While human rights treaties provide a formidable set of principles on education and values, domestic Courts often tend to adjudicate claims in terms of local arguments for or against each particular educational practice. This article explores how international human rights law could inspire the interpretation of domestic law and educational practice, without neglecting specific cultural aspects. Firstly, the article reviews the sociological debate on values in education and shows its importance for the legal discussion. Secondly, some critical contestations of international cultural human rights are outlined, as well as certain arguments to justify the importance of this model. The study of international law follows: the UN, the European Court of Human Rights, and three relevant African Charters, as well as every reference to education made by the African Commission on Human and Peoples’ Rights and by the African Court is examined. Lastly, a comparative section reveals a certain cultural commonality inspired by the UN treaties, but also reflects some cultural and institutional differences between the European and the African regional systems.

中文翻译：

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人权条约中的教育价值：联合国、欧洲和非洲国际法

虽然人权条约提供了一套关于教育和价值观的强大原则，但国内法院往往倾向于根据支持或反对每种特定教育实践的当地论点来裁决索赔。本文探讨了国际人权法如何在不忽视特定文化方面的情况下激发对国内法和教育实践的解释。首先，文章回顾了关于教育价值观的社会学辩论，并表明其对法律讨论的重要性。其次，概述了对国际文化人权的一些批判性争论，以及证明这种模式重要性的某些论点。国际法研究如下：联合国、欧洲人权法院和三个相关的非洲宪章，以及非洲人权和人民权利委员会和非洲法院对教育的每一次提及都受到审查。最后，比较部分揭示了受联合国条约启发的某种文化共性，但也反映了欧洲和非洲区域体系之间的一些文化和制度差异。