Abstract Integrating activist knowledge into human rights education (HRE) is increasingly central to discussions on the trajectory of global, national, and local human rights activism. In this policy and practice note, we aim to explore the experience of the Escuela de Justicia Transnacional (or School of Transnational Justice—STJ), a 6 month education program designed for community-based human rights defenders and activists in Mexico and recently in other countries in Latin America. Led by the Economic, Social and Cultural Rights Project (ProDESC), a Mexican feminist human rights organization with two decades of experience in human rights work, in collaboration with a team of human rights academics and popular pedagogy educators, the STJ serves as a platform where community activists, human rights educators and professionally trained human rights defenders work together to develop tools for addressing complex human rights challenges faced by communities and collectives on the ground. The findings of this note show how the interplay among the different actors involved in the STJ exemplifies a dynamic and relational process of collective teaching, learning, and knowledge production that gives rise to a pedagogy of praxis grounded in critical reflection, shared action, and political commitments.
Pagaza et al. (Fri,) studied this question.