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Abstract
Those scholars debating the health of the human rights movement completely ignore the role of human rights education, HRE. Whether it is Samuel Moyn and Stephen Hopgood declaring the demise of what they also term the “human rights project”, or Kathryn Sikkink defending it, none explore the effect HRE is having or can have. This article argues that those who neglect to recognize the substantial and substantive conversation going on in our institutions of higher education cannot provide a complete picture of the human rights project. It will demonstrate which of the naysayers Moyn and Hopgood's arguments are weakened by ignoring HRE and argue that Sikkink's recommendations for human rights efforts can be strengthened by HRE. Also explored is what HRE should learn from the critiques of these three scholars and how university HRE can be improved.
Notes
Notes
1 For an excellent discussion of the Hopgood and Moyn book, see Forsythe (Citation2017). See also Lindkvist (Citation2013).
2 I am grateful for a conversation with Nancy Flowers, which reminded me of the importance of this fact.
3 Responsibility to Protect (R2P) is the global commitment of all member states, made at the UN’s Citation2005 World Summit, to prevent genocide, war crimes, ethnic cleansing, and crimes against humanity.
Additional information
Notes on contributors
Sarita Cargas
Sarita Cargas is an assistant professor in the Honors College at the University of New Mexico. She earned her doctorate at Oxford University. Her teaching focus is on human rights and critical thinking. Cargas researches and publishes on the pedagogy of human rights. She has a forthcoming book, Human Rights Education: Forging an Academic Discipline (University of Pennsylvania Press 2019).