No Longer Just a Victim: Towards an Inclusive Model of Human Rights Education that Respects the Rights of Sexual and Gender Minority Children

This thesis analyses the ways in which an inclusive learning environment can be created where sexual and gender minority (SGM) children can bring their whole self to school. It considers how international human rights law, in particular Article 29 of the CRC, relating to human rights education (HRE), together with the capability approach can be used to enhance the school experience and well-being of SGM children. This analysis, through the case study of Thailand’s educational policies and practices, informs the development of the model which proposes seven elements for the effective implementation of HRE that is inclusive of SGM children.