Human Rights Pedagogy: Practices and implications for teachers in a South Africa context Segalo, Letloyo Human Rights Education Pedagogy Democracy learners Constitution New Revised Curriculum Statement Ubuntu research framework In this research Human Rights practices of secondary school teachers across the curricular in their different schools’ settings are explored. The importance of Human Rights Pedagogy is advocated for. A qualitative interpretivist research paradigm was used in this study employing Ubuntu as a research framework. An Ubuntu research framework assumes the importance of equality, fairness and justice among the researcher and the participants in the research setting. The participants in the study comprised of 10 secondary schools’ teachers which were conveniently sampled. A focused group was used to collect data on issues of human rights in particular the rights of learners using an Ubuntu framework. Data was analysed thematically. The findings of this research showed that teachers have not changed their mind-sets regarding the rights of learners as enshrined in the Constitution (Republic of South Africa) stating that the rights of the learners should be respected and promoted. The study therefore argues for a debate on the training of teachers on Human Rights Pedagogy for professional development. 2023-04-21T08:48:47Z 2023-04-21T08:48:47Z 2023-03-29 journal article Letloyo Segalo (2023). Human Rights Pedagogy: Practices and implications for teachers in a South Africa context .Journal for Educators, Teachers and Trainers,Vol. 14(2). 305-313[DOI: 10.47750/jett.2023.14.02.029] https://hdl.handle.net/10481/81163 10.47750/jett.2023.14.02.029 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Universidad de Granada