Human Rights Education Review is an award-winning journal that publishes original research and scholarship. It is the scholarly journal of the International Association for Human Rights Education and is published by Taylor & Francis. By publishing in HRER you will have the opportunity of reaching the widest possible international readership. You can view previous issues of the journal and learn more about HRER editorial policies here.
The Editor in Chief is Professor Audrey Osler. The latest volume and back numbers can be accessed here.
IAHRE members have full access to all content from 2025 onwards. To join IAHRE visit our membership page.
Human Rights Education Review (HRER) is a multi-disciplinary journal, which won a 2021 prize from the University and College Consortium for Human Rights Education ‘for its significant contribution to international research and future teaching, learning, and collaboration in human rights education across the globe’. HRER advances public conversation on human rights and democratic learning through international exchange of ideas and practice. The journal is proud of its record in disseminating research to professionals and the public. You can read our full 2018-2024 archive and much of our more recent content here. IAHRE members have full access to all content from 2025 onwards. To join IAHRE visit our membership page.
HRER enjoyed start-up funding (2018-2023) from the University of South-Eastern Norway (USN). Due to USN budget cuts, the journal’s ownership transferred in June 2023 to a membership organisation, the International Association of Human Rights Education (IAHRE), that is taking responsibility for HRER’s future funding. IAHRE is working to support the journal’s Editor Professor Audrey Osler and her team, who are working in cooperation with Taylor and Francis, a professional academic publisher, to ensure the journal’s continued publication. IAHRE needs to raise £25,000 per annum from 2025-2029. The journal will acknowledge all major donors on our online platform.
How does HRER make a difference?
HRER disseminates high-quality research to inform teaching and learning. HRER aims to enhance public understanding of human rights and child rights and strengthen a culture of human rights. Our readership is global, and we have published articles on human rights education and democratic learning from all regions. The editors have a particular commitment to publishing authors from the Global South and to fostering new voices. We believe this exchange of ideas is vital to strengthen and renew democracy and fundamental freedoms in both emergent and long-established democratic contexts.
How do I submit an article?
We are pleased to announce that from January 2025, HRER will be published by Taylor and Francis on behalf of the International Association for Human Rights Education (IAHRE). HRER is growing, and we welcome new submissions to our expanding journal.
All new submissions to HRER should be made here.
There you will find a link – ‘Submit an Article’. We advise you to look at the ‘Instructions for Authors’ page before submitting. It is a 2-step process. First you will need to register, and then you can submit.
HRER will publish on an Open Select basis. This means there is no submission or processing charge when we handle your paper. If you choose to publish open access in HRER you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an agreement with Taylor & Francis.
Readers who are members of the International Association for Human Rights Education (IAHRE) will continue to access all HRER content without a paywall. You can find out about IAHRE membership and benefits here.
Our aims and scope remain largely unchanged. We welcome articles on any aspect of human rights education and are also open to receive papers that any aspect of educational policy and practice through an explicit human rights lens. We have two new Special Issues planned for 2025, on Gender Perspectives in HRE and on Global Citizenship Education and HRE.
If you are interested in editing a Special Issue of HRER, please send a brief outline of your idea (500 words max) and a brief bio outlining your relevant experience (500 words) to Managing Editor Kalpani Dambagolla – kalpidambagolla@gmail.com. We will normally respond within two weeks.
Become a sponsor
£1,000 will enable us to publish an article open access from the Global South £8,000 will cover the costs of publishing one issue £24,000 will cover our publishing costs for one year.
Questions about HRER or IAHRE? Contact HRER Editor-in-Chief Prof. Audrey Osler a.h.osler@leeds.ac.uk
To make a donation or join IAHRE contact Prof. Hugh Starkey, IAHRE Treasurer: h.starkey@ucl.ac.uk IAHRE thanks all our donors and supporters!
Special Issue 2027: Intercultural history, human rights, and citizenship education for inclusion in diverse societies
Call for Papers: deadline for abstract submission – 6 January 2026
Guest editors: Sheetal Sheena Sookrajowa, Øystein Lund Johannessen, and Geir Skeie
This Special Issue of Human Rights Education Review aims to explore the connections and intersections of three research fields: intercultural history teaching, human rights education, and citizenship education. Although as editors, we draw on cosmopolitan perspectives, we are open to submissions that adopt alternative theoretical frameworks.
Human rights education has been proposed as a strategy to enable citizenship education within a cosmopolitan rather than a national framework since it enables ‘those engaged in struggle in one context to unite in solidarity with others to support their cause’ (Osler, 2015, p. 20). Audrey Osler further argues that ‘rather than seeing cosmopolitan and national commitments in tension, it is possible to reconceptualize the nation as cosmopolitan’ (Osler, 2015, p. 20). A cosmopolitan approach involves: ‘conceptualising the curriculum so that it does not promote an exclusive national identity or encourage learners (from either mainstream or minority communities) to position themselves as part of a nation whose interests are necessarily in opposition to those of other nations’ (Osler, 2015, p.20).
This special issue is inspired by Articles 28 and 30 of the Convention on the Rights of the Child (CRC). Article 28 stipulates ‘States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity…’ while Article 30 emphasises ‘in those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language.’ These Articles can be further understood in relation to Article 29, that specifies the aims of education, informing policymakers and educators how they might realise equitable educational practices. Article 29 (c &d) addresses respect for the child’s ‘cultural identity, language and values’, ‘national values’ of the countries relating to the child, other civilizations, ‘and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin’.
The current literature addressing the implementation of the CRC has largely adopted a legal perspective (cf. Hammarberg, 1990); Kilkelly, 2001; McCafferty, 2017). The limitations of the Convention are analysed by Schabas (2017) and its policy consequences for developing countries by Britto and Ulkuer (2012). Lundy (2007) has explored its educational relevance, utilising the concept of ‘pupil voice’ and drawing primarily on Article 12. Since Article 28 and Article 30 of the CRC have received limited scholarly attention from educational scientists, we are particularly interested in contributions that address how teachers address human rights and citizenship, considering students’ multiple loyalties in ethnically, religiously and linguistically diverse classrooms and communities. Moreover, to address this gap in the literature, the Special Issue invites investigations into how Articles 28 and 30 are operationalised within citizenship education in history teaching or across subjects. The argument is that without an awareness and preparedness regarding inclusion and belongingness when history and citizenship are being taught, the result may be an alienation of people from ‘minoritised’ backgrounds with multiple and ‘hyphenated’ identities as Sandhu et al. (2023, p.161) argue with reference to cases ‘where people oscillate between different aspects of their identity, seeking an aspect to secure themselves to.’
We welcome both conceptual and empirical contributions addressingthe intersections of intercultural history, human rights, and citizenship education. The Special Issue seeks studies that address various phases of learning from primary through secondary to higher education and addressing a range of approaches, including policy studies and classroom practice. We encourage cases from various countries, including those considered ‘winners and losers’ as an outcome of neoliberal globalization and ranked as higher, middle and lower, according to the Human Development Index. We hope to generate a diversity of critical reflections, both locally and globally (Andreotti, 2006; Lauwerier, 2020)
We invite proposals that address the intersections between history, human rights, and citizenship education, including but not limited to the following themes:
- Citizenship education through history teaching: how such teaching and learning addresses the importance of Articles 28 and 30 of the (CRC) in multi-ethnic societies
- Exploring how history teaching can support citizenship and human rights education, in either cross-curricula or subject specific contexts
- Framing human rights as a crucial perspective in history and citizenship curricula
- The opportunities and challenges that teachers face in implementing Articles 28 and 30 of the CRC in citizenship learning through the teaching of history or by adopting a cross-curricular approach
- An exploration of obstacles and opportunities that exist in schools and higher education, in governmental organisations and in non-governmental organisations (NGOs) in applying CRC Articles 28 and 30 to learning for citizenship through history education.
Abstract submission
If you would like to make a submission in response to this Call for Papers send an extended abstract of no more than 300 words to Human Rights Education Review Managing Editor Kalpani Dambagolla kalpanidambagolla@gmail.com by 6 January 2026. Your abstract should include a short list of indicative literature on which you expect to draw. Please ensure you use the subject line HRER: Intercultural History, Human Rights and Citizenship Education in your email. You will hear back from us by 15 February 2026. All invited manuscripts will be subject to double-blind peer review. For invited papers submission of the full paper to HRER will be via ScholarOne by 31 May 2026. We expect to publish the Special Issue in Volume 10 2027.
Guest editors
Sheetal Sheena Sookrajowa is a Senior Lecturer in Political Science in the Department of History and Political Science at the University of Mauritius. Her main research interests are ethnicity, political parties, elections, nationalism, power-sharing, and citizenship education. She was the Chair of RC14 Politics and Ethnicity of the International Political Science Association from 2023 to 2025. She has published in journals such as Ethnopolitics, Politikon, Nationalism and Ethnicity, Representation, and the Journal of Political Science Education.
Øystein Lund Johannessen is Research Professor of Intercultural Education (Emeritus) at VID Specialized University, Stavanger, Norway. Throughout his career, he has been project leader in diverse collaborative R&D projects, particularly with schools and kindergartens. His main research interest has been collaborative research with religious education and history education teachers on their professional practice working in culturally diverse classrooms. Over the last years Johannessen has been involved in international research on the inclusion of newly arrived migrant students in school. Broadly speaking, his research revolves around intercultural and interreligious relations in school and communities, intercultural competence, diversity awareness, and inclusion in education.
Geir Skeie is Professor Emertius of Religious Education and has until recently served as UNESCO Chair and Science ombud at University of Stavanger, Norway. He was Professor at Stockholm University for ten years and guest professor at NTNU, Norwegian University of Science and Technology. His research includes both empirical and theoretical contributions. with a particular interest in questions about religion in education, diversity and inclusion, as well as human rights. He has played a leading role in several national and international research projects.
References
Andreotti, V. (2006). Soft versus critical global citizenship education. Policy & Practice: A Development Education Review, 3(Autumn), 40-51.
Britto, P. R., & Ulkuer, N. (2012). Child development in developing countries: Child rights and policy implications. Child Development, 83(1), 92-103. https://doi.org/10.1111/j.1467-8624.2011.01672.x.
Hammarberg, T. (1990). The UN convention on the rights of the child – and how to make it work. Human Rights Quarterly, 12(1), 97-105. https://doi.org/10.2307/762167
Kilkelly, U. (2001). The best of both worlds for children’s rights? Interpreting the European Convention on Human Rights in the light of the UN Convention on the Rights of the Child. Human Rights Quarterly, 23(2), 308-326.
Lauwerier, T. (2020). Global citizenship education in West Africa: A promising concept? In A. Akkari & M. Kathrine (Eds.), Global citizenship education critical and international Perspectives (pp. 99-109). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-44617-8_8
Lundy, L. (2007). ‘Voice’is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. https://doi.org/10.1080/01411920701657033.
McCafferty, P. (2017). Implementing article 12 of the United Nations convention on the rights of the child in child protection decision-making: A critical analysis of the challenges and opportunities for social work. Child Care in Practice, 23(4), 327-341. https://doi.org/10.1080/13575279.2016.1264368.
Osler, A. (2015). The stories we tell: Exploring narrative in education for justice and equality in multicultural contexts. Multicultural Education Review, 7(1-2), 12-25. https://doi.org/10.1080/2005615X.2015.1048605.
Sandhu, S., Harris, R., & Copsey-Blake, M. (2023). School history, identity and ethnicity: an examination of the experiences of young adults in England. Journal of Curriculum Studies, 55(2), 153–170. https://doi.org/10.1080/00220272.2023.2184212.
Schabas, W. A. (2017). Reservations to the Convention on the Rights of the Child. In K. Ursula (Ed), Children’s Rights (pp. 203-222). Routledge. https://doi.org/10.4324/9781315095769.
United Nations (UN). (1989). Convention on the Rights of the Child. Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25. Retrieved from https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf.
Special Issue 2026: Human Rights Education in Latin America
Guest editors: Melina Porto and Leonel Pérez Expósito
Human Rights Education Review invites submissions for a Special Issue on Human Rights Education (HRE) in Latin America. We welcome conceptual and empirical studies and expect this Special Issue to illuminate the specificities of HRE in the region and to contribute to a dialogue within and beyond Latin American countries. Our aspiration is to enhance human rights education research globally through such dialogue.
An overarching goal of human rights education is to enable a culture of human rights and support freedom, justice and peace in the world (United Nations, 1948; preamble) through pedagogies and approaches that meet the needs of diverse learners, and which resonate with the needs and experiences of their communities (Osler, 2016).
The Guest Editors of this Special Issue welcome papers that address HRE across all phases of formal education, to include primary, secondary and higher education, and which help identify the curricula spaces in which HRE can occur, such as those within the language curriculum. Moreover, they recognise that HRE takes place in community settings and through engagement in activism and social movements, and therefore they also encourage contributions that examine human rights learning in these contexts.
Latin America, in common with other regions, is frequently characterized by scenarios of poverty and inequality (Lustig, 2020), violence (Briceño-León, 2008), authoritarianism, and corruption (Pastrana Valls, 2019), as well as being impacted severely by climate change (Uribe Botero, 2015). These challenges create significant obstacles to the realization of greater equality and the consolidation of democracy, key elements in building societies that respect and promote human rights. However, Latin America can be considered a beacon of hope for democratic alternatives displayed in a range of vibrant social movements, progressive governments, new forms of participatory politics, and innovative responses to social challenges. This sociopolitical dynamic echoes the development of theoretical frameworks such as critical pedagogy, decolonization, emancipatory education, and intercultural education (Freire, 2002 [1970]; Walsh, 2010), which may illuminate local, regional and international thinking in the field of education for rights and greater societal justice.
Human rights education is a tool that can make a significant contribution in tackling societal challenges. Each society must necessarily address its specific history in responding to the HRE imperative. Thus, veteran Chilean human rights educator, Abraham Magendzo (2011), writes powerfully of how his personal and professional journey was shaped by his experiences of growing up Jewish under Pinochet’s military dictatorship and his awareness of concurrent human rights violations in other Latin American countries. These histories have helped shape HRE in the region.
HRE is critical to human development and societal transformation in Latin America but, as in other regions, it still faces relevant challenges and has not yet fulfilled its full potential (Magendzo & Pavéz, 2015). A wider holistic application is needed, so learning becomes a transformative force which empowers youth and develops solidarity, tolerance, and respect for social justice (Lakshminarayanan & Thomas, 2022). For example, creative pedagogies that draw on art and activism (see, for instance, Bittar, 2020 for a case study in Brazil) may support human rights education more widely as would a focus on the knowledge, experiences and rights of indigenous and marginalized populations. The exploration of these dimensions, and others such as the link between HRE and environmental concerns, contributes to providing HRE with a sensitive and historically responsive foundation as historical and other injustices in the region are addressed, as well as supporting an analysis of their ongoing impacts.
Accordingly, the Guest Editors invite contributions that address, but are not limited to, the following subjects:
- Human rights education through the curriculum.
- Human rights learning in informal settings
- Analysis of public policies in human rights education: possibilities, challenges and hindrances.
- The conceptualization of human rights and human rights education in the Latin American context, addressing inter alia, decoloniality and interculturalism.
- The intersection of human rights education and environmental protection.
- Human rights education and the rights of indigenous and other marginalized groups.
- History, contextualizing rights and building democracy.
- Peace and human rights education as elements in transitional justice.
This Special Issue aims to illustrate the particularities and commonalities in HRE across the Latin American region, highlighting various lenses and pedagogical strategies in place. It aims to create a space in which human rights educators may reflect on the past, consider the present and imagine a future in which HRE contributes to a more just and peaceful region and planet.
If you would like to make a submission in response to the Call for Papers send an extended abstract of no more than 300 words to Human Rights Education Review Managing Editor Kalpani Dambagolla to kalpanidambagolla@gmail.com by 3 March 2025. Your abstract should include a short list of indicative literature on which you expect to draw. Please ensure you use the subject line HRER: Human rights education in Latin America in your email. You will hear back from us by 17 March 2025. All invited manuscripts will be subject to double-blind peer review. For invited papers for this special issue, submission of the full paper to HRER will be via ScholarOne by 31 August 2025. We expect to publish the Special Issue in Volume 9, 2026.
Human Rights Education Review
Human Rights Education Review is an award-winning journal that publishes original research and scholarship. It is the scholarly journal of the International Association for Human Rights Education and published by Routledge/Taylor & Francis. By publishing in HRER you will have the opportunity of reaching the widest possible international readership. You can view previous issues of the journal here and learn more about HRER editorial policies. From mid-December 2025, you can find the journal on our new site:
Guest editors
Melina Porto is a researcher at the National Research Council (CONICET) and Professor of language education at Universidad Nacional de La Plata in Argentina. Her interests include intercultural language education, human rights education, and social justice.
Leonel Pérez Expósito is Professor of sociology and education at Univesidad Autónoma Metropolitana in Mexico City. His interests include civic and political education, education and equity, human rights education, and learning assessment.
References
Bittar, E. C. (2020). Art, human rights activism and a pedagogy of sensibility: the São Paulo Human Rights Short Films Festival-Entretodos. Human Rights Education Review, 3(1), 69–90. https://doi.org/10.7577/hrer.3743.
Briceño-León, R. (2008). La violencia homicida en América Latina. América Latina Hoy, 50, 103-116.
Freire, P. (2002 [1970]). La pedagogía del oprimido (54 ed.). Siglo XXI.
Lakshminarayanan, R., & Thomas, D. (2022). From vision to transformation: integrating human rights courses in higher education in India. Human Rights Education Review, 5(3), 21–47. https://doi.org/10.7577/hrer.4546.
Lustig, N. (2020). Desigualdad y política social. In Carranza et al., El desafío del desarrollo en América Latina. Políticas para una región más productiva, integrada e inclusiva. CAF. Retrieved from https://scioteca.caf.com/handle/123456789/1659
Magendzo Kolstrein, A. (2011). Why are we involved in human rights and moral education? Educators as constructors of our own history. Journal of Moral Education, 40(3), 289–297. https://doi.org/10.1080/03057240.2011.596327
Magendzo Kolstrein, A., & Pavéz, J. (2015). Educación en derechos humanos: una propuesta para educar desde la perspectiva controversial. Comisión de Derechos Humanos del Distrito Federal de México.
Osler, A. (2016). Human rights and schooling: An ethical framework for teaching for social justice. Teachers College Press.
Pastrana Valls, A. (2019). Estudio sobre la corrupción en América Latina. Revista mexicana de opinión pública, 27, 13-40.
United Nations. (1948). Universal Declaration of Human Rights. https://www.ohchr.org/en/human-rights/universal-declaration/translations/english
Uribe Botero, E. (2015). El cambio climático y sus efectos en la biodiversidad en América Latina. Comisión Económica para América Latina. Walsh, C. (2010). Interculturalidad crítica y educación intercultural. In J. Viaña Uzieda, L. Tapia Mealla, & C. E. Walsh (Eds.), Construyendo interculturalidad crítica (pp. 167-181). Instituto Internacional de Integración, Convenio Andrés Bello.
Special Issue 2025: Global Citizenship Education and Human Rights Education
Call for Papers: Abstract deadline 1 July 2024
Guest Editors: Caroline Ferguson and Jia Ying Neoh
Human Rights Education Review invites submissions for a Special Issue on the intersection of Global Citizenship Education (GCE) and Human Rights Education (HRE), considering the role that HRE can play, in partnership with GCE, to enable hopeful futures. We welcome conceptual and empirical studies that explore the connections between human rights and global citizenship and expect this HRER Special Issue to uncover ways in which GCE founded in human rights is conceptualised and negotiated in a range of international contexts. In other words, it aims to explore ways are HRE and GCE interconnected, or not, within diverse contexts.
GCE responds to globalisation in multiple ways, informed by political and historical forces. Education for global citizenship founded in human rights is based on a cosmopolitan vision of our common humanity (Osler, 2011; Osler & Starkey, 2003; 2018). Yet the prevailing neoliberal environment and powerful interests of the Global North have frequently shaped global citizenship education as instrumental competencies for competition (Andreotti, 2006; Robertson, 2021). The proliferation of narrow expressions of GCE highlight the need for more meaningful and critical approaches (Ferguson & Brett, 2023; Smith & Neoh, 2023). Closer integration of GCE and HRE may confront the decontextualised limitations placed on both concepts (Rapoport, 2021). Transformative human rights also show potential for bringing empathy and compassion to citizenship education (von Berg, 2023). Exploring and expanding educational possibilities on rights, diversity and belonging may result in more inclusive global education agendas.
Across the globe, education policy is addressing the United Nations Sustainable Development Goals (UNESCO, 2017). The vision of Goal 4, on quality education, is to achieve an inclusive and equitable education that promotes lifelong learning opportunities for all. This vision is rooted in the principles of human rights, framed within the context of global citizenship in an ever more diverse and interconnected world. The partnership between HRE and GCE can make a significant contribution to fostering inclusivity and equity, thereby advancing ethical, sustainable, and peaceful futures. Across diverse national and societal contexts, the alliance between HRE and GCE is recognised in educational policies and curriculum frameworks as a fundamental objective of education. However, the conceptualization and implementation of HRE and GCE varies considerably across different contexts, resulting in their diverse and debated approaches. Tensions between universality and relativism persist, and the pursuit of inclusive and equitable education depends on further exploration, deliberation, and imagination across contexts to ensure that learners are able to access their rights.
We invite studies at a range of scales, critically addressing policy and practice in schools, universities, and communities, from studies of single classroom or programmes through to comparative approaches across nations. We welcome papers from various perspectives, encompassing philosophical, theoretical, and practical viewpoints, and originating from diverse national and societal contexts.
If you would like to make a submission in response to the Call for Papers send an extended abstract of no more than 300 words to Human Rights Education Review Managing Editor Kalpani Dambagolla to kalpanidambagolla@gmail.com by 1 July 2024. Your abstract should include a short list of indicative literature on which you expect to draw, from the fields of both GCE and HRE. Please ensure you use the subject line HRER: Global citizenship and human rights education in your email. You will hear back from us by 12 July 2024. All invited manuscripts will be subject to double-blind peer review. For invited papers for this special issue, submission of the full paper is due through the journal platform by 13 January 2025. We expect to publish this Special Issue as Volume 8 (3) 2025.
Human Rights Education Review
Human Rights Education Review is an award-winning journal, that publishes original research and scholarship. By publishing in HRER you have the opportunity of reaching the widest possible international readership. You can view previous issues of the journal here and learn more about HRER editorial policies.
Guest editors
Dr Caroline Ferguson is an experienced schoolteacher, university lecturer, and consultant with a specialisation in Global Citizenship Education. Caroline graduated with a PhD from the University of Tasmania in 2023, conducting international and comparative research into articulations of Global Citizenship Education in international secondary schools, foregrounding student experience. Her work considers the philosophical and epistemological foundations of global citizenship, and possible ethical social justice-oriented approaches.
Dr Jia Ying Neoh is Lecturer of Humanities and Social Sciences at the University of Sydney, Australia. Jia Ying graduated with a PhD from the University of Sydney, where she investigated the practice of citizenship education in primary schools in the state of New South Wales. Her research employs comparative and international perspectives, including an examination of the pursuit of inclusivity amidst diversity and diverse conceptions and practices of education for active and informed citizenship. She delves into discussions surrounding a potential East/West divide in this context.
References
Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: A Development Education Review, 3(1), 40-51
Ferguson, C. & Brett, P. (2023). Teacher and student interpretations of global citizenship education in international schools. Education, Citizenship and Social Justice, 0(0). https://doi.org/10.1177/17461979231211489
Osler, A. (2011) Teacher perceptions of learner-citizens in a global age: cosmopolitan commitments, local identities and political realities. Journal of Curriculum Studies, 43(1),1-24. https://doi.org/10.1080/00220272.2010.503245
Osler, A., & Starkey, H. (2003) Learning for cosmopolitan citizenship: theoretical debates and young people’s experiences. Educational Review, 55(3), 243-254.
Osler, A. & Starkey, H. (2018). Extending the theory and practice of education for cosmopolitan citizenship. Educational Review, 70(1), 31-40. https://doi.org/10.1080/00131911.2018.1388616
Rapoport, A. (2021). Human rights and global citizenship in social studies standards in the United States. Human Rights Education Review, 4(1), 111–132. https://doi.org/10.7577/hrer.3997
Robertson, S. (2021). Provincializing the OECD-PISA global competences project. Globalisation, Societies and Education, 19(2), 167-182.
Smith, B. & Neoh, J.Y. (2023). Framing the global: Assessing the purpose of global citizenship in primary geography. Citizenship Teaching and Learning, 18(3), 313-330.
UNESCO, (2017). Education for sustainable development goals: Learning objectives. United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54675/CGBA9153
von Berg, P. (2023). How research into citizenship education at university might enable transformative human rights education. Human Rights Education Review, 6(1), 30–51. https://doi.org/10.7577/hrer.5120