“No nos pueden tratar como se les dé la gana:” Engaging Spanish heritage language learners through human rights education

Abstract In this study, we investigate how human rights education (HRE) can enrich Spanish heritage language learning (SHLL) in U.S. secondary classrooms. Using a mixed‐methods action research design, we examined a 9‐week unit on migrant labor rights taught in two Heritage Spanish 3 classes. Data sources included classroom observations, surveys, and a focal lesson analysis. While quantitative findings showed limited shifts in engagement, empathy, and advocacy, qualitative evidence revealed that human rights themes encouraged students to critically reflect on labor laws, connect curricular content to their lived experiences, and express growing awareness of their own rights. Classroom discussions demonstrated emerging critical thinking, with students demanding evidence during peer debates and drawing parallels between educational equity and societal well‐being. Students also articulated a newfound sense of civic responsibility, particularly in advocating for Spanish‐speaking communities. These results underscore the potential of HRE‐infused SHLL curricula to foster deeper engagement, empathy, critical consciousness, and advocacy. We argue for expanding such pedagogical models across diverse educational contexts and call for longitudinal studies to assess sustained impacts.