Introduction

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book explains deeply into the attitudinal barriers to holistic human rights education provision at primary level, with some of these concerns relating to broader national or international challenges to such education. It explores the possible reasons for the disconnect between the international requirement to educate about, through and for human rights on the one hand, and English primary policy and practice on the other. The book examines whether the commitments have translated into the policy landscape in England. It deals respectively with the three elements of the tripartite framework. The book explores the practice of education for human rights. It suggests that teachers may be encouraging certain aspects of this tripartite component, while failing to equip learners with the skills necessary for promoting and defending human rights more broadly.