As the litany of human rights abuses continues to grow every day, many politicians and journalists around the world, even key thinkers, have pronounced the "end of human rights." Yet clearly what we need at this frightening juncture is new, cutting edge, and deeply reflective human rights education. "There is nothing innocent about doing human rights education," this important book proclaims, and with this, and through remembering Paulo Freire, it activates an honest, incisive, and compassionate inquiry on how to practice human rights education more truthfully. Encountering the exemplars drawn from a wide range of contexts and perspectives in the global North and global South, readers of this book will be enthralled, activists will be energized, and educators more alert and hopeful.

John Nguyet Erni, Fung Hon Chu Endowed Chair of Humanics, Hong Kong Baptist University, and author of Law and Cultural Studies: A Critical Rearticulation of Human Rights

Commemorating the birth of Paulo Freire a century ago, Activating Cultural and Social Change embodies the spirit of Freire. Understanding that power vis-á-vis multiple critical theoretical lenses must be named and interrogated, this book gathers diverse voices to query and unravel socially-just activism, pedagogy and community in order to solidify a way of being that internalizes human rights. Enacting Freire’s commitment to radical love, the authors work together to revolutionize cultures, societies and ways of knowing which connect, emancipate and honor all beings.

Shirley R Steinberg, Research Professor, Traditional Territories of the Treaty 7 Region and Métis Nation of Alberta, Werklund School of Education, The University of Calgary, Canada

Foreword by Gerard Goggin: Imagining and Enacting Hopeful Futures in Human Rights Education;  1. The Pedagogies of Human Rights: in truthfulness, what should be done?;  Section I: Contexts;  2. Context-Centred Decolonial Pedagogy for Human Rights Education in Africa;  3. Human Rights Pedagogy in Context: Critical Indigenous Studies;  4. “Here We are Equal”: Refugee-Run Schools as a Vehicle for Human Rights Pedagogy;  5. The Pedagogics of Disability–Indigenous Intersectionalities in the Age of Austerity;  6. Pedagogies of Resistance for Challenging Islamophobia;  Section II: Perspectives;  7. A Pedagogy of Dissent for Human Rights Education;  8. Collective Work with People Seeking Asylum: Pedagogical Encounters and the Role of the Human Rights Academic;  9. Other Echoes in the Garden: Human Rights, Peripheral Vision and Ghosts;  10. Centring and Decentring the ‘Human’ in Human Rights Pedagogy;  11. Human Rights Film Festivals: More than Witnessing;  Section III: Practices;  12. Cultivating Human Connection in the Everyday: A Practical Model for Solidarity;  13. Educating the Heart: A Journey into Teaching First Nations Human Rights;  14. Student Approaches to Learning in Human Rights Education: Supporting Deep and Transformative Learning in Postgraduate Peace and Conflict Studies;  15. Online Refugee Advocacy Campaigns in Australia: Approaches to Care and an Affective Human Rights Pedagogy;  16. Mainstreaming Accessible Digital Technologies in Higher Education: A Human Rights Approach to Disability Inclusion;  17. Roundtable: Connection, Community and Context;  Index

Baden Offord AO is an educator, social justice activist and researcher in the field of cultural studies and human rights.

Caroline Fleay teaches human rights and engages in research and advocacy with people from asylum seeking backgrounds in Australia.　

Lisa Hartley is a researcher, educator, and activist whose work is focused on questions of human rights, social justice and social change.

Yirga Gelaw Woldeyes researches on social and epistemic injustices focusing on African experiences and Ethiopian traditions. He writes creatively on belonging and diasporic lives.

Dean Chan is a freelance editor and research development consultant. He has published widely on Asian and Asian Australian visual culture, digital media, and cultural studies.