ABSTRACT

This chapter analyses the evidence that relates to the four interpretative orientations in human rights education (HRE) discourse: technical, interpretative, critical and counter-hegemonic. It explains the production of a global discourse of HRE and analyses the way HRE discourse is increasingly institutionalised, via the systematic formation of HRE concept and discourse, which confine within the remit of the United Nations apparatus. The chapter also argues the distribution of HRE discourse through non governmental organizations between the global and the local, as well as institutions and society. It explains how a technical orientation has been able to thrive and dominate in contemporary HRE discourse. The chapter contains the analysis of the consumption of HRE discourse and how HRE processes in the research seemed to target particular social issues and groups, and how these choices involve the exercise of power over agendas and agency.