Professor Sarah Anderson worked with Dr Yulia Nesterova, and University of Glasgow PGR students Cheng-Hui Liu and Samira Hasanzade in the publication of a new article in the Human Rights Education Review titled “Five pillars of transformative global citizenship education: toward integration of the rights of Indigenous Peoples and internally displaced peoples.”

Human Rights Education Review is a multi-disciplinary journal, which won a 2021 prize from the University and College Consortium for Human Rights Education ‘for its significant contribution to international research and future teaching, learning, and collaboration in human rights education across the globe’. This conceptual paper proposes a Global Citizenship Education (GCE) framework that is inclusive and supportive of the rights of two of the most marginalised communities: Indigenous Peoples and refugees/internally displaced persons. Despite the UN’s recognition, Indigenous Peoples still struggle for the right to self-determination, cultural identity, and ancestral territories. Similarly, the rights of internally displaced persons to livelihood, security, and self-determination are under threat, in addition to the lack of durable solutions to their displacement. The lack of recognition keeps both groups in a vicious cycle of poverty and vulnerability, and GCE has yet to incorporate their specific rights into its framework. Using two case studies, Indigenous Peoples in Taiwan and internally displaced persons in Azerbaijan, we propose a new approach to strengthen the integral role of human rights, especially of such vulnerable groups, in shaping GCE.

https://www.tandfonline.com/doi/full/10.1080/25355406.2025.2556297

First published: 10 October 2025

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