TEACHERS’ ROLES IN REALISING HUMAN RIGHTS IN CHALLENGING CONTEXTS

The promotion and protection of human rights is a critical issue, particularly in contexts such as South Africa’s township classrooms where there are unique challenges that make it difficult for teachers to fulfil their responsibilities in this regard. Therefore, there is a need to equip teachers with the appropriate knowledge and training to enable them to carry out their roles effectively. The purpose of this paper is to report on a study that explored the role of teachers in promoting and protecting human rights in township classrooms. The study drew on theoretical concepts in the domains of human rights literacy, human rights education, and legal literacy to conceptualize the roles that teachers play in the realization of human rights in the classroom. The research was conducted using a qualitative research design in the form of narrative inquiry, with 29 purposively selected township teachers who work in challenging school contexts in a South African township. Participants were asked to provide written narratives of their positive and negative experiences, opportunities and barriers related to realizing human rights in their classrooms. Six main themes emerged from the data, including support, safety, discipline, resources, and resilience. The findings revealed that teachers lack support from the Ministry of Education and parents, and they struggle with unacceptable student behaviour. This lack of support and the challenges they face in their classrooms drive teachers towards prohibited measures to control unruly students. Additionally, the study found that teachers feel unsafe in schools and that they rely on divine intervention to perform their roles effectively. The paper concludes with practical guidelines that can assist teachers in effectively fulfilling their role in the realization of human rights. The guidelines focus on the need for adequate training and support for teachers, as well as the importance of creating a safe and supportive learning environment. The study highlights the importance of promoting human rights in township classrooms and the need for teachers to be equipped with the necessary skills and knowledge to fulfil their roles effectively.