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The article reports leaders’ perceptions of the NGO’s goals, strategies, and challenges, situating educational activities within theoretical and cultural contexts. 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This article reports the NGO leaders’perceptions of the goals, strategies, and challenges in their citizenship endeavor, and analyzes their educational activities in theoretical and cultural contexts. By reporting a tension between the two founding leaders and unpacking the different approaches they take to engaging rural women, we demonstrate how the conceptualization of human rights education in the rural Chinese context is influenced by three approaches to human rights—the Confucian emphasis of rites, the Western tradition of emphasizing law, and the “human functional capacities” approach—and how the implementation process is constrained by China’s political framework, the social conditions of rural women, and the NGO leaders’vantage points.  \nKeywords: Human Rights Education,“human functional capacities,” citizenship education  \nThe decade of 1995-2004 was declared as the United Nations Decade for Human Rights Education (HRE) . The United Nations (UN) General Assembly (1994) called upon governments, international organizations, non-governmental organizations (NGOs), professional associations, and all other sectors of civil society to concentrate their efforts on promoting HRE for the purpose of building a universal culture in which “people at all levels of development and in all strata of society learn respect for the dignity of others and the means and methods of ensuring respect in all societies”(UN Resolution 49/184) . The UN General Assembly (1996) defines HRE as education, training, and information aimed at building a universal culture of human rights. HRE accomplishes this by sharing knowledge, imparting skills, and molding attitudes directed towards: (a) the strengthening of respect for human rights and fundamental freedoms; (b) the full development of the human personality and the sense of its dignity ; (c) the promotion of understanding,  \n1 Correspondence concerning this article should be [addressed to: Xu Zhao. email: xuz930@mail.harvard.edu](addressed to: Xu Zhao. email: xuz930@mail.harvard.edu). The research has been supported by a grant from the Council of Alumni for Social Enterprise (CASE) . We thank the Cultural Development Center of Rural Women’s (CDCRW) leaders, Wu Qing, Xie Lihua, and all the staff members for their whole-hearted support of the project.  \nWe thank Hirokazu Yoshikawa, Vanessa Fong, Yibing Wu, and Chunping Han for their thorough reading and insightful comments on this article. We are particularly indebted to Stewart Perry for his exceptional aid in the preparation of this manuscript as well as advice on substantive and technical issues.  \nBerkeley Review of Education Vol. 3 No. 1, pp. 49-70  \n50 Zhao & Haste  \ntolerance, gender equality, and friendship among all nations, indigenous peoples, and racial, national, ethnic, religious, and linguistic groups; (d) the enabling of all persons to participate effectively in a free and democratic society governed by the rule of law; and (e) the furtherance ofUN activities for th","cbCaitEkr6NGz9QR","https://ap.wps.com/l/cbCaitEkr6NGz9QR","pdf",390045,23,"English","# Abstract\n# Background: UN Human Rights Education Framework\n# Human Rights Education Models and Ideological Approaches\n# Purpose and Case Study Focus\n# NGO Goals, Strategies, and Challenges","[{\"question\":\"What is the central purpose of the Chinese NGO described in the article?\",\"answer\":\"It aims to empower rural Chinese women and migrant girls by increasing their awareness of constitutional rights and promoting their capacities to exercise civil and political rights.\"},{\"question\":\"What do the two founding leaders’ differing approaches contribute to the analysis?\",\"answer\":\"The article reports a tension between them and unpacks how their approaches engage rural women, showing how human rights education is influenced by multiple rights frameworks.\"},{\"question\":\"How does the article explain what constrains the NGO’s implementation process?\",\"answer\":\"It argues that implementation is constrained by China’s political framework, the social conditions of rural women, and the leaders’ vantage points.\"}]","Promote Democratic Citizenship among Rural Women: A Chinese NGO’s Two Models | PDF",1792079804,58]