Human rights and education – the educators’ role

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Published: May 23, 2025
DOI: https://doi.org/10.12681/ppej.38805
Keywords:
Human rights Human Rights Education HRE critical pedagogy role of the educator
Nassia (Athanasia) Choleva
Hellenic Theatre/Drama & Education Network, Aristotle University of Thessaloniki
https://orcid.org/0000-0002-6729-2621
Abstract

The article consists of three parts. The first critically examines the history of human rights throughout the centuries and mainly during the 20th century and beyond, focusing on the issues associated with them in public discourse through different schools of thought. The second part explores the content and essence of Human Rights Education (HRE) as defined by the United Nations' Declaration on Human Rights Education. As an offshoot of critical pedagogy, HRE is mainly influenced by the issues associated with it in terms of the courage and critical thinking it requires to be carried out. The third part focuses on the profile of educators who teach human rights and follow the principles of HRE. Essentially, a double burden falls on their shoulders, that of a meaningful political view of the world, critical thinking and courage, while at the same time they are called upon to serve the existing, suffocating educational system, maintaining perseverance and bravery.

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Author Biography
Nassia (Athanasia) Choleva, Hellenic Theatre/Drama & Education Network, Aristotle University of Thessaloniki

Nasia Choleva is a postdoctoral researcher in Theater Pedagogy at the AUTh. He studied at the School of Drama (AUTh), completed postgraduate studies in Applied Drama at the Exeter University and was awarded a doctorate by the School of Early Childhood Education department (AUTh). She is an appointed drama teacher, she facilitates formal and non-formal education groups and trains in-service educators. She has taught Theater Pedagogy courses at the Department of Theater Studies of the University of Peloponnese, as an adjunct lecturer. She was a member of the Institue of Educational Policy expert group for the "culture-arts" curricula (2010-2012). Since 2006, she has been designing and implementing drama-pedagogical programs and research (European Union, AUTh, United Nations High Commissioner for Refugees - Greece, Hellenic Theatre/Drama & Education Network, ActionAid Hellas, etc.). She writes books and publishes research in scientific journals, collective volumes and conferences. She is co-editor of the Education & Theater journal (2024-2025). Her recent research interests are the competence of drama teachers in democratic culture, human rights education, the professional development of artists and teachers through equal partnerships and the use of artworks in the interdisciplinary approach of social issues.

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