Abstract
Using data from a survey of social studies professors and program directors in New Jersey, this paper presents the results of an investigation about the degree to which human rights education is integrated within the professional teacher preparation programs leading to social studies certification at colleges and universities in New Jersey. Seven institutions of higher education are represented, combining both public and private colleges and universities. Findings indicate that human rights education is not heavily represented in the content of social studies certification coursework, nor are students enrolled in such classes very knowledgeable about the history of human rights, the UN/international treaty and legal framework, and humanitarian law issues based upon prior courses in their subject field majors. Students who exit these programs prior to receiving initial licensure in New Jersey have a relatively strong understanding of student-centered, participatory pedagogy compatible with human rights education concepts and strategies, but there is little evidence that study of core topics in U. S. or world history is placed within the broader context of the development of human rights. Recommendations emphasize a more cohesive integration of the NCSS standards for teacher preparation into social studies teacher preparation program design and implementation, with a specific focus on five standards where human rights content and themes can be effectively used. Additionally, more intensive collaboration between subject field faculty in the humanities and social sciences and social studies education faculty is needed to insure that human rights content and themes are actually studied regularly by social studies teacher preparation candidates prior to their exit from certification programs.