WTCB4001 Education, Rights and Social Change

Hiroshima University Syllabus

Japanese

Academic Year 2026Year School/Graduate School Graduate School of Innovation and Practice for Smart Society (Master's Course)

Lecture Code WTCB4001 Subject Classification Specialized Education

Subject Name Education, Rights and Social Change

Subject Name
（Katakana）

Subject Name in
English Education, Rights and Social Change

Instructor MOUSUMI MANJUMA AKHTAR

Instructor
(Katakana) モシュミ　マンジュマ　アクタル

Campus Higashi-Hiroshima Semester/Term 1st-Year,  First Semester,  1Term

Days, Periods, and Classrooms (1T) Tues5-8：IDEC 206

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

Lectures, Group discussions, Reflection, Project design and presentation

Credits 2.0 Class Hours/Week 4 Language of Instruction E : English

Course Level 5 : Graduate Basic

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 07 : Education

Eligible Students Master's and Doctoral Students

Keywords Education and development, Rights based approaches to development in education, Education and Social Change

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline This course encourages students to critically examine the structural barriers that restrict equitable access to education and to understand how education is deeply connected to issues of power, inequality, and social justice. It supports learners in developing practical, rights-based solutions that promote equity and inclusion, while also engaging them with contemporary global challenges that continue to shape education systems around the world.

Class Schedule lesson1 Introduction to the course (History and International Frameworks)
lesson2 Right ‘to’, ‘in’ and ‘through’ Education and   Katerina Tomasevski’s 4As framework (Available, Accessible, Acceptable, Adaptable)
lesson3 Inclusive Education and Rights
lesson4 Minority groups (religious, language, ethnicity) and Education Rights
lesson5 Refugee and Education Rights
lesson6 Gender Equality and Education Rights
lesson7 Privatization in Education
lesson8 Climate Change Education and Building Sustainable Communities
lesson9 Technology, AI and Digital Divide in Classrooms
lesson10 Key Obstacles to the Realization of the Right to Education
lesson11 Rethinking Right to Education (STEM, liberal-based, and the social sciences nexus through rights-based approaches)
lesson12 Project Design- Day 1 (designing a project with rights-based approaches)
lesson13 Project Design- Day 2 (designing a project with rights-based approaches)
lesson14 Presentation
lesson15 Reflection, Key Takeaways and Wrap-up

Final Report

Text/Reference
Books,etc. Coomans, F. (2007). Content and Scope of the Right to Education as a Human Right and Obstacles to its Realization. DONDERS, Yvonne/VOLODIN, Vladimir. Human Rights in Education, Science, and Culture: Legal Developments and Challenges. Great Britain: MPG Books Ltd, 183-229.

Tomaševski, K. (2001) Primer No. 3: Human Rights Obligations: Making Education Available, Accessible, Acceptable and Adaptable. Available online: No. 3: Human Rights Obligations: Making Education Available, Accessible, Acceptable and Adaptable | Right to Education Initiative (right-to-education.org)Primer
Recommended further reading:

Right to Education Initiative resources: https://www.right-to-education.org/

PC or AV used in
Class,etc.

(More Details) PowerPoint slides, Padlet and Mentimeter

Learning techniques to be incorporated

Suggestions on
Preparation and
Review A participatory and interactive approach will be adopted to exchange, examine, and reflect on participants’ professional experiences and viewpoints in relation to the concepts and theoretical perspectives explored in the course. The overall approach will remain learner-focused, with collaborative conversations, critical reflection, and active group interaction forming the core teaching and learning processes. Students are expected to actively participate by asking questions, engaging in discussions, and sharing examples and experiences from their own country contexts relevant to the topics covered each day.

Requirements

Grading Method The grade will be calculated based on students’ participation (40%), project design (30%) and the evaluation of the reflection paper assigned at the end of the course (30%).

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2026Year	School/Graduate School	Graduate School of Innovation and Practice for Smart Society (Master's Course)
Lecture Code	WTCB4001	Subject Classification	Specialized Education
Subject Name	Education, Rights and Social Change
Subject Name （Katakana）
Subject Name in English	Education, Rights and Social Change
Instructor	MOUSUMI MANJUMA AKHTAR
Instructor (Katakana)	モシュミ　マンジュマ　アクタル
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, 1Term
Days, Periods, and Classrooms	(1T) Tues5-8：IDEC 206
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face
Lectures, Group discussions, Reflection, Project design and presentation
Credits	2.0	Class Hours/Week	4	Language of Instruction	E : English
Course Level	5 : Graduate Basic
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	07 : Education
Eligible Students	Master's and Doctoral Students
Keywords	Education and development, Rights based approaches to development in education, Education and Social Change
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	This course encourages students to critically examine the structural barriers that restrict equitable access to education and to understand how education is deeply connected to issues of power, inequality, and social justice. It supports learners in developing practical, rights-based solutions that promote equity and inclusion, while also engaging them with contemporary global challenges that continue to shape education systems around the world.
Class Schedule	lesson1 Introduction to the course (History and International Frameworks) lesson2 Right ‘to’, ‘in’ and ‘through’ Education and Katerina Tomasevski’s 4As framework (Available, Accessible, Acceptable, Adaptable) lesson3 Inclusive Education and Rights lesson4 Minority groups (religious, language, ethnicity) and Education Rights lesson5 Refugee and Education Rights lesson6 Gender Equality and Education Rights lesson7 Privatization in Education lesson8 Climate Change Education and Building Sustainable Communities lesson9 Technology, AI and Digital Divide in Classrooms lesson10 Key Obstacles to the Realization of the Right to Education lesson11 Rethinking Right to Education (STEM, liberal-based, and the social sciences nexus through rights-based approaches) lesson12 Project Design- Day 1 (designing a project with rights-based approaches) lesson13 Project Design- Day 2 (designing a project with rights-based approaches) lesson14 Presentation lesson15 Reflection, Key Takeaways and Wrap-up Final Report
Text/Reference Books,etc.	Coomans, F. (2007). Content and Scope of the Right to Education as a Human Right and Obstacles to its Realization. DONDERS, Yvonne/VOLODIN, Vladimir. Human Rights in Education, Science, and Culture: Legal Developments and Challenges. Great Britain: MPG Books Ltd, 183-229. Tomaševski, K. (2001) Primer No. 3: Human Rights Obligations: Making Education Available, Accessible, Acceptable and Adaptable. Available online: No. 3: Human Rights Obligations: Making Education Available, Accessible, Acceptable and Adaptable \| Right to Education Initiative (right-to-education.org)Primer Recommended further reading: Right to Education Initiative resources: https://www.right-to-education.org/
PC or AV used in Class,etc.
(More Details)	PowerPoint slides, Padlet and Mentimeter
Learning techniques to be incorporated
Suggestions on Preparation and Review	A participatory and interactive approach will be adopted to exchange, examine, and reflect on participants’ professional experiences and viewpoints in relation to the concepts and theoretical perspectives explored in the course. The overall approach will remain learner-focused, with collaborative conversations, critical reflection, and active group interaction forming the core teaching and learning processes. Students are expected to actively participate by asking questions, engaging in discussions, and sharing examples and experiences from their own country contexts relevant to the topics covered each day.
Requirements
Grading Method	The grade will be calculated based on students’ participation (40%), project design (30%) and the evaluation of the reflection paper assigned at the end of the course (30%).
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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