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Supported by the Irish Human Rights and Equality Commission, it addressed human rights, social inclusion, employment, and self-employment. Adult community education methods and participatory, dialogic learning spaces informed analysis of what worked and why, alongside recommendations for “from below” promotion in adult settings.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Social Inclusion: An Cosán’s Right to Work Education Project  \nthomas murray  \nAbstract  \nThis article explores the nature of successful human rights education through the lens of a single case study. In the context of new legislation governing the right to work, An Cosán’s Right to Work Education Project partnered with more than forty International Protection Applicants (IPAs) living in Direct Provision centres across Ireland. Funded by the Irish Human Rights and Equality Commission, the programme sought to address participants’ human rights and social inclusion alongside their employment and self-employment opportunities. The programme was delivered over 9 days of workshops. Using adult community education methods, practitioners facilitated participatory learning spaces where IPAs and other stakeholders involved in human rights and social inclusion could explore legislation, practice, and experience together. Blended learning options were offered to those participants unable to attend in person. The article draws on participant voices and practitioner reporting to outline the project’s short-term impact. Concentrating on human rights education, it analyses what worked and why. Finally, recommendations are made in relation to promoting human rights education ‘from below’ in adult community education spaces.  \nKeywords: Adult Community Education, Human Rights, Social Inclusion, Right to Work, Blended Learning, Refugee, Asylum Seeker, International Protection Applicant  \nIntroduction  \nAn Cosán (Irish: ‘The Path’) is a community organisation offering people of all ages diverse programmes in early years education and care, parenting, community, further and higher education. For over thirty-five years, the organisation has sought to use the power of transformative education to end the  \ninjustice of poverty. In recent years, An Cosán has also moved online to bring its adult community education ethos beyond its home in Jobstown, Tallaght to communities across Ireland. An Cosán’s student body consists of those most marginalised in our society: socio-economically disadvantaged students, lone parents, and students with asylum seeker status, often living in Direct Provision (DP) centres (Kovacic et al., 2020). The following paper examines a single case study of An Cosán’s work, the Right to Work Education Project, to explore the nature of successful human rights education.1  \nIn 2019, An Cosán partnered with more than forty International Protection Applicants (IPAs) living in DP centres across Ireland. The Right to Work Education Project aimed to co-create a blended learning programme addressing participants’ human rights and social inclusion concerns alongside their employment and self-employment opportunities. This article draws on participant voices and practitioner reporting to outline the project’s shortterm impact and to analyse what worked regarding human rights education. It highlights the role of holistic, wraparound learner supports and an inclusive programme learning environment. The article further suggests that successful human rights education requires adult community education methods, specifically modelling a dialogic, solidaristic approach to learning and project decision-making. Documenting this experience is intended to facilitate deeper reflection and dialogue among practitioners on the nature of successful educative practice for human rights and social inclusion today.  \nListening to the Voices: Project Originsand Pre-Delivery  \nThe Right to Work Education Project originated in An Cosán’s staff listening to IPAs within our student body and network of collaborative partner organisations across Ireland. This network included affected-led, civil society groups such as the Movement of Asylum Seekers Ireland (MASI) . During 2017 and 2018, An Cosán delivered several blended learning programmes in community development to learners in DP centresin Galway, Monaghan, Kerry, and Dubli","cbCaioQ6thCze0yg","https://ap.wps.com/l/cbCaioQ6thCze0yg","pdf",92915,13,"English","# Abstract\n# Introduction\n## Project Origins and Pre-Delivery\n### Legal Context and Educational Need","[{\"question\":\"What is the focus of the article?\",\"answer\":\"The article focuses on successful human rights education through a single case study: An Cosán’s Right to Work Education Project.\"},{\"question\":\"Who participated in the Right to Work Education Project and where?\",\"answer\":\"The project partnered with 40+ International Protection Applicants living in Direct Provision centres across Ireland, delivered through 9 days of workshops.\"},{\"question\":\"What teaching approach was used in the programme?\",\"answer\":\"Practitioners used adult community education methods with participatory learning spaces, emphasizing dialogic and solidaristic approaches to learning and decision-making.\"}]","Community Education for Human Rights and Social Inclusion: An Cosán’s Right to Work Education Project - report | PDF",1792066697,33]