A case study of developing pedagogy about, through and for human rights education in Bangladesh

This thesis investigated how learning about, for and through human rights education (HRE) could be developed and implemented in a Bangladeshi secondary school using a qualitative case study approach, with an action research component. At the start of the study, a rights-based approach to HRE was not evident. But findings from the study involving school leaders and teachers showed that building professional learning and collaborative planning of new approaches led to students’ active engagement in HRE. One year after the initial study, follow up interviews showed the school was evolving as a professional learning community and embedding new approaches to HRE.