This book adds impetus to the nexus between human rights human rights education and material
reality. The dissonance between these aspects is of growing concern for most human rights
educators in various social contexts. The first part of the book opens up new discourses and
presents new ontologies and epistemologies from scholars in human rights human rights
education and human rights literacies to critique and or justify the understandings of human
rights¿ complex applications. Today¿s rapidly changing social contexts and new languages
attempting to understand ongoing dehumanization and violations put enormous pressure on higher
education educators individuals working in social sciences policy makers and scholars
engaged in curricula making.The second part demonstrates how global interactions between
citizens from different countries with diverse understandings of human rights (from developed
and developing democracies) question the link between human rights and it¿s in(ex)clusive
Western philosophies. Continuing inhumane actions around the globe reflect the failure of human
rights law and human rights education in schools higher education and society at large. The
book shows that human rights education is no longer a blueprint for understanding human rights
and its universal or contextual values presented for multicomplexial societies. The final
chapters argue for new ontologies and epistemologies of human rights human rights education
and human rights literacies to open-up difficult conversations and to give space to dissonant
and disruptive discourses. The many opportunities for human rights education and literacies
lies in these conversations.
