ABSTRACT
Teaching human rights in literary and cultural studies presents core challenges in any class context. On the one hand, teachers often focus on human rights out of the impulse to increase student awareness of violations, cultivate a sense of global citizenship, and hone analytical approaches to the fraught relationship between ethics, aesthetics, and politics. The chapter explores the potential of a globally networked learning environment (GNLE) to generate active learning and postintercultural understanding. It reviews on the intellectual development of human rights situated within two ongoing pedagogical conversations, one at the institutional level concerning the development of the global citizen and one at the disciplinary level surrounding the challenges of developing ethically minded teaching practices for human rights-related issues. Of all the forms of cultural awareness measured, the greatest growth was in the area of students' flexibility. Ultimately, students developed flexibility not only in having to work across temporal, geographical, and cultural divides but also in determining what constitutes knowledge.
