Rethinking human rights education through radicality in the twenty-first century polycrisis

Abstract

The paper aims to assess the meaning of “radicality” in the context of human rights, and consider how this concept can be applied to human rights education. Concerned about multiple crises currently unfolding, the authors argue that the voices of young people should be amplified while supporting their ability to critically assess the issues of current systems and their negative effects on the rights of groups disadvantaged by oppressive systems. This includes the importance of dismantling Eurocentric approaches to human rights within the university context and the willingness to allow discussions around decolonial, courageous and radical thinking and action. Beginning with a brief analysis of the notion of radicality within the human rights framework, the paper then explores its importance in various forms of advocacy. Finally, the findings are translated into an educational context to offer educators food for thought.