ABSTRACT In an effort to support the curricular institutionalisation of human rights education (HRE) as a school subject, Walter Parker has proposed a curriculum model based on the powerful knowledge (PK) thesis developed by a group of social realist educators. This article aims to contribute to this worthwhile endeavour to develop a consensual HRE curriculum model by identifying four issues with Parker’s proposition. While Parker argues the prevalence of constructivism impeded the development of an HRE, the author argues that the negative implications of constructivism for traditional subjects are not true for HRE. After expanding on the other two issues, Sen notes empirical evidence from an HRE textbook, in use in Turkey, to support his fourth point that what is key to a powerful HRE is political support. The article ends with a call to the HRE community to contemplate political impediments that risk making HRE an ineffective enterprise at schools.

中文翻译：

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“强大”的人权教育课程问题

摘要 为了支持将人权教育（HRE）作为学校学科的课程制度化，沃尔特·帕克（Walter Parker）提出了一种基于一群社会现实主义教育者开发的强大知识（PK）论文的课程模式。本文旨在通过确定帕克命题的四个问题，为开发共识性 HRE 课程模型的这一有价值的努力做出贡献。虽然帕克认为建构主义的盛行阻碍了神罗的发展，但作者认为建构主义对传统科目的负面影响对神罗而言并非如此。在扩展了另外两个问题之后，森注意到土耳其使用的一本神罗教科书中的经验证据，以支持他的第四点，即强大的神罗的关键是政治支持。