Human Rights Education and the Role of Teachers in Eastern Rajasthan

Abstract

This paper explores the association between teacher behaviour and the effectiveness of human rights education in schools across Eastern Rajasthan. Through classroom observations and interviews, it investigates how teachers’ actions and attitudes align with or diverge from established human rights principles. The findings highlight both positive examples of human rights-conscious practices and significant challenges, including societal pressures, resource constraints, and limited professional development. The study underscores the need for sustained institutional support to empower teachers in fostering inclusive, nondiscriminatory classroom environments and advancing human rights education