This book chapter appears in Bajaj, M. (Ed.), Human Rights Education: Theory, Research, Praxis. Philadelphia: University of Pennsylvania Press, 69-95.
In 2002, Tibbitts published three models for categorizing human rights education practice in the formal and non-formal education sectors: Values and Awareness, Accountability and Transformation (Tibbitts 2002).3 Infused within these Models of HRE was an understanding of educational programming, learning theory and social change. The original models were organized applying grounded theory from a practitioner’s point of view about learner goals, target groups and other practical elements of educational programming, such as content and methodologies. The emerging models of HRE practice were linked with praxis and strategies for social change. In this chapter, Tibbitts suggests revisions to these models, based on the ensuing 13 years of scholarship, documentation and observation of practice across a range of teaching and learning settings globally, including hers. She argues that the original HRE models remain useful typologies for describing HRE practices and for critically analyzing their design in promoting agency in learners to take action to reduce human rights violations. However, she proposes amendments to the models including a stronger association of the Values and Awareness Model with socialization, the Accountability Model with professional development, and the Transformation Model with activism.
