The Human Rights Scholar’s Acknowledgement:

Knowledge Stewardship for Transformative Social Innovation and Changemaker Education


  • Rochele Padiachy Royal Roads University


knowledge stewardship, human rights education, wisdom teachings, ethno-epistemologies, educational philosophy, transformative learning, humanity, anti-oppression, declaration, global indigenous wisdom


The Human Rights Scholar’s Acknowledgement (HRSA) explores the intentional development and grounding of the human rights learner. It builds on a learner’s personal declaration toward humility and responsibility in the acquiring and stewardship of knowledge. Knowledge that is often connected to the traumas and continued resilience of the oppressed. The HRSA challenges human rights learners to be introspective. In doing so, it asks them to make connections to wisdom teachings and tenets present within their own communities and lived experiences. Grounding of the learner through this declaration nurtures transformative social innovation and changemaking connected to knowledge stewardship. Thus, the learner is better able to transcend from a learning space of surface knowledge to that of deep wisdom.

Author Biography

Rochele Padiachy, Royal Roads University

Rochele Padiachy is a master’s student in the Human Security and Peacebuilding program at Royal Roads University. Her research interests include human rights education and revitalizing global Indigenous wisdom within human security frameworks and knowledge systems.




How to Cite

Padiachy, R. (2023). The Human Rights Scholar’s Acknowledgement:: Knowledge Stewardship for Transformative Social Innovation and Changemaker Education. Social Innovations Journal, 16(1). Retrieved from