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This book focuses on human rights education (HRE) in higher education, with an emphasis on supporting undergraduate education for social justice and global citizenship at the institutional, classroom, and community levels. Drawing from the work of human rights scholars and advocates at Webster University, Kingston begins a critical discussion about the potential of HRE on college campuses and beyond. Chapter contributors address the institutional issues inherent to building a "human rights campus," promoting just governance models, facilitating student research, and fostering inclusive campus communities. They further explores opportunities within the classroom by highlighting dynamic courses on global sustainable development and post-genocide reconciliation in Rwanda, as well as considering how to create trauma sensitive learning spaces and utilize photography as a human rights teaching tool. Finally, scholar-advocates detail how HRE can be expanded to include the broader community-including teaching critical criminology to aspiring police officers, facilitating community dialogue through academic conferences, and engaging in social justice work related to access to justice, domestic violence, and human trafficking

How do some issues 'emerge' -- that is, take that step in the process of mobilisation when a preexisting grievance is transformed from a 'problem' into an 'issue'? This happens when advocates name a problem as a human rights violation and when major human rights NGOs begin referencing the issue in advocacy materials, perhaps leading to the creation of campaigns and/or coalitions aimed at solving the social problem. Furthermore, issue adoption occurs when an issue is championed by at least one major player in the network, often signified by a shift in resources. Understanding this step is crucial because no effective advocacy is possible unless an issue is defined as such and accepted as such by a critical mass of activists. Adapted from the source document.

Lindsey N. Kingston critically considers how inequalities related to citizenship and recognition impact one's ability to claim fundamental human rights. As a remedy, she proposes the ideal of "functioning citizenship," which requires an active and mutually-beneficial relationship between the state and the individual and necessitates the opening of political space for those who cannot be neatly categorized. Ultimately, Fully Human contends that we uncover limitations built into our current international system--but also begin to envision a path toward the realization of human rights norms founded on universality and inalienability.

Today, citizenship itself serves to recognize an individual as fully human or worthy of fundamental human rights, yet this robust form of political membership is limited or missing entirely for some vulnerable groups. 'Fully Human' critically considers how inequalities related to citizenship and recognition impact one's ability to claim so-called universal and inalienable rights.

Intro -- Contents -- Notes on Contributors -- List of Figures -- Chapter 1 Introduction-Human Rights in Higher Education: Institutional, Classroom, and Community Approaches to Teaching Social Justice -- Human Rights in Higher Education -- Institution Building -- In the Classroom -- Community Approaches -- Outline of This Book -- References -- Part I Institutional Approaches -- Chapter 2 The Ideal of a Human Rights Campus -- Building on the Academic Foundations of HRE: Critical Thinking and Social Engagement -- Fostering Inclusiveness on Campus -- Supporting Social Justice, Every Day -- References -- Chapter 3 Social Justice Programs and Just Administrative Practices -- Mission: Clarifying Scope and Increasing Program Security -- Leadership: Identifying Interdisciplinary Expertise and Preventing Burnout -- Committee Membership: Hierarchies, Vulnerability, Expectations, and Participation -- References -- Chapter 4 Faculty-Student Collaborative Human Rights Research -- Collaborative Research and HRE -- The Potential of Faculty-Student Collaboration -- Benefits to Students -- Benefits to Faculty -- Incorporating Student Collaborators -- Administrative Collaborators to Facilitate Collaborative Research -- References -- Chapter 5 Supporting Inclusive Campus Communities: A Student Development Perspective -- Defining Diversity and Inclusion for Student Development -- Designing Inclusive Student Support -- Orientation to Campus -- Student Development Through Mentoring -- Cultural and Social Programs -- Conclusion -- References -- Part II Classroom Teaching -- Chapter 6 Real World Survivor: Simulating Poverty to Teach Human Rights and Sustainable Development -- Why Real World Survivor? -- Real World Survivor in Action: An Innovative Course to Teach Human Rights -- Traditional Content, Non-Traditional Approach.

Central to the issue of statelessness is the concept of 'functioning citizenship', which requires an active and mutually-beneficial relationship between the state and the individual. This relationship is essential for the protection and promotion of international human rights. In cases of both de facto and de jure statelessness, however, this robust form of political membership is limited or missing entirely. Expanding on Elizabeth F. Cohen's concept of 'semi-citizenship', this article contends that membership exists along a spectrum and requires not only the granting of formal citizenship, but also attention to the functionality of that relationship. Government-sponsored identities will continue to be important prerequisites for rights protection within the modern 'society of states', but truly functioning citizenship requires us to expand our understandings of responsibility and membership. The international community must critically examine the ways that individuals are recognized as worthy of human rights.