ABSTRACT
This chapter draws upon quantitative and qualitative empirical data to indicate the extent of education about human rights in primary practice in England, and explores and analyses teachers’ attitudes towards such education. A commonly cited reason for including human rights education (HRE) across primary education was safeguarding. The provision of education about human rights in accordance with the international framework requires teaching on human rights, their instruments and protection mechanisms, and the values that underpin them. Education policy relevant to HRE is often couched in the language of values rather than rights. Interviewees identified particular values to be of relevance to primary education, including inter alia: generosity, kindness, resilience, responsibility, friendship, humility, perseverance, courage, happiness, determination, appreciation and compassion. The chapter explores the dimension to determine whether there might be other factors affecting the ability or willingness of primary teachers to engage fully with education about human rights.
