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<p>Countries have agreed on the necessity of teaching children about, through, and for their rights. Specifically, the <i>United Nations Declaration on Human Rights Education and Training</i> (2011) requires that such education be integrated into school curricula. The question of how this integration should occur has sparked debate among scholars and practitioners. In Switzerland, which encompasses three different linguistic cultures, contexts, and curricula, children’s human rights education (CHRE) is linked to several subjects and is conceptualized as a cross-curricular and interdisciplinary topic. This article aims to elucidate the conceptual foundation of children’s rights education (CRE) provisions within Swiss schools, as a heterogeneous study leading to conclusions relevant for other contexts. The role of curricula and interdisciplinarity for CHRE is analyzed. Also, the drivers and barriers to CHRE identified by teachers and other educational actors are outlined. Based on this analysis, suggestions for supporting CHRE teaching are discussed.</p>

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Interdisciplinary children’s human rights education in Switzerland: Curricula and teaching practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月2日

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  • Stefanie Rinaldi,
  • Zoe Moody,
  • Frédéric Darbellay

摘要

Countries have agreed on the necessity of teaching children about, through, and for their rights. Specifically, the United Nations Declaration on Human Rights Education and Training (2011) requires that such education be integrated into school curricula. The question of how this integration should occur has sparked debate among scholars and practitioners. In Switzerland, which encompasses three different linguistic cultures, contexts, and curricula, children’s human rights education (CHRE) is linked to several subjects and is conceptualized as a cross-curricular and interdisciplinary topic. This article aims to elucidate the conceptual foundation of children’s rights education (CRE) provisions within Swiss schools, as a heterogeneous study leading to conclusions relevant for other contexts. The role of curricula and interdisciplinarity for CHRE is analyzed. Also, the drivers and barriers to CHRE identified by teachers and other educational actors are outlined. Based on this analysis, suggestions for supporting CHRE teaching are discussed.