Human Rights Education of Bangladesh Secondary School

This study examined the perceptions and practices of social science teachers about implementing human rights education (HRE) in two secondary schools in Bangladesh. This study was conducted using a qualitative case study methodology. Two secondary schools were selected, one from a rural setting and the other from an urban location. In-depth interviews with four social science teachers and two headteachers, two focus group discussions, and classroom observations were used to collect primary data for this study. The data was analyzed using the thematic data analysis. The study's findings reveal various opinions and behaviors regarding human rights education (HRE) among social science teachers. Although teachers have limited knowledge of human rights and education (HRE), they try to promote fairness and eradicate discrimination irrespective of gender, religion, ethnicity, and diversity through educational practices. This study highlights the need for teachers to understand human rights education (HRE) better. It emphasizes the crucial significance of inclusive and participatory approaches in creating an educational environment that promotes human rights.