By problematizing how morality is discussed in cosmopolitan education without addressing the rightlessness of non-citizens I draw on thoughts by Martha Nussbaum and Marianna Papastephanou on how human rights and agency can be reclaimed through a critical cosmopolitanism.

This paper considers political agency and space as found in Cavarero's For More Than One Voice: Toward a Philosophy of Vocal Expression in order to take a critical philosophical approach to human rights education (HRE) and the political implications of its increasingly legal discourse.

In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening

The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.