Abstract
Human rights education is more often than not a voluntary rather than mandated area of study in Ontario’s curriculum teaching and learning contexts, particularly at the elementary (K-8 Grade) levels. At the same time, there exist many support documents (handbooks, units and lessons) developed by a range of stakeholders from the Ontario Human Rights Commission, to NGOs to teacher unions specifically for teachers. On one hand, there is no shortage of curriculum designed for educators who do in fact recognize the importance of advancing human rights education in school curriculum (Mogadime & Ramrattan Smith, 2007).
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Mogadime, D. (2012). Using Interdisciplinary Feminist Theory to Arrive at an Understanding of Critical Educators Who Put Human Rights at the Center of School Curriculum. In: Roux, C. (eds) Safe Spaces. Critical Issues in the Future of Learning and Teaching, vol 5. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-936-7_12
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DOI: https://doi.org/10.1007/978-94-6091-936-7_12
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