Call for Papers for the Thematic Dossier
What is the scope of Human Rights Education (HRE)? How can its practices, public policies, and theoretical reflections contribute to transforming a society that remains structurally unequal and resistant to valuing diversity in the pursuit of overcoming inequalities, exclusion, and threats to democracy? An important pathway to addressing these questions lies in the analysis of sociocultural and educational phenomena through the epistemological and methodological lens of intersectionality, an original contribution by the African American legal scholar Kimberlé Crenshaw. Commenting on the concept, Bruna Pereira (2021, p. 447) argues that “the social experiences of marginalized individuals and collectivities (and, in my view, also those who enjoy relative privileges) are always multidimensional.”
It is precisely this multidimensionality of social, economic, and cultural phenomena that research, practices, and public policies related to Human Rights Education must help identify and confront. Identity- and knowledge-based dimensions such as race and ethnicity, gender and sexualities, class, and decolonial thought characterize this multifaceted field in which Human Rights Education is continuously renewed and strengthened.
In its second issue, Sudamerica: International Journal of Human Rights invites submissions to a thematic dossier that brings together studies committed to critical and socially engaged education, articulating intersectional analyses that contribute to understanding the relationship between education and the promotion of human rights in the face of the paradoxes of contemporary society.
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