Global Campus Open Knowledge Repository
Our Open Knowledge Repository is a digital service that collects, preserves, and distributes all digital materials resulting from the rich and varied production of the Global Campus of Human Rights. It is an ever growing collection which aims to give visibility to our research outputs, educational content, and multimedia materials; sustain open access for knowledge transfer; and foster communication within and beyond academia.
Communities in DSpace
Select a community to browse its collections.
- The Global Campus Human Rights Journal is a peer-reviewed bi-annual publication that serves as a forum for rigorous scholarly analysis, critical commentaries, and reports on recent developments pertaining to human rights and democratisation globally.
- Publications series about various projects developed by Global Campus of Human Rights.
- A selection of the best master theses of each regional programme (annual award) as well as the full collection of all dissertations.
- This collection includes the Global Campus of Human Rights Annual Report and specific activities reporting.
- The Global Campus of Human Rights Magazine is a quarterly promotional publication on the network activities. It is published both in English and Italian.
Recent Submissions
Memory at the margins of the official narrative in Kosovo
(Global Campus of Human Rights, 2023-06-01) Hoçia, Blerta
It is time to step out of the yoke of the official narrative of Kosovo’s patriotic identity, to ignore it and offer in response other narratives, unofficial stories by ordinary people, narrations from the margins of the community affected by the war. Ultimately, non-monumental stories that belong to everyday life.
Can the right to education be restricted during health crises? Remarks on the Caucasus and the issue of planning state response
(Global Campus of Human Rights, 2023-05-25) Ghazinyan, Sergey
COVID-19 affected the right to education. The lack of strategic planning often made states’ response ineffective, harming the education process. It is necessary to develop a roadmap to ensure the state positive obligations to
safeguard the right to education during crises.
Rethinking environmental, social, and governance (ESG) investing for successful sustainability and human rights
(Global Campus of Human Rights, 2023-05-18) Papadopoulos, Llias
Addressing the climate emergency and pressing sustainability issues
requires rethinking the way in which the economy operates. Directing capital
toward sustainable initiatives and divesting from harmful ones are key to building
resilience for future generations. However, are ESG investments capable to fulfil
these objectives under the current format?
Child Participation at the Global Campus. Strengthening Child and Youth Leadership Worldwide
(Global Campus of Human Rights, 2026) [...]; GC Children's Rights Department; Pegoraro, Manuela; Brunetta, Carlotta
At an international child-led conference in January 2022, originally planned as an in-person
event but held online due to the COVID-19 pandemic, children and young people came together
to share their views, experiences and ideas. When the event ended, they did not want the
exchange to stop. They wanted to stay connected, to keep working together and to turn their
ideas into action. From that moment, the Global Campus Child Leadership Team (CLT) began to
take shape.
Since then, something remarkable has grown. Across regions and contexts, national Child
Leadership Teams, under the umbrella of the global CLT, have developed into a community of
children aged 12-17 who are identifying the issues that matter to them, creating their own
projects and advocating for change in their communities and beyond.
This publication is an attempt to capture a part of that journey. It takes the form of a tree. The
branches represent the different themes the CLTs are working on, while the leaves show some of
the many projects that have grown from them. Each leaf reflects an idea brought to life—shaped
and led by children and young people themselves. Like the work it represents, this publication is
not finished. It is a living tree. New leaves will be added as new projects emerge, and we hope to
continue shaping and improving it over time, including through the feedback we receive.
What stands out most is the energy and commitment of the children and young people involved.
They are not just participating—they are taking initiative, setting priorities and creating spaces
for change. Alongside them are the people who support and accompany this work in different
ways, helping to create the conditions for participation and growth.
There is a great deal to learn from what is being built together. At the same time, this work is still
evolving. We are constantly learning about the challenges and constraints that come with
enabling meaningful child participation, and about how we can do better. Being open about
this, and continuing the dialogue with the children and young people involved in the CLTs and
the Youth Advisory Group (YAG), is an essential part of the process.
We hope this publication offers something to everyone who reads it - child or adult. We hope it
sparks ideas, raises questions and shows what is possible when children are supported to take
the lead. And we hope it invites you to learn more about the work that continues to grow from
here.
Beyond capacity or below obligation? Why Rohingya girls are excluded from education in Bangladesh
(Global Campus of Human Rights, 2026-05-07) Abid, Fahim Abrar
Bangladesh hosts the world's largest Rohingya refugee population yet has no refugee law. Viewing the camp education system through an intersectional CRC lens reveals that Rohingya adolescent girls' exclusion from post-primary education is a governance choice that constitutes structural discrimination.