Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools. In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights. Divided into three distinct sections, chapters invite readers to consider: The context behind human rights education (HRE) Rights-based approaches to teaching and education International dialogue and how we may learn from the approaches of other countries. Drawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education.

Sweden has one of the lowest national debts in Europe, a well-educated workforce, and the country consistently ranks in top positions of the best places to live and work in the world. Human Resource Management: A Nordic Perspective offers a unique and valuable insight into the working practices of HRM in Sweden, which has been explicated for an international audience. The book offers readers outside of the country alternative methods for improving efficiency and well-being in their own workplace. A team of experienced contributors based in Sweden discuss and analyse the Nordic tradition of inclusive and participative management and present different perspectives on creating a work-life suitable for every person involved. The first part of the book includes chapters on general issues in HR work such as development and learning, selection, teamwork, career paths, and cooperation within organisations. The second part addresses diversity, inclusion, and how discriminatory practices can be avoided. This book will be a valuable resource for students of: HRM, business, management, education, psychology, sociology, as well as human resource management professionals who are seeking new ways to balance economic and human values.

Available online: https://pub.norden.org/temanord2021-511/ The project is concerned with sustainability in compulsory education in the Nordic countries and is part of the Iceland Presidency Project for the Nordic Council of Ministers initiated in 2018. The overall focus of the Presidency Project is on young people but this report looks at policy, curricula, teacher education and school practices. The analysis shows both similarities and differences across the Nordic Region. Compulsory education in the Nordic countries share some striking similarities, reflecting a strong emphasis on certain aspects of sustainability such as equality, democracy.Although sustainability education has a clear application in the fields of social and political life and economic activities in all of the Nordic countries, it is still the case that when sustainability education is discussed, an environmental perspective is most often taken.

Since World War II, human rights have engaged people around the world like perhaps no other discourse. In Finland their embrace represents a shift from ideological homogeneity to pluralism and openness. Human rights education is understood to hold a key role in empowering individuals to become free and equal members of their societies. Yet little empirical scholarship exists evaluating how this goal is met in reality. By combining anthropological approaches with critical legal theory, this study explores the conceptions of knowledge, expertise and learning embedded in the educational activities of a particular network of Scandinavian and Nordic human rights experts. It explores how the ideals of emancipation and equality of the abstract discourse are realized in action.

The author examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Osler anchors her examination of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training.

Digital culture offers different relationships with media to the ones that have existed earlier. For example, media now offers access to publicity more than ever, especially by means of the Internet. Digital agency including skills on media literacies are needed in these kinds of information societies. This agency implies skills and knowledge about how media work and how one can participate through media. Globally, enhancing media literacy is related to aspects of Human Rights, especially to the Rights of the Child, including possibilities for safe media use and participation, i.e. the right to have one?s voice heard through the media.

This book explores the history of Nordic human rights politics and practices from the 1930s to present day. The authors use previously unexplored archival materials to bring to light how a broad range of Nordic actors have engaged with international human rights globally and at a European level and how these norms have been taken up and interpreted in the region. Do the Nordic countries warrant the label ‘global good Samaritans’ in human rights promotion? Is the Nordic welfare state a close to perfect realisation of human rights norms? Or do Nordic international and domestic human rights policies constitute a peculiar ‘Nordic human rights paradox’ where norms are supported internationally while not being implemented at home? Are the ideals of the national welfare state and universal human rights compatible? In this book, the authors take issue with previous scholarship and argue for the need for careful historical investigations into how a broad range of Nordic actors have contributed to creating international human rights. This history is much more varied than what was previously assumed. The lack of prior interest in the region means there are several promising avenues for historical investigations of both the Nordic countries in human rights history and the role of human rights in the history of the region. The chapters in this book were originally published as a special issue of the journal, Nordic Journal of Human Rights.