Practice and Negotiation on Human Rights Education Implementation in Schools

Abstract

This research aims to analyze the practice and negotiation of human rights education of teachers and educators by demonstrating how secondary school teachers implement human rights education in schools. A qualitative research method was used, with purposive sampling of 8 social studies teachers who teach human rights content that engage students in the classroom, consisting of teachers from district schools, provincial schools, and top-tier schools. The data were analyzed mainly from the interviews. The study discovered that human rights education is integrated into the Social Studies, Religion, and Culture, specifically in the Civics, Culture, and Living area in Basic Core Education Core Curriculum 2008. It is also used as an indicator. Additionally, interviews revealed that human rights education appears in the History and Religion, Morality, and Ethics content areas as well. The findings highlighted important characteristics of the heroic teachers, including 1) using textbooks as a framework and 2) designing new learning methods, which involve understanding learners, interpreting indicators standard, linking to current situations, and integrating extra-curriculum activities. This approach encompasses the development of knowledge and skills, values and attitudes, and action related to human rights education framework. The study also found that teachers' practices and negotiations often involve a compromise between balancing state educational objectives and emphasizing skills, attitudes, and actions rather than knowledge. In addition, the results also show that social studies teachers are perceived as of “the leader of the children’s gang”