Human rights and children’s rights education are often considered as an important condition for the realisation of rights. This kind of education is generally regarded as ‘getting to know the rights’, which is seen as a condition for ‘being able to stand up for those rights’. Multiple authors associate human- and children’s rights education to respecting other people’s rights. In practice and theory this is often reduced to the so-called 'teaching and learning about, through and for human rights' (UN Declaration on Human Rights Education and Training, 2011). However, isn’t children’s rights education much broader than a didactic story?
Based on Reynaert (2013) KeKi proposes a practice of children’s rights education as a social action, characterized by an open learning process, while at the same time making a connection with the broader social context wherein this open learning process takes place. Children’s rights education as individual and collective learning process starts from the daily experiences of children and young people in their environment, with an unsure and unpredictable outcome.