At this point in the world’s history, we live in rapidly changing political, economic and cultural environment. News media present stories of terrorist activities, ever-growing numbers of displaced persons and refugees alongside environmental disasters such as volcanic eruptions, tsunamis, raging forest fires, drought and flood. In the midst of this maelstrom of change and disruption, there is a need for stability and assurance so that our children will be able to thrive and to be educated “in an era of risk” as identified as the theme of this conference.

The researchers engaged in exploring the topic of “Teacher Education in an era of risk” through eliciting how a random sample of our colleagues:

• identified their perceptions of what risks are evident in society both globally and nationally;
• considered the ways in which education could be a bulwark for our children and young people against those risks;
• recognised the skills and attributes that educators need to develop with and for our children and young people to live and act under conditions in times of political and economic uncertainty.

The overarching question posed by this statement is “Are we creating a learning environment in which students are exposed to knowledge and understanding of human rights?” The underlying thesis is that there is a need to equip our children and young people with the skills to meet the challenges that an “era of risk” will inevitably engender. A knowledge of human rights will help school and tertiary students develop the interpersonal and intrapersonal skills to ameliorate the challenges posed in an “era of risk” to create a world in which all are accepted as persons in their own right.

The United Nations Declaration on Human Rights Education and Training (UNDHRET, 2011) is important to education because it sets out the practicalities for how the education provisions required through the UNCRC (1989) can be embedded at both national and individual school level.

The principal objectives were to elicit the awareness levels of teacher educators of the United Nations conventions and declarations that have an impact on the educational provision of all children and young people across the globe. In particular, knowledge of the UNDHRET (2011) Article 1, 2:

Human rights education and training is essential for the promotion of universal respect for and observance of all human rights and fundamental freedoms for all, in accordance with the principles of the universality, indivisibility and interdependence of human rights.

Adherence to the principles detailed in the above should be an important element in teacher education and, therefore, essential for teacher educators to have a deep knowledge and understanding of how these can be embedded within the curriculum.

The theoretical framework was action research that Sagor (2000) defines as being:

a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions. (p. 3).

The principal purpose of action research is to “improve practice” (Elliott, 1991, p.3). Typically, it is a research methodology used to bring about change in practice. In the research reported in this paper, the envisaged change in practice is the inclusion of human rights education in the curriculum of a university Schools of Education.

Whilst this study is being conducted in one university in Australia, there are significant implications for all education institutions across the globe. In Europe in particular this “era of risk” is apparent in the large number of the transient refugee population and the political disruption to the European Union being caused by Brexit.

Methodology Action research is cyclical process and has the following key elements: • Problem – identification of an issue to be investigated • Enquiry – the finding out stage; data collection • Evaluation – establishing what the data reveals about the issue • Sharing outcomes – disseminate what has been found • Planning – devise a plan to alleviate the initial problem • Reflection – reflect on success or otherwise of plan Currently, this research study has completed the first two stages of action research and the presentation will report on how we: • identified the problem of how we create an environment in which school and tertiary students have knowledge and understanding of human rights in an era of both national and international risk; • gathered information from the participants on their knowledge and understanding of the international conventions and declarations that should have an impact on our role as educators. The data gathered will be evaluated and shared with colleagues in both schools of education and an action plan drawn up to alleviate issues identified as requiring attention. Method In this research, the participants were drawn from teacher educators in both Schools of Education at the University of Southern Queensland (USQ). The participants were selected using a systematic random sample. This method was used to reduce the possibility of bias that could be present if the researchers approached staff members, or they self-selected, as in each case they were more likely to have an interest in and therefore more knowledge of the research topic. Interviews were conducted using a list of four questions designed to ascertain the knowledge and understanding of the participants on the provisions of international declarations and conventions on human rights. The use of interviews rather than questionnaires was to eliminate a possible low level of participation and to allow for the collection of richer data. Interviews are a ‘very good way of accessing people’s perceptions, meanings, definitions of situations and constructs of reality” (Punch, 2009, p. 144). The relational aspect of face-to-face interviews has the added value of enabling deeper understanding of the participants’ responses to the questions.

Expected outcomes/results It is expected that as a result of this first stage in the action research project we will: • have gathered data that will clearly indicate the level of knowledge and understanding of a systematic sample of teacher educators; • be able to devise an action plan to alleviate gaps in knowledge and understanding of staff members; • understand how education on human rights for both teacher education students and school students can become an integral part of both the tertiary and school curricula. Intent of publication The intent of this publication is to remind teacher educators that, in an era of risk, there is a need to embrace the intentions of The Council of the European Union (2012) statement: Human rights are universally applicable legal norms. Democracy is a universal aspiration. Throughout the world, women and men demand to live lives of liberty, dignity and security in open and democratic societies underpinned by human rights and the rule of law. Sustainable peace, development and prosperity are possible only when grounded upon respect for human rights, democracy and the rule of law. (Annex II, p. 3) The above intention can only become a reality through education that includes knowledge and understanding on universal human rights.

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