Human rights instruction in Nova Scotia secondary social studies

This thesis investigates the extent and nature of human rights teaching in Nova Scotia's secondary social studies classrooms. A causal-comparative research method was employed. Approximately 1100 surveys were distributed and 390 were returned. Non-parametric methods of statistical analysis were used to examine the data. Findings from the data indicated that approximately half the respondents are teaching human rights. Three demographic characteristics of teachers had a significant relationship to human rights teaching. The data indicated a movement away from traditional teaching methods among respondents. The data also showed a perceived lack of materials, time and direction as obstacles. Finally, the data demonstrated that teachers need to see how human rights issues fit into their program(s).