Law as powerful knowledge in human rights education

Abstract

The aim of this thesis is to build a robust theoretical argument as to the importance and value of law and legal knowledge in human rights education (HRE). 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.

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. To this end, it looks to discourse on epistemologies of ignorance to illuminate a range of structural factors that apparently drive and sustain ignorance about law in HRE.

Acknowledging the potential to consider an absence of law in HRE as an epistemic disadvantage, if not an epistemic injustice, the thesis concludes by arguing that the active denial of, or failure to ensure adequate provision for legal knowledge qua powerful knowledge in HRE can be construed as a violation of the right to know comprehensively about, through and for human rights.

Date of Award	Jul 2024
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	University College Dublin
Supervisor	Laura Lundy (Supervisor), Alison MacKenzie (Supervisor), Brice Dickson (Supervisor) & Yassin Brunger (Supervisor)