Experiences of public university teachers about policies and practices of human rights education in Karachi, Sindh

Abstract

Human Rights Education (HRE) has become an important part of higher education, with a view to raising awareness, values and practices of transformation among learners and teachers. This is a qualitative study, examining teachers' experiences of using HRE in their pedagogical settings in public universities in Karachi, Sindh. It examines teachers' interpretation, performing and experience of HRE in institutional settings in light of Felisa Tibbitts' Values and Awareness Model, Accountability Model, and Transformation Model. The data was gathered using semi-structured interviews with eight teachers from the Education and Teacher Education Departments of public universities. The findings of the study are intended to bring to light the areas where there is a mismatch between policy and practice, pedagogical issues and possibilities for an effective Cross-European integration of HRE. The findings of the current study add to the debate on agency, curriculum policies, and how the human rights (HR) principles can be put into practice in higher education.