Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools

• Published in: Human Rights Education Review
• Main Author: Sue Gollifer
• Format: Article in Journal/Newspaper
• Language: English
• Published: OsloMet — Oslo Metropolitan University 2022
• Subjects: Sociology (General); HM401-1281; Iceland
• Online Access: https://doi.org/10.7577/hrer.4981; https://doaj.org/article/09e07759a2f5458cbe0ab87f526f1008

Transformative human rights education (HRE) implies a pedagogic intention to generate human rights cultures, protecting against and preventing human rights violations. This article draws on Freirean critical pedagogy to define transformative HRE as requiring four pedagogical principles: an explicit pedagogic intention; critical engagement on purposes of education; a critical holistic approach; and cosmopolitan perspectives. A thematic analysis of ten upper secondary school teachers’ narratives on working with human rights in Iceland reveals reliance on tacit rather than explicit pedagogical intentions, a lack of critical engagement on purposes of education, and limited opportunities to develop human rights and HRE knowledge, inhibiting a critical holistic approach and cosmopolitan perspectives. However, the narratives offer content and contexts that provide possibilities to develop the four pedagogical principles required for transformative HRE through processes of critical relational dialogue. This paper raises questions of significance for teacher education in Iceland and internationally.