Suzanne Egan – författare

This book demonstrates how legal knowledge is a vital, empowering tool in human rights education.Despite the centrality of international human rights law to the global rights framework, its role in human rights education (HRE) – particularly in schools and community settings – has been sidelined, dismissed as either too technical or too politically problematic. This book challenges that marginalisation head-on. It examines how legal knowledge is framed, valued, or rejected in the theory and practice of HRE, engaging critically with the prevailing trends in the field: one that gestures toward law but avoids depth, and another that disavows law entirely in favour of culturally embedded alternatives.Through a close reading of scholarship and policy, combined with insights from educational theory and socio-legal studies, the book argues for law’s role as a form of “powerful knowledge” in HRE. It contends that access to and understanding of legal norms and mechanisms are not only essential for meaningful rights education but are themselves enabling rights in practice.The book will be of interest to scholars and students of human rights, legal pedagogy, and education policy, as well as practitioners developing HRE programs. It offers a timely, nuanced intervention into a field grappling with deep epistemological and political tensions, and reasserts the value of law in the struggle for rights.

Can children master legal concepts while having fun? This innovative book explores two groundbreaking educational initiatives which bring legal education to primary schools across the UK and Ireland. It uniquely draws upon the fields of Law and Education to present best practice in engaging children and young people through law in education.Drawing on compelling case studies of 'School Tasking' (inspired by the hit TV show Taskmaster) and Law in the Classroom at University College Dublin, the authors demonstrate how community-engaged teaching benefits both university students and schoolchildren. From mock trials in disadvantaged classrooms to interactive legal challenges, these educational programmes prove that young people are not only capable of legal literacy but enthusiastic to engage with justice issues. Essential reading for educators seeking to demystify law, broaden access to legal careers, harness the transformative power of community partnerships in higher education, and widen access to legal education and the profession.

Can children master legal concepts while having fun? This innovative book explores two groundbreaking educational initiatives which bring legal education to primary schools across the UK and Ireland. It uniquely draws upon the fields of Law and Education to present best practice in engaging children and young people through law in education.Drawing on compelling case studies of 'School Tasking' (inspired by the hit TV show Taskmaster) and Law in the Classroom at University College Dublin, the authors demonstrate how community-engaged teaching benefits both university students and schoolchildren. From mock trials in disadvantaged classrooms to interactive legal challenges, these educational programmes prove that young people are not only capable of legal literacy but enthusiastic to engage with justice issues. Essential reading for educators seeking to demystify law, broaden access to legal careers, harness the transformative power of community partnerships in higher education, and widen access to legal education and the profession.

This timely and insightful book brings together scholars from a range of disciplines to evaluate the role of human rights in tackling the global challenges of poverty and economic inequality. Reflecting on the concrete experiences of particular countries in tackling poverty, it appraises the international success of human rights-based approaches. Drawing on insights from philosophy, history, economics and politics, contributors consider a range of questions concerning the nature of human rights and their possible relationship to poverty, inequality and development. Chapters interrogate human rights-based approaches and question whether the normative human rights framework provides a sound foundation for addressing global poverty and equitable distribution of resources. Probing practical questions concerning the extent to which international human rights institutions have been effective in combating poverty, this thought-provoking book considers possible strategies in response to the challenges that lie ahead. Offering robust and provocative guidelines for the future of human rights and development, this unique book will be indispensable for academics and researchers investigating the intersection of human rights and poverty, particularly those interested in human rights-based approaches to tackling inequality. Its practical insights will also benefit policy makers in need of novel methodologies for promoting equality.

This book explores the potential of international human rights law to resolve one of the gravest human rights violations to have surfaced post 9/11: extraordinary rendition.

This book explores the place of feminism and uptake of trauma in contemporary work against sexual violence.

This book explores the place of feminism and uptake of trauma in contemporary work against sexual violence.

This open access book offers a unique and refreshing view on working with social theory in higher education. Using engaging first-person accounts coupled with critical intellectual analysis, the authors demonstrate how theory is grappled with as part of an ongoing practice rather than a momentary disembodied encounter. In a structure that creates a space for relational dialogue, each chapter is followed by a response from another author, demonstrating the varied interpretive possibilities of social theory. Collectively the authors invite the reader to engage with them in questioning the usefulness of social theory in higher education teaching and research, in considering its possibilities and limits, and in experiencing the opportunity it offers to understand ourselves and our work differently. Written in a way that is scholarly yet accessible, the contributors explore how social theories can be used to think through issues that are emerging as key social and political concerns in higher education and beyond. The book will be of interest to advanced undergraduates, postgraduates, and early-career academics, as well as established scholars.

This open access book offers a unique and refreshing view on working with social theory in higher education. Using engaging first-person accounts coupled with critical intellectual analysis, the authors demonstrate how theory is grappled with as part of an ongoing practice rather than a momentary disembodied encounter. In a structure that creates a space for relational dialogue, each chapter is followed by a response from another author, demonstrating the varied interpretive possibilities of social theory. Collectively the authors invite the reader to engage with them in questioning the usefulness of social theory in higher education teaching and research, in considering its possibilities and limits, and in experiencing the opportunity it offers to understand ourselves and our work differently. Written in a way that is scholarly yet accessible, the contributors explore how social theories can be used to think through issues that are emerging as key social and political concerns in higher education and beyond. The book will be of interest to advanced undergraduates, postgraduates, and early-career academics, as well as established scholars.