Viewed through the lenses of the United Nations Convention on the Rights of the Child (CRC), this article critically evaluates the growing controversy surrounding the teaching of human rights in Canada. In line with critiques and with previous empirical studies on the implementation of the United Nations (UN) Convention on the Rights of the Child in Canada and abroad, the author presents a reconsideration of underlying theory and an alternative model for citizenship education. In light of the growing knowledge deficit and as a contribution towards citizenship education, the author also re-presents a "transdisciplinary" CRC model for teaching young people's human rights from primary to postsecondary levels. In support of the main argument and its transdisciplinary model, the author includes the following sections beginning with a comparative overview of ideological and theoretical issues confounding Canada's child rights legislative and research agendas. Second, a theoretical discussion takes place with a view to reconstructing children's rights education within the context of an emergent, transdisciplinary human rights pedagogy. Third, empirical support for this shift in thinking is presented through a secondary analysis of interview data from the author's doctoral study comparing Canadian and Scottish children's rights education policies. Finally, a key finding from that research suggesting that CRC Article 42 was conceived by treaty drafters as an international indicator for treaty compliance is reconsidered as a transdisciplinary heuristic for pedagogically integrating human rights and citizenship education. (Contains 1 figure and 1 note.)