This book chapter argues that Universal Design for Learning (UDL), developed by the Center for Applied Special Technologies, is a possible avenue to create practical and theoretical teaching and learning methodologies within Human Rights Education. Not only is it based on values inherent in the right to education and in a rights-based approach to education, but it is also recommended by the United Nations Committee on the Rights of Persons with Disabilities for educational institutions to fulfill, promote, and protect the right to education for persons with disabilities. Research shows that UDL benefits all learners, not only those with accessibility needs, through its whole-person perspective and focus on the educator’s responsibilities and students as partners. Thus, UDL provides a practical, and recommended, nexus between human rights law and education. Three core principles are identified in this nexus, ‘learner-centered education’, ‘learners as partners in education’, and ‘rights-based education’ and suggested as a supportive pedagogical structure for human rights education.

Human rights have been taught at universities in Sweden since the late 1990s. While these programmes are substantively advanced, they are, like most university educational programmes, delivered in a traditional academic manner. However, the scholarly field of Human Rights Education critiques transmission models of education, advocating for more evolved teaching and learning methodologies that require academic educators to embody transformative teaching and learning approaches. This article examines the perspectives of nine human rights scholars responsible for cross-disciplinary human rights programmes at five universities in Sweden. The research question explores how educators’ views on university human rights education can be problematised using theories on student subject-ness, criticality, activism, and transformation. The findings and analysis show gaps between what is taught and how it is taught. Based on the study, the author contributes to developing university human rights education as a field targeting the relationship between human rights education and educators’ practice.

At the request of the then Haitian Minister of Women’s Affairs and Women’s Rights, H.E. AdelineMagloire Chancy, the Raoul Wallenberg Institute (RWI), commissioned by the International LegalAssistance Consortium (ILAC), conducted research in the area of gender justice. More specificallyand in accordance with the terms of reference provided by the Haitian Ministry, the project focusedon the five separate but interrelated areas of: (1) termination of pregnancy, (2) Non-maritalcohabitation (customary unions) (3) paternity determination, (4) domestic violence, and (5) rape.This report presents a compilation of examples of ‘best practices’ from various countries in the world,relating to legislation, policy and implementation, giving concrete models within those five areas.Here, ‘best practices’ are referred to as practical, good examples, from which governments and nongovernmentalorganisations (NGOs) in a legislative drafting process would benefit. The report aimsat providing tools for the realisation and implementation of international human rights standards.For this reason, the best practices are defined on the basis of those standards.

Im folgenden werden die Minderheiten und indigenen Völker in den skandinavischen Staaten Dänemark, Finnland, Norwegen und Schweden behandelt. Sämtliche dieser Staaten sind Einheits- und Nationalstaaten Viele Minderheiten oder indigenen Gruppen in Skandinavien haben ihren Status auf Grund von Kolonisation und Staatennachfolge/Staatensezession zuerkannt bekommen, so die Sami oder auch die Schwedischsprachigen in Finnland, die Finnischsprachigen in Schweden und die Deutschsprachigen in Dänemark. Manche Minderheiten entstanden auch auf Grund von Grenzänderungen oder aber von Migration in die Region. Zur letzteren Gruppe gehören die Roma, Romani und Juden ebenso wie die Russen und Tartaren.