Abstract

This study was about exploring the teaching and learning of human rights issues in one primary schools in Malawi. Specifically, the study intended to understand teaching, learning, classroom and school practices in human rights issues. This study employed a qualitative case study research design to generate data. The study used semi-structured interviews, FGDs and direct observations to generate data from the research participants. It employed thematic data analysis to generate themes from the data. The main finding of the study is that there was largely inactive interaction between teachers and learners, and among learners. This promoted passive learning of human rights knowledge. The study further established that teachers faced several challenges in the teaching of human rights issues such as lack of human rights materials and lack of information on how to do human rights activities. Furthermore, the study found that the social environment was less learner inclusive due to bad practices such as name-calling and bullying. The general conclusion of the study is that the teaching and learning of human rights issues was largely for knowledge about human rights and not the development of skills and values. This is what is described as education about human rights knowledge. One of the major recommendations made includes reviewing the teaching and learning of human rights issues in Primary Teacher Training Colleges.

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School	: School of Education
Issued Date	: 2016

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