Law as powerful knowledge in human rights education

It does so by drawing on theories and empirical research in the fields of law, philosophy, children’s rights discourse and the sociology of childhood and education. This includes insights from the field of legal consciousness studies which indicate that nonlawyers and children are not only capable of legal literacy, but that knowledge of international human rights law (IHRL)plays an essential role in shaping individual identities and in advocacy strategies to influence change.

The thesis draws further on Michael Young’s theory of ‘powerful knowledge’ to explain how IHRL should be seen as specialised knowledge which, when connected with students’ own everyday knowledge and experience, provides new ways of interpreting situations in terms of human rights. Martha Nussbaum’s capabilities approach provides the third source of inspiration in shaping the core argument that knowledge of IHRL is essential for delivering on the empowerment goals embedded in the right to HRE.<br><br>Having built this argument, the thesis turns to consider the reasons why law - despite its apparent importance and value to the task of HRE - appears to be largely conspicuous by its absence.