Teachers as Human Rights Defenders: Strengthening HRE and Safeguarding Theory to Prevent Child Sexual Abuse

Autor/inn/en	Draugedalen, Kjersti; Osler, Audrey
Titel	Teachers as Human Rights Defenders: Strengthening HRE and Safeguarding Theory to Prevent Child Sexual Abuse
Quelle	In: Human Rights Education Review, 5 (2022) 2, S.32-55 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Draugedalen, Kjersti) ORCID (Osler, Audrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Role; Civil Rights; Child Abuse; Childrens Rights; Power Structure; Public Health; International Law; Foreign Countries; Treaties; Laws; Ethics; Teacher Education; Professional Autonomy; Pedagogical Content Knowledge; Identification; Sexual Abuse; Child Safety; National Surveys; Adolescents; Denmark; Norway; Sweden; Finland; United Kingdom + Suchen Sie Ihr Suchwort? Lehrerrolle; Bürgerrechte; Grundrechte; Zivilrecht; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; 'Children''s rights'; Kindesrecht; Gesundheitswesen; Law of nations; Völkerrecht; Ausland; Abkommen; Law; Recht; Ethik; Lehrerausbildung; Lehrerbildung; Berufsfreiheit; Pädagogische Kompetenz; Identifikation; Identifizierung; Sexueller Missbrauch; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Dänemark; Norwegen; Schweden; Finnland; Großbritannien
Abstract	Sexual abuse is a public health issue with long-term consequences for children's lives and education. The Convention on the Rights of the Child is a key reference point in safeguarding, increasingly incorporated into domestic law. This article aims to strengthen safeguarding theory and practice by reviewing human rights education (HRE) theory and aligning it with care-based ethics. It proposes a renewed focus on HRE in teacher education that examines the teacher's role and professional responsibilities, strengthens rights-based knowledge, and explores the transformative power of rights. By empowering teachers with skills to recognise and act on harmful sexual behaviour (HSB), they can become powerful human rights defenders, protecting children against child-on-child and adult-on-child abuse. Drawing on empirical data on teachers' understandings of HSB, we apply theory, cautioning against an under-theorised approach that over-relies on rights knowledge or children's ability to claim their rights in an emotionally charged arena with asymmetrical power relations. (As Provided).
Anmerkungen	University of South-Eastern Norway. Postboks 235, 3603 Kongsberg, Norway. Tel: +47-310-08000; e-mail: postmottak@usn.no; Web site: http://www.usn.no
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01