In 2009-11, the researchers were engaged in the Basic Law Education (BLE) Project financed by the Quality Education Fund of the HKSAR Government. The project aimed at providing Liberal Studies teachers curricular and pedagogical support in the teaching of the Hong Kong Basic Law, human rights and law-related concepts. As part of the project, the human rights friendly ethos of the participating schools was studied. The research methodology comprised both a questionnaire survey, using the Indicators and Evaluative Checklist for Human Rights Friendly Environment in Schools, and in-depth focus group interviews with groups of students and teachers who had participated in the survey. Human rights education is an important part of civic education in the 21st century and it can best be supported by a human rights friendly school ethos. This paper makes use of the research findings from the study and explores, with the help of a case study, why and how a school can promote a human right friendly school ethos and the complications that may arise. The paper can be of reference value to researchers and civic educators who are interested in human right education. It can also be of help to school leaders and teachers who are trying to develop a human right respecting school environment which is now universally required.
[Copyright © World Education, Science, Research and Counseling Center].

In an era of rapid globalization, space and time are seriously compressed. People from different nations, cultures, religions and other backgrounds have become much more interconnected and interdependent. Since people are rapidly intermingling, what values should be considered as standards and norms in regulating this situation, so that people of different backgrounds can relate peacefully to each other with mutual respect? United Nations (UN) human rights standards could be considered as sets of shared global norms and values in a search for global ethics. As a consequence, the UN has been eager to promote human rights education (HRE), aiming at the cultivation of a human rights culture. This paper reports on two case studies of school-based curriculum development of HRE in two Hong Kong secondary schools. We also recommend some research directions important for the implementation of HRE in schools. It is hoped that the paper can provide some insight into the development of quality HRE in schools.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14675986.2011.567072]