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This paper examines the essential practices and conditions for fostering transformative learning using the Canadian Human Rights Foundation's International Human Rights Training Program as a case study. It suggests that the program's participants challenge their own values and assumptions about human rights, their work and their society through critical reflection. Consequently, it argues that if human rights educators are to contribute to the transformative education of others, it is necessary for them to understand the theoretical and practical underpinnings of the learning process associated with human rights education. [ABSTRACT FROM AUTHOR]