Employing a theoretical perspective from the critical sociology of education, this article identifies a curriculum problem in human rights education (HRE) in schools and suggests strategies to solve it. The main problem is HRE’s lack of an episteme—a disciplinary structure created in specialist communities—and, related to this, the flight of scholars from the field of curriculum practice, redefining it away from subject matter. A more robust HRE in schools will require not only advocacy but a curriculum, one that teachers can adapt to local needs, constraints, and students. Knowledge matters. If knowledge work of this sort is missing from HRE then it is difficult to claim that HRE has a social justice mission.