• "strengthening respect for human rights and fundamental freedoms" (UDHR Article 30.2)

• nurturing respect for others, self-esteem, and hope

• understanding the nature of human dignity and respecting the dignity of others

• empathizing with those whose rights are violated and feeling a sense of solidarity with them

• recognizing that the enjoyment of human rights by all citizens is a precondition to a just and humane society

• perceiving the human rights dimension of civil, social, political, economic, and cultural issues and conflicts both in the US and other countries

• Valuing non-violence and believing that cooperation is better than conflict

• Education for human rights also gives people a sense of responsibility for respecting and defending human rights and empowers them through skills to take appropriate action. These skills for action include –

• recognizing that human rights may be promoted and defended on an individual, collective, and institutional level

• developing critical understanding of life situations

• analyzing situations in moral terms

• realizing that unjust situations can be improved

• recognizing a personal and social stake in the defense of human rights

• analyzing factors that cause human rights violations

• knowing about and being able to use global, regional, national, and local human rights instruments and mechanisms for the protection of human rights

• strategizing appropriate responses to injustice

• acting to promote and defend human rights

 

Who Needs Human Rights Education?

Human rights should be part of everyone’s education. However, certain groups have a particular need for human rights education: some because they are especially vulnerable to human rights abuses, others because they hold official positions and upholding human rights is their responsibility, still others because of their ability to influence and educate. Among these groups are the following:

Administrators of Justice:

• law enforcement personnel, including police and security forces

• prison officials

• lawyers, judges, and prosecutors

Other Government and Legislative Officials:

• members of the legislature

• public officials, elected and appointed

• members of the military

Other Professionals:

• educators

• social workers

• health professionals

• journalists and media representatives

Organizations, Associations, and Groups

• women’s organizations

• community activists and civic leaders

• minority groups

• members of the business community

• trade unionists

• indigenous peoples

• religious leaders and others with a special interest in social justice issues

• children and youth

• students at all levels of education

• refugees and displaced persons

• people of all sexual orientations

• poor people, whether in cities or rural areas

• people with disabilities

• migrant workers

Source: Nancy Flowers, Human Rights Educators’ Network, Amnesty International USA
and Kristi Rudelius-Palmer, Partners in Human Rights Education.

“Article 26

2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

QUESTIONS FOR DISCUSSION

1. How are individuals, institutions, and governments living up to human rights principles?

2. How can people take action to further human rights, to stop or prevent abuse, or to defend the rights of others in their local community, state, region, country, or anywhere in the world using these standards?

3. Have you ever happened into the situation when your realized that your human rights had been violated but you couldn’t advocate them? Share your experience with your groupmates.

Here is a list of frequently asked questions about Human Rights below. Imagine yourself a human rights activist. What could your responces?

1. We learn about the Bill of Rights in school. Isn’t that enough?

2. How do you know human rights education works? Does it really change attitudes and behavior? What proof is there?

3. Isn’t human rights education just for schools?

4. How does one advocate for human rights and still maintain respect for cultural, religious, and other differences?

References:

• Human Rights Education

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-2/HRE-intro.htm

• The Universal Declaration of Human Rights

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-5/7_udhr-full.htm

• Frequently asked questions about Human Rights

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-2/HRE-FAQ.htm