Empowerment of Learners for Societal Change through Revitalized Human Rights Education in Kuwait

Document Type : Original Article

Author

Ph.D, Foundation of Education, College of Education, University of Toledo, Oh. United States of America

Abstract

This research aimed to address the existing knowledge gap in human rights education (HRE) in Kuwait by advocating a precise transformative curriculum guided by the integration of Freirean principles of critical pedagogy. This approach empowered learners for social change and justice within the Kuwaiti context. The research emphasized the importance of promoting human dignity and self-respect through human rights education as a channel to uphold dignity, achieve peace, and human flourishing, in alignment with ethical principles and evolving societal needs. The research sought to instill problem-solving skills, critical thinking abilities, and a strong understanding of human rights through critical teaching methods to enable students to bring about societal transformation. The hypothesis posited that integrating critical educational approaches could empower learners and facilitate social change. The research findings underscored the central role of human rights education in affirming human dignity, enhancing respect, and encouraging active participation in societal transformation. The research highlighted the need for transformative teaching methods that empower learners to critically engage with their reality, identify social issues, and take proactive steps toward creating a just society. The research contributed to advancing human rights education, deepening the understanding of human dignity, and fostering positive social change within Kuwaiti society.

Keywords

References

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