Influencing the Human Rights Education Movement through Social Capital: Visibility, Community, Resources, and Policy

• In Event: 2154 - Human Rights Paper Session

Abstract

This paper analyzes the contributions of the national, volunteer network, Human Rights Educators USA (HRE USA) to human rights education (HRE). It explores the research question: How does HRE USA influence the HRE movement/policies and practices in this country? In order to understand the network’s contribution to the HRE movement, I apply the concept of social capital in networks and movements. I argue that the network influences policy and practice through the social capital of the members. I apply social capital theory to the single social network, HRE USA, within the broader HRE movement in the United States. I examine how the actors in this network generate social capital, which allows them to contribute to the work of the network more fully and, thus, the broader HRE movement. I argue that the network increasingly influences the movement through increasing social capital among members. This mixed methods study involved surveys, interviews, and a review of the network’s website and newsletters. The review of the website and newsletters adds to an understanding of how HRE USA contributes to the visibility of HRE. The survey was administered to members who were in leadership positions at HRE USA. Based on the results, I conducted a social network analysis which allowed me to analyze the connections among members. By interviewing these same members, I explored why people joined and left the network, the different means by which members found the network, the range of experiences in being oriented and integrated into the network, and how members contributed to the network. The interviews offered insight into how and why social capital of members played a central role in how HRE USA contributes to the HRE movement. Overall, this paper offers an understanding of how social capital influences the network, which, in turn, influences the HRE movement.

Author

• Sandra Leigh Sirota, University of Connecticut