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.
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- 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
Global Campus of Human Rights Magazine n 15 (March 2025)
(Global Campus of Human Rights, 2025) Nowak, Manfred; Carling, Joan; Forensic Architecture; Lemos, Anabela
The interviews with some of the 2024 Right Livelihood
Laureates covered in the 15th edition of
the Global Campus Human Rights Magazine
inspire us with hope and confidence to continue
fighting for a better world.
Spanish students
of the European Master in Human Rights and
Democratisation (EMA) have contributed to this
Magazine a call for accountability and the rise
of community solidarity in reaction to one of the
worst natural disasters in Spain, the Valencia
DANA flood disaster in late October 2024.
The most powerful tool to fight these alarming
tendencies in corporate-state global governance
is human rights education at all levels
of the education system. With its focus on the
rights of children and future generations and
the empowerment of young change-makers,
the Global Campus of Human Rights with its
eight Master programmes in all world regions
appears to be more important than ever as a
beacon of hope. The various activities of the
Global Campus, its students and graduates described
in this Magazine provide ample evidence
of this forward-looking spirit: The Venice Human
Rights Film Festival organized by the students of
the Global Campus Europe (EMA) with a focus
on children’s rights during armed conflict; the
contribution of graduates of the Global Campus
South East Europe (ERMA) during the Council
of Europe’s Conference on Digital Resilience in
Montenegro with a focus on combating online
hate speech; the training of Asia-Pacific human
rights defenders in Timor-Leste as part of our
capacity development project in enhancing
Timor-Leste’s role as a leader in human rights
education; the publication of the Global Campus
Human Rights Journal fostering in-depth
scholarship and critical discussions on the urgent
challenges facing human rights and democratization
today; the Global Campus Alumni
Mentoring Programme, the Venice Marathon
and many other activities.
Global Campus – Right Livelihood. Partnership Activities 2023 - 2024. Narrative Report
(2025) Global Campus. Children's Rights Department
The 2023-24 reporting period marks the conclusion of the first five-year cycle of the partnership between the Global Campus of Human Rights (GC) and Right Livelihood. This pivotal year saw the wrap-up of numerous impactful projects from the initial cycle, alongside preparations for the next phase of partnership. A new project selection process was established, paving the way for a 2024-29 cycle focused on the thematic priority areas of Artificial Intelligence, Climate Justice, and Deprivation of Liberty, in the light of their impact and relevance to children’s rights. The underlying pillars (guiding principle and transversal priorities) of all our work are Child Participation, Future Generations, Global Inequalities and Institutional Initiatives.
Regional hubs played a vital role, proposing innovative initiatives and continuing to integrate children’s rights into academic programmes and outreach efforts. Initiatives like the Global Campus Child Leadership Teams showcased our commitment to amplifying children’s voices. As we reflect on this transformative period, we are energized by the progress made and look forward to building on this foundation in the years ahead.
Children’s Participation in Decision-Making in the Republic of Serbia
(University of Belgrade – Faculty of Political Science, 2025) Burgund Isakov, Anita; Gajić, Miona
Participation is a fundamental human right applicable to all individuals, including children and youth, who have the right to express their views on issues impacting their lives. Child empowerment is a growing global policy priority (Gottschalk, 2020), with participation serving as both a means of self-representation and a pathway for improving children’s societal standing.
This study explores children’s involvement in decision-making at the family, school, and community levels. It analyses the views of government officials, NGOs, and experts on barriers and opportunities for improvement. It also examines children’s participation in decision-making in Serbia, highlighting the challenges in creating an inclusive nvironment.
The fundamental issues related to the mental health and psychological well-being of schoolchildren in Armenia: Current challenges and ways to overcome : Research report
(YSU Press, 2024) Amiryan, David; Muradian, Mariam; Ayvazyan, Anna; Stepanyan, Helen; Ishkhanyan, Lusine; Petrosyan, Nane; Ghalumyan, Victoria; Yerevan State University. Centre for European Studies (CES)
The topic of mental health has become relevant worldwide and also has had
specific implications in Armenia. It concerns all aspects related to human
life, without exception, as well as all ages of a person, considering their
characteristics. The attitude towards mental health in Armenia changed
dramatically in 2014 when the development and adoption of a strategy based
on new ideas and principles were launched. Lamentably, these processes
were accompanied by disasters at the global and local levels: the COVID
pandemic, war, and security and existential problems. Given the impact of all
this on children, the role of schools in maintaining and developing children’s
mental health has become a priority. There are new amendments in the
law for funding allocated in a school’s budget for the position of a school
psychologist, thus allowing all schools to have one. The present study attempts
to look at the described situation, the role of the school, and the functions of a
psychologist through the eyes of children as direct beneficiaries.
Inclusion through Art: Children's Rights Teaching Toolkit
(YSU PUBLISHING HOUSE, 2024) Muradyan, Mariam; Avetisyan, Serine; Abrahamyan, Tatevik; Styvers, Karin; Yerevan State University. Centre for European Studies (CES)
“Inclusion through Arts” children’s rights education toolkit has been developed by the Centre for European Studies within the frames of Performing Arts Exchange-2” project implemented in cooperation with ShareMusic & Performing Arts – Swedish knowledge Centre for Artistic Development and Inclusion, Henrik Igityan National Centre for Aesthetics and Yerevan State University. The project which is being implemented as part of “Creative Force” action and funded by the Swedish Institute, aims to foster sustainable cross-sectoral collaboration and to explore methods on using arts as a tool to work with human rights.
Inclusion Through Arts toolkit on teaching children’s rights enables teachers of the “Art” subject to achieve substantive results through various practical activities with child rights content. It targets teachers at public schools, as well as other professionals interested in this topic.