudan. Topics discussed:Origins of his interest in human rights and human rights educationPublished works in the HRE spaceWork with the Holocaust Memorial Council/Museum Guidelines for Teaching about the Holocaust Engagement with High School Amnesty International ChaptersFall of Communism and opening of the U.S. Holocaust Memorial Museum Evolution of the field of Genocide StudiesDebates about definitions of “genocide” Work as a scholar-activistInvestigative work in Darfur and in the Nuba Mountains in SudanFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 39, Dr. Elana Haviv analyzes the relationship between HRE and social justice. She then critiques the Universal Declaration of Human Rights (UDHR) and ideas around refashioning the UDHR for contemporary populations. Next, Elana shares her thoughts on classroom lessons as a way to provide opportunities for activism and her views on Generation Human Rights as a politically neutral organization. She elaborates on challenges to academic freedom in schools and the importance of supporting teachers. Elana provides her insights on the hurdles of disinformation intensified by artificial intelligence along with the rise of authoritarianism and HRE’s response. Then, Elana discusses the importance of building stronger communities and networks through sharing information. Elana closes this episode by sharing inspiring role models for her human rights education work and a significant quote along with her recommendation for advancing HRE in the USA.Topics discussed:Relationship between human rights education (HRE) and social justice Critiques of the UDHRRefashioning UDHR for contemporary populationsClassroom lessons as activismGeneration Human Rights as politically neutralChallenges to academic freedomChallenges of disinformation intensified via artificial intelligence Rise of authoritarianismBuilding stronger communities through sharing informationRole models & important quoteIdea for advancing HRE in the USAFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Elana Haviv, Ph.D. is the founder and Executive Director of Generation Human Rights, Inc. She has designed and implemented human rights-based curriculum projects for schools across the United States and Europe as well as in refugee camp settings,and humanitarian emergencies worldwide. Her independent consulting work includes writing for UNESCO on practical advice for teachers managing constructive classroom discussions on violent extremism and antisemitism. Elana is an Oral History Fellow at Columbia University and holds a Ph.D. from Antioch University.In Episode 38, Dr. Elana Haviv shares her origins of interest in human rights and human rights education. Next, she discusses the emergence of HRE as an important field of study and the impact of the 9/11 attacks on redefining her work in human rights education. Elana then highlights her work through Generation Human Rights in Bosnia, as well as her collaboration with her brother, human rights photographer Ron Haviv. She underlines the challenges faced when creating youth-oriented projects, including the Millennium Villages Classroom Program and Traveling Exhibit project. She closes this episode describing the development of multimedia curricula for various U.S. states and the significance of modifying language to help local educators embrace human rights education.Topics discussed:Origins of interest in human rights and human rights educationEmergence of HRE as important field of studyImpact of 9/11 on human rights workGeneration Human Rights work in BosniaWork with photographer, Ron Haviv Challenges when creating youth-oriented projectsMillennium Villages Classroom ProgramTraveling Exhibit ProjectDevelopment of multimedia curricula Significance of modifying language for local educators Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 37, Glenn Mitoma discusses the relationships between HRE and social justice, as well as his thoughts on social justice as a dynamic force advancing human rights in the pursuit of justice. Next, he shares his thoughts on the Indigenous rights movement as a force for collective rights. Glenn also describes the use of CRC as a pathway to support childrens’ rights, including ideas for engaging youth voices in decision making about education. He then elaborates on HRE and the challenge of authoritarianism and confronting leaders and others who reject universal human rights. Later, he shares his views on education as a force for human rights, and the significance of mobilizing the broader public in defense of human rights and education writ large. Glenn then underlines the importance of building alliances between HRE and educators from K-university as a way to challenge inequality and support academic freedom. He shares his role models who inspired his HRE work, such as Miles Horton and Hannah Arendt. He recommends advancing HRE in the U.S. by establishing a national truth commission regarding human rights violations and genocide against Indigenous Peoples along with constructing a new historical memory through an open, democratic forum, citing the California Reparations Task Force as an example. Topics discussed:Relationship between HRE and social justice Social justice as dynamic force for advancing human rightsIndigenous rights movement as force for collective rightsCRC as pathway to support childrens’ rights Engaging youth voices in decision making about educationChallenges of authoritarianism Confronting leaders who reject universal human rights Views on education as force for human rights Mobilizing the broader public in defense of human rights Alliances between university and K-12 educators to support academic freedomRole models and recommendations for advancing HRE in the U.S.Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Glenn Mitoma is a Lecturer in the Discipline of Human Rights and Director of Undergraduate Studies at the Institute for the Study of Human Rights, Columbia University.  His research and teaching focus on the history of human rights and human rights education, with current projects on the mid-20th century history of human rights education. He served on the Connecticut State Advisory Committee on Genocide and Holocaust Education, the Executive Committee for Human Rights Educators USA, and was a founding member of the Connecticut Human Rights Partnership and the University and College Consortium for Human Rights Education. (Publications)In Episode 36, Glenn Mitoma shares the origins of his interest in human rights and human rights education (HRE) and his work at the University of Connecticut. He describes partnership programs between the university and K-12 education and professional development programs in HRE for K-12 educators and their students. Glenn discusses challenges in forging partnerships within a university setting and hurdles and opportunities for HRE at Columbia University and other higher education institutions, and his thoughts on the creation of the University and College Consortium for HRE. Glenn highlights what he sees as a growing interest among  students in programs that advance justice and the barriers constraining non-traditional programs in HRE. Glenn explains the relationships between higher education and popular education in HRE, in addition to popular and community education connections to transformative HRE. Glenn examines the connections between HRE and active K-12 citizenship education and ideas around revisiting history education and the concept of shared memory using an HRE lens. Glenn shares views on U.S. history as part of a global, transnational process and efforts at censoring history and social studies instruction.Topics discussed:Origins of interests in human rights & human rights educationWork at the University of ConnecticutPartnership programs between university & K-12 programsProfessional development programs in HRE for K-12 educatorsChallenges in forging partnerships in a university setting Hurdles & opportunities for HRE at Columbia University & other institutionsCreation of the University & College College Consortium for HREGrowing interest among students in social justice programsRelationship between HRE & K-12 citizenship education Revisiting history education via shared memory using HRE lensFull topic listing available for PDF download Listen at HREUSA podcast websitIntroduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 35, Karen Robinson describes her spiritual grounding, as well as the impact and influence of great thinkers like Khalil Gibran. Next, she discusses the current challenges facing academic freedom and intellectual safety in education, and the connection between human rights and sports. Lastly, Karen shares her most influential role model on her journey in human rights, as well as one critical change she would like to see happen to advance HRE.Topics discussed:Spiritual grounding Khalil GibranChallenges facing academic freedom and intellectual safety in educationConnection between human rights and sportsInfluential role models and inspiring quotesOne critical change which would progress the HRE movement forward Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 34, Karen Robinson continues her discussion regarding the Man Up Campaign, as well as the Speak Truth to Power Program at Robert F. Kennedy Human Rights. She talks about the RFKHR annual video contest, as well as the theater program. Karen goes on to highlight the importance of sharing stories and raising awareness about human rights issues, particularly for marginalized communities. She also touches on the intersections of human rights with other fields such as science and math, and the potential for human rights to be incorporated into any area of education, and emphasizes the importance of maintaining hope and solidarity in the face of persistent violence and injustice.Topics discussed:Man Up CampaignSpeak Truth To Power Program at RFKHRRFKHR Annual Video ContestRFKHR Theater programmingImportance of sharing stories and raising awareness around human rights issuesIntersection of human rights with other subject areas Importance of maintaining solidarity and hope in the face of persistent injustice Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Karen Robinson has over 35 years of experience in human rights, human rights education, community and youth development, and community organizing. Karen started her career at American University where she helped start the Center for Volunteerism and Community Service. Later, Karen moved to Amnesty International, USA where she served as the Mid-Atlantic Regional Deputy Director and Director of the Human Rights Education program. In that capacity, she served six years as the Chair of the International Human Rights Education Coordinating Committee for Amnesty International globally. As the Director of Human Rights Education at Robert F. Kennedy Human Rights (RFKHR), she led the creation of the  Speak Truth To Power Human Rights Education program. Working with local partners, she has helped start HRE programs in South Africa, Bosnia and Herzegovina, Spain, Mexico, Canada, Greece and numerous schools across the U.S. In Episode 33, Karen Robinson discusses her journey into human rights education; her early career work at the Close Up Foundation, American University, and Amnesty International; challenges and successes of the human rights education movement; her time at the Man Up Campaign; and her Directorship at RFKHR, where she developed and currently runs the Speak Truth to Power Program.Topics discussed:Origins of interest and work in human rights education Work at the Close Up FoundationTime at American UniversityWork with Amnesty International Challenges and Successes of the human rights education movement in the USTime at the Man Up CampaignDirectorship at RFKHRSpeak Truth To Power programFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 32, Dr. Alex Red Corn discusses leadership programs in Indian education in the Western US and the need for such programs in states east of the Mississippi. Next, he expands on the lack of knowledge among the public about federally recognized tribes. Alex then describes conflicts emerging from ignorance of tribal sovereignty, and the role of treaties between tribes and the US government when addressing Indian rights. He goes on to explain connections between Indian rights in the US and Indigenous Peoples across the globe, including collaborations across boundaries in the field of Indigenous studies. Alex then discusses the Maori work in education, and the continuing impact of colonialism on Indigenous Peoples. Next, he discusses the importance of strategic decision making by Indigenous Peoples to combat oppression and sustain native resistance. Alex emphasizes the power of education to address human rights abuses against Indigenous tribes and Indigenous Peoples. He then shares how critical thinking about federal policies is essential. Alex concludes by describing influential role models and key quotes he is inspired by.Topics discussed:Leadership programs in Indigenous educationLack of knowledge among public about federally recognized tribesConflicts emerging from ignorance of tribal sovereigntyRole of treaties between tribes and US governmentConnections between Indian rights in US and Indigenous Peoples across globeCollaborations in the field of Indigenous studiesMaori work in educationContinuing impact of colonialism on Indigenous PeoplesImportance of strategic decision making by Indigenous Peoples to sustain native resistancePower of education to address human rights abuses against Indian tribesFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Note: due to character limitations, bio and episode details are an abbreviated version. Visit the HREUSA Podcast page for the full version HERE.Dr. Alex Red Corn is a citizen of the Osage Nation in what is now Oklahoma. He is an Associate Professor of Educational Leadership at Kansas State University (K-State) and will soon serve as Director and Associate Professor of Indigenous Studies and Associate Vice Chancellor for Tribal Relations at the University of Kansas.  He is Executive Director of the Kansas Association for Native American Education (KANAE), and the Chair of the new Kansas Advisory Council for Indigenous Education (KACIE). In Episode 31, Dr. Alex Red Corn shares his origins of interest in human rights and human rights education, as well as his evolution from being a social studies teacher to a human rights educator and expert on Indigenous education. He discusses the challenges of helping others learn about American Indian cultures and history. He shares his thoughts on engaging with educational systems to improve understanding of Native cultures and society. He addresses problems with existing social studies standards and stereotypical presentations of Indian life and the importance of examining Indigenous issues within a human rights framework. He emphasizes the study of American Indian cultures and society as a political issue, and the importance of studying the history and culture of specific Native tribes to counter the dominant assimilationist approach to education of American Indian children.  He highlights sovereignty, collaboration, and co-governance in reforming educational systems through a problem-solving approach, and strategies for Indigenous students and academics to navigate the higher education system linked to settler colonialism. Topics discussed (abbreviated):Challenges of teaching about Indian cultures and historiesProblems with existing social studies standards and presentations of Indian lifeImportance of examining Indian issues through a human rights frameworkThe study of Indian cultures and society as political, not merely racial/ethnicCountering dominant assimilation approach to education of Indigenous childrenImportance of partnerships between Indigenous nations / state and local education Sovereignty and co-governance in reforming education systems Strategies for Indian students and faculty in navigating higher educationCode-switching and navigating non-tribal systemsFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 30, Lina Lenberg discusses bridging the gap between Holocaust/genocide studies and human rights education, and the importance of addressing genocide as embodying many human rights violations. Next, she shares her ideas around the conceptualizing links between HRE and social justice. Next, Lina explains how it requires a concerted and consistent effort to create the conditions to envision and develop a just world, and how a universal ethos of care is needed. Then, she discusses deploying HRE to address human rights violations against children in the USA, and the importance of recognizing threats to the rights of children and encouraging activism. Then, Lina discusses advancing HRE in an environment of rising authoritarianism, and the importance of incorporating HRE within teacher preparation and professional development programs. Next, she shares how she finds strength in networks like HRE where there is a collective of individuals focused on social change, and the critical importance of making HRE an institutional priority in educational policy-making. Lastly, Lina shares that Monisha Bajaj is her most significant role model for HRE, as well as the work of bell hooks. Then, she shares an influential quote and a recommendation for the HRE movement. Topics discussed:Bridging the gap between Holocaust/genocide studiesImportance of addressing genocide as many human rights violationsLinks between HRE and social justiceImportance of concerted and consistent effort to create the conditions to envision and develop a just worldUniversal ethos of careDeploying HRE to address human rights violations against childrenAdvancing HRE in an environment of rising authoritarianismImportance of incorporating HRE within teacher preparationInfluential role models and significant quotesRecommendation for HRE movement Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Note: due to character limitations, bio and episode details are an abbreviated version. Visit the HREUSA Podcast page for the full version HERE.Dr. Lina Lenberg has been an educator for 20+ years. Lina  works as a middle school classroom teacher and a part-time professor in the  International and Multicultural Education Department at the University of San  Francisco (USF). Lina serves on the editorial board for the International Journal of  Human Rights Education. Her latest project is the Uyghur Genocide Online Resource Center. In Episode 29, Lina Lenberg shares her origins of interest in human rights and human rights education, and how she sees herself as an educator/activist. She shares the influences of her family’s exile experience on her HRE work, and the importance of identifying and confronting biases and celebrating universal human attributes. Next, Lina discusses how she integrates HRE curricula and pedagogy into her daily teaching, and about the formation of a human rights club and developing volunteer opportunities for students. Lina discusses how she helps teachers include HRE content and strategies in their daily practice, and seeks to center the voices of marginalized groups in her daily teaching. She discusses her work with graduate students in HRE at USF. She explains her doctoral study work of the Uighur genocide, and her public advocacy work on behalf of the Uighur community. She explains how little has been done to hold China accountable for their genocidal policies against Uighur communities, and her work at the International Journal of Human Rights Education. Topics discussed:Origins of interest in human rights and human rights educationInfluences of her family’s exile experience on her HRE workImportance of identifying and confronting biasesCelebrating universal human attributesIntegration of HRE curricula / pedagogy into daily teachingFormation of human rights club and developing volunteer opportunities for studentsHelping teachers Include HRE content and strategies in daily practiceWork with graduate students in HRE at University of San FranciscoDoctoral study work of the Uighur genocideWork at the International Journal of Human Rights EducationFull topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 28, Maria Hantzopoulos discusses her work with non-governmental organizations, as well as her work in designing curriculum, which deals with human rights. Maria then shares what she views are challenges to mainstream narratives in global history, and the idea of curriculum interventions as contested spaces. She emphasizes the intersections of HRE and peace education, as well as the challenges of meeting students who have skill deficits. Next, Maria talks about the relationships between HRE and social justice and the development of a critical consciousness, as well as the heightened emphasis on decolonial education. Maria then describes the importance of using human rights language and concepts when addressing social change movements in the US, along with highlighting the Universal Declaration of Human Rights (UDHR) as a tool with young people. Maria shares influential role models for her work in human rights education and a significant quote, which guides her work in HRE.Topics discussed:Work with non-governmental organizationsWork designing human rights curriculum Challenges to mainstream narratives in global history Curriculum interventions as contested spacesIntersections of HRE and peace education Challenges in meeting students’ needs who have skill deficits Relationship between HRE and social justice Development of critical consciousnessHeightened emphasis on decolonial educationImportance of using human rights language and concepts in social change movementsUDHR as tool to use with young peopleInfluential role model and significant quote  Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

Maria Hantzopoulos earned her B.A. from Boston University in History, her M.A. in Social Studies Education from Teachers College, Columbia University and her doctorate at Teachers College in International Educational Development. Her work broadly considers how educational processes structure inequity in their contexts and beyond. Her research interests include school culture and climate, project-based assessment, peace and human rights education, migration and education, and social studies curricula. She is the author of the book Restoring Dignity: Human Rights in Action (Teachers College Press, 2016).   In Episode 27, Maria Hantzopoulos discusses her origins of interest in human rights and human rights education, as well as her entry into public school teaching and her advocacy of social justice pedagogy. She then shares her practices of HRE and peace education in her teaching, and the importance of critiquing mainstream narratives. Next, Maria discusses her involvement in the doctoral program at Teachers College, Columbia University, and the importance of Paolo Freire’s work on critical consciousness. Maria then goes on to describe what she views are the challenges of educating teachers to act as transformative agents of change. Lastly, Maria explains Henry Giroux’s concept of schools as contested spaces.Topics discussed:Origins of interest in human rights and human rights educationEntry into public school teaching Advocacy of social justice pedagogy Practice of HRE and peace education in teachingImportance of critiquing mainstream narrativesInvolvement in doctoral program at Teachers College, Columbia UniversityPaolo Freire’s work on critical consciousnessChallenges of educating teachers as transformative agents  Henry Grioux’s concept of schools as contested spaces Full topic listing available for PDF download HERE.Listen on our HREUSA podcast website HERE. Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/ 

In Episode 26, Audrey Osler shares her thoughts on the impediments to implementing HRE in the USA. She then explains the importance of recognizing children as citizens and the Convention of the Rights of the Child. Audrey then examines the lack of public dialogue in the US around human rights. Next, she discusses how educating journalists about human rights is critical, and how there is a lack of focus on human rights in dealing with domestic policy issues in the USA. Audrey offers a comparison to Norway and its human rights image, including an analysis of Norwegian exceptionalism with regards to human rights, as compared to the UK. Audrey then describes how education can act as a counter-socializing force and challenge notions of exceptionalism, and the need for international perspective and curriculum to challenge nationalistic education through advancing human rights education (HRE), while sustaining a love for one’s nation and still recognizing one’s common humanity. Next, she shares her sentiments and concerns regarding the rise of authoritarianism, and the importance of examining underlying causes and revisiting definitions of power and democracy. She elaborates on confronting the rise of dictatorial tendencies in political parties, and identifies our fascination with personality and spectacle as problematic. Audrey then discusses how her mother was her most Influential role model in challenging injustice, and how an important recommendation to advancing HRE would be for all governments to abide by their international commitments to human rights norms and treaties.   Topics discussed:Impediments to implementing HRE in USAImportance of recognizing children as citizensConvention of the Rights of the ChildDeficient public dialogue around human rights in USAEducation of journalists about human rights Human rights and domestic policyExceptionalism in Norway, UK, and USA Rise of authoritarianism, need to reexamine democracy and power  Fascination with personality and spectacle as problematic Full topic listing available for PDF download HERE.Listen on the HREUSA podcast website HERE.Introduction and Closing Music Credit:  “Awakening-Spring” by Ketsa, from the Album Night Vision.  Available at the Free Music Archive:  https://freemusicarchive.org/music/Ketsa/night-vision/awakening-spring/This music is used in accordance with this Creative Commons License: Attribution-NonCommercial-NoDerivatives 4.0 International License. Information about that license is available here  https://creativecommons.org/licenses/by-nc-nd/4.0/Human Rights Education Now! is produced and distributed in accordance with Creative Commons license CC BY-NC-ND 4.0 DEED, Attribution-NonCommercial-NoDerivs 4.0 International.  Information about this license is available here:  https://creativecommons.org/licenses/by-nc-nd/4.0/