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.

Now showing 1 - 5 of 7

Recent Submissions

Item
The Hijab Ban and Human Rights of Muslim Women in Europe
(Global Campus of Human Rights, 2023-04-27) Castellino, Joshua
The rise of Islamophobia in Europe specifically affects covered muslim women. Legal restrictions and social hostility towards headscarves impede their right to express their faith, identity, and access to other human rights. These prohibitions must be approached as oppressive policies that limit the freedom of women to make their own decisions.
Item
Dissolving schools in Thailand: Where are children's best interests?
(Global Campus of Human Rights, 2023-04-20) Yutthaworakool, Saittawut
15,000 small schools in Thailand are at risk of being dissolved by the government to reduce public expenditure. Millions of children would face a violation of their right to education. Thailand must terminate this policy for the best interests of all children.
Item
Preparing Responses to Crises: Key Lessons Learnt from the Impact of the Pandemic on Marginalised Communities
(Global Campus of Human Rights, 2023-04-13) Castellino, Joshua
The COVID-19 pandemic was a large-scale human disaster on all fronts. It is worth identifying four structural defects in the governance response, ten lessons that need to be imbibed and a five point agenda for change.
Thumbnail Image
Item
Deconstructing Border Walls: Tackling the Dominican Republic’s anti-Haitian racism
(Global Campus of Human Rights, 2023-03-23) Fernandez, Ezequiel
Haitian migration to the Dominican Republic has been marked by a long history of inequalities and human rights violations. Construction of a 160km wall dividing the two countries is the latest physical manifestation of the barriers this immigrant population faces.
Thumbnail Image
Item
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.