Everyday school situations as a source for powerful rights-education : A teaching model for teachers’ work with human rights ; Vardagliga skolsituationer, en källa för kraftfull rättighetsundervisning: En didaktisk modell för lärares arbete med mänskliga rättigheter

Teaching human rights in school is a complex topic and teachers tend to feel insecure in how to provide children with human rights education (Kasa et al., 2021; Rinaldi, 2017). When human rights are more and more questioned and challenged, on society’s all levels, this part of the educations’ responsibility becomes especially urgent. In this article I propose a teaching model to support practitioners’ work with human rights in school. Swedish policy documents state that “the goals of the school are that each pupil can consciously determine and express ethical standpoints based on knowledge of human rights and basic democratic values, as well as personal experiences” (Skolverket, 2022, s. 11). Globally the international community has, through UN policy documents, emphasized that education and schools are key actors to strengthen human rights. Research has also highlighted educational systems to be important contexts for children, already from an early age, to develop knowledge about human rights as well as rights-respecting values, attitudes and behaviors (Osler & Solhaug, 2018; Struthers, 2016). Planned interventions such as specially designed lessons and programs has been the main focus in previous rights-education research (Brandefors & Thelander, 2017; Quennerstedt, 2019). This restricted perspective on rights-education has been questioned and a broader perspective in which rights-education can permeate a variation of school situations is called for (Frödén & Tellgren, 2020). Accordingly, teachers act in a number of ways in their daily work that support students to develop rights-based values, attitudes and behaviors. However, this is often unintentionally, unplanned and unreflected (Isenström, 2020; Rinaldi, 2017). This article uses the knowledge from previous research and the theoretical concepts collateral learning and embedded teaching. The purpose is to develop a model which can support teachers to make the unreflected collateral learning that goes on in everyday school situations to be ...