Notes from Angela’s 9/2010 research on Human Rights Education Associates, www.hrea.org

http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=5495&category_id=20&category_type=3&group=

For inclusion in resource center, section on human rights or on pop ed methodologies

Resources for Human Rights Education 2: Using Games, Films and Role-Playing: A Practical Guide from the EMHRN Summer School 2008

Author(s) Nour Hemici, Monica Grunfeld Rius, Hiba Heneini, Issa Amro

Publisher Euro-Mediterranean Human Rights Network

Place of Publication

Copenhagen

Year of Publication

2010

ISBN/ISSN 87-91224-47-0

Language(s) English

Keywords lesson activities, students, trainers, youth, informal education, non-formal education, training of trainers, conflict resolution, tolerance education, conflict transformation, human rights education, methodology

Description This resource book is based on the experiences of the Euro-Mediterranean Human Rights Network (EMHRN) 2008 Summer School in Turkey. The book includes descriptions and examples of human rights education (HRE) methodologies used at the 2008 Summer School, including games, using films and videos, and role-playing. The book also includes sample activities for implementing these methodologies, which can be used in formal and informal settings and for all age groups. More specifically, this book gathers the methodologies developed in relation to defending and promoting human rights in conflict situations. It suggests

interactive, participatory and practical educational methods that can help analyse and deal with conflicts and human rights at different levels, from interpersonal to international. Each section is organised into three parts. The first part describes the context: what is the goal, what are the target groups, and what are the opportunities for and obstacles to implementing the methodology and programme. The second part is a description of the main characteristics of the methodology used. Finally, each section concludes with a sample activity, lesson or exercise. Trainers, teachers, educators, human rights activists and members of human rights organisations working in the Euro-Mediterranean region who want to initiate, expand and share HRE activities or programmes will find this resource book helpful.

URL(s) http://en.euromedrights.org/files.php?force&file=emhrn-publications/2nd_Resource_Book_EN_943646406.pdf  English

http://www.hrea.org/erc/Library/research/appendices.html

Electronic Resource Centre for Human Rights Education:Non-formal Education among Cambodian Human Rights NGOs

Enhancing Participatory Non-formal Education

among Cambodian Human Rights NGOs

by

Richard Pierre Claude

A Report with Recommendations forThe Asia Foundation, Phnom Penh, March 1999

Relevant sections for Resource Center: Appendix D, E, F

APPENDIX D

Model Structure for an HRE Lesson Plan

Among the important features of the lessons in the Bells of Freedom is the structured framework each exercise uses to strengthen the facilitator's mental template, i.e., to organize participation-rich lessons in a logical manner. It should be clear that facilitators are encouraged to be creative and to use their own discretion in pursuing educational objectives. Thus there is no real contradiction on the one hand, between the objective of infusing educational programs with participation-rich methods, and on the other hand encouraging active and spontaneous participation. Rather, structure is needed to ensure that the programs avoid the problem of "participation for the sake of participation" with no discernible learning capacities attained on the part of the participants. Each exercise is preceded by brief statements under the following categories.

Overview: Here the facilitator is alerted to the operative norms and issues linked to the exercise, as well as aspects of "the big picture" as to why the problem presented is significant and may be of interest. Cambodian historical context is appropriate to reference here as background information for the facilitator.

Objectives: The facilitator is told of the desired objectives of the exercise from the point of view of the participants and of the desired learning competencies expected for participants. The facilitator is told to tell participants "up front" what is their teaching objective.

Procedures: The facilitator is given some brief advice on how most effectively to guide the participants so as to achieve the sought-for objectives. In every case, whether the exercise is presented for role playing, simulation, debate, or discussion, the facilitator should benefit from techniques suggested by those with past experience. Of course, the facilitator need not feel bound by all the suggested procedures, and creativity is encouraged.

Materials: The facilitator should know that the exercise will be most successful if used along with identified materials, e.g., graphics, documents, posters, a tape recorder or "flip charts" to record discussion, etc. Again, facilitators should use their own creativity, recognizing that learning is enhanced by appealing to different senses: hearing, sight, talking, touching, etc. In every case, the materials identified for use include specific provisions of the Constitution of the Kingdom of Cambodia and international instruments.

Sequence: Step-by-step advice is given to the facilitator about what to do, first, second, third, etc. The sequence is designed to lead from a clear starting point where all can share information, e.g., drawing from common experience to a conclusion, such as the development of a remedial plan to respond to human rights problems.

Here is an example of the sequence used in a lesson demonstrated before several Cambodian NGOs. The step-by-step features of the "empowerment" session are described here in brief expository form for the lesson entitled, "Making Our Own Rules." Step 1, has the facilitator urging participants to suggest rules they will follow in their instructional session that day, e.g.,

only one person will talk at a time,

no one will interrupt another, in speaking about painful experiences, the names of real people should not be used.

And so forth. Next, the facilitator seeks agreement on these rules, and after some amendments and objections, the participants agree to follow the rules. They are told an agreement is like a promise, a kind of social contract. Then the facilitator explains that governments also make promises to follow certain rules. Human rights treaties among states are examples of such agreements to follow specific rules. At this point, Article 32 of the Convention on the Rights of the Child is introduced in where it says the State recognizes the right of the child to be protected from play and work that is: "likely to be hazardous or to interfere with the child's education, or to be harmful to the child's health, or physical, mental, spiritual, moral, or social development." Asked if they know of such situations and urged to discuss any such problems in the community, [3] the participants are alerted that not only the State but the whole community should implement this right. The facilitator asks who is responsible for the child's protection, and facilitates full discussion by drawing "circles of responsibility" as shown below. Participants decide on the circle of responsibility that they would like to address. Their choice may reflect the maxim that "it takes a village to raise a child," and in that light, participants engage finally in the development of an "action plan" to protect children from abuses in violation of Article 32. The facilitator then "wraps up" the session reminding the participants of the new commitment they have made to help implement the Convention on the Rights of the Child. The action plan may include regular meetings among family members to compare information about children's harmful play, e.g., near a mercury-poisoned dump site, exchanging information about early signs and symptoms of such poisoning, and public health and other officials to contact regarding hazards to children at work and play. Finally, among themselves and over time, facilitators are urged to talk to their colleagues about the utility of various exercises and their experiences using them. Sharing suggestions with other facilitators is strongly recommended. Moreover, facilitators should take the initiative to devise various techniques for participants' evaluations. Certainly, they should take the initiative to design their own human rights lessons when innovation can enhance constructive participation.

[3] In actual practice, references were made to the January 1999 dumping of mercury-poisoned waste near Sihanoukville by Taiwan businesses. Khuy Sokhoeun and Jeff Smith, "Families Still Afraid They're Victims of Waste," The Cambodia Daily (17 February 1999), p.1.

 

APPENDIX E

KKKHRA: A Learner-Centered

Human Rights Education Exercise

ETHNIC MINORITY RIGHTSA Workshop Curriculum Project (2/20/99) sponsored by The Asia Foundation, Phnom Penh

Overview: An understanding of prejudice, discrimination, racism, sexism, ethnocentrism is an important part of human rights education. These forms of moral exclusion are fundamentally manifestations of the central problem of the denial of human dignity that makes possible various types of discrimination, especially against minorities. Groups suffering from discrimination include ethnic and language minorities, refugees and displaced persons, religious and other minorities. Ethnic minorities suffered badly during Pol Pot times. Before 1975, Cambodia had a population of about 7.2 million; within four years this had dropped to around 6 million (some were the victims of genocide, others became refugees). The population topped 10 million by the late 1990's. Ethnically, the Khmers are the dominate group and there are significant Chinese and Vietnamese minorities as well as a small percentage of tribal groups. Cham-Malays are the largest single minority, and others in order of size are: Lao, Tumpoun, Kui, Jarai, Kroeng, Phnong, Kavet, Steang, Prov, Thai, Rabel, Por, Thmaun, Loemoun, etc. It is prejudice and ignorance that promotes the dehumanization of ethnic minorities and which in turn fosters and supports many forms of discrimination.

Objectives: Participants should:

reflect on the meaning and nature of prejudice reflect on the process and characteristics of discrimination and its origins in prejudice be able to identify minority group problems of prejudice and discrimination recommend a course of action for a problem of discrimination faced by members of an

ethnic minority based on national and international human rights standards

Procedures: The facilitator must use creativity to explain the distinction between prejudice and discrimination and to ensure the participants understand the connections involved. As this can be a very sensitive topic for many, it will be important to allow adequate time for diverse views to be expressed. The facilitator should not try to "correct" views that sound prejudiced, but allow others to comment on them. Steps 5 and 8 are rather complex, so the facilitator should plan to "float" among various groups to ensure that they understand their tasks.

Materials: UDHR, International Covenant on Civil and Political Rights, Cambodian Constitution.

Sequence: Step 1. Ask the participants to name different ethnic minorities in Cambodia. Tell them that they should identify a group with which they are familiar and explain whether that group suffers from prejudice.

Step 2. Facilitator input: Explain that prejudice and discrimination are closely related, and that prejudice leads to discrimination.

Prejudice involves beliefs, feelings and attitudes. Feelings of prejudice stem from the belief and attitude that certain people are inferior and should be treated in an undignified way or even with contempt. Prejudice is the fertile ground in which custom, habit and attitudes take root and grow into systematic oppression. Prejudice and ill-feeling are often directed at women, as well as other groups in society: refugees and displaced persons, members of various religions, ethnic groups and language groups, etc. Prejudice tends to be strongest in persons and societies where reasoned judgment is weak and where ignorance explains prejudicial processes of moral exclusion of others and the process of denial of the right to equal and fair treatment. It is ignorance that says that exclusion and denial are "natural." Prejudice is often hidden, but becomes evident when people (1) use bad names to refer to a minority, such as "juan" Cambodians of Vietnamese origin, and (2) use stereotypes --"oh, the X group, they are all lazy and stupid."

Discrimination involves action, often based on unfair rules. Acts of discrimination are based on the prejudice that one group, considering itself better than others deserves to deny the other group basic human rights and access to the benefits of society. Thus discrimination is a denial of human dignity and equal rights for those discriminated against. The actions involved deny human equality and impose a life of problems and struggles upon some, while endowing others with privileges and benefits. Just as prejudice gives birth to discrimination, so discrimination gives birth to exploitation and oppression, and when exploitation and oppression are reinforced by custom and tradition, they are difficult but not impossible to uproot and change. The subservience of women involves both exploitation and oppression, and in the Khmer context.

Ask the participants if they understand these distinctions and ideas and urge them to ask questions.

Step 3. Show the participants a picture of four "stick figures" with a cloud above their heads looking at another such figure identified as a member of an ethnic minority. Identify that person's ethnic minority status, e.g., ethnic Vietnamese. Ask the participants to fill in the cloud space, with a bad name designed to reinforce the notion that the minority member is inferior or less than human, and other idea-clouds with a stereotypes (they are all greedy, cruel, etc.). Explain that these are all indications of prejudice which, like poison, lead to a socially unhealthy result in terms of discrimination.

Step 4. Draw an arrow from each stick figure to the minority member saying the arrow shows action involving discrimination, e.g., acts of denial and exclusion, e.g., deciding the ethnic Vietnamese child should be excluded from school.

Step 5. Divide the participants into small groups, each one to deal with a different ethnic minority. Each group should have (1) a reporter who reports on problems of prejudice and attitudes that people have about the category of people discussed, including bad names and stereotypes; and (2) a reporter to report on problems of discrimination or acts of exclusion, exploitation and oppression, directed against the category of people being discussed. The two reporters present the discussion and conclusions of the group to the plenary sessions. Urge the participants to ask the "prejudice reporter" to explain how prejudice leads to discrimination. Urge the participants to ask the "discrimination reporter" to tell them how prejudice is the basis for discrimination.

Step 6. Facilitator Input: Tell all participants that when minorities are discriminated, considered inferior or treated with little or no tolerance, a grave human rights violation is committed. Human rights requires that minorities are to be treated with respect and dignity. Any form of discrimination or intolerance violates their respect and dignity. Therefore any form of discrimination should be taken seriously. Ask them if they understand.

Step 7. Tell them that the following are methods in seeking justice then minority rights are violated:

filing a complaint with a court that can take action informing the police and asking them to take action informing a defender's organization that can supply legal assistance telling a human rights NGO that is able to investigate and report on the incident informing the media: newspaper, radio, television informing a representative of the National Assembly from the province

telling the commune leader to investigate and act upon the allegation conducting an NGO-sponsored human rights education class for the community

Step 8. Ask the participants to reconvene in groups to decide which remedial step they would recommend selected from the previous instructions but adding to their recommendation those provisions of the ICCPR and the Constitution of the Kingdom of Cambodia which apply. Finally, the groups should report back with their action recommendation.

Appendix for Exercise on Ethnic Minorities ICCPR (1976); Constitution of Cambodia (1993)

International Covenant on Civil and Political Rights

Article 26. All persons are equal before the law and are entitled without any discrimination to the equal protection of the law. In this respect, the law shall prohibit any discrimination and guarantee to all persons equal and effective protection against discrimination on any ground such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.

Article 27. In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practice their own religion, or to use their own language.

Article 13. Everyone has the right to freedom of movement and residence within the borders of each State. Article 14. Everyone has the right to seek and to enjoy in other countries asylum from persecution. Article 21. Everyone has the right to equal access to public service in his[her] country.

Constitution of the Kingdom of Cambodia

Article 31. The Kingdom of Cambodia shall recognize and respect human rights as stipulated in the United Nations Charter, the Universal Declaration of Human Rights, covenants and all conventions related to human rights, and women's and children's rights.

Khmer citizens shall have equality before the law and have the same rights, freedoms and obligations, regardless of race, color, sex, language, religious belief, political tendency, ethnic origin, social status, wealth or other status. The exercise of personal rights and freedoms of every person shall not adversely affect the rights and freedoms of others, The exercise of such rights and freedoms shall be in a accordance with the law.

Article 45. All forms of discrimination against women shall be abolished. The exploitation of women in employment shall be prohibited. Men and women are equal in all fields, especially marriage and matters of the family.

 

 

 

APPENDIX F

Some Guidelines for Facilitators

Human rights educators who are interested in expanding the opportunities for more active participation of students can benefit by relying on some guidelines, methods and terms often in popular education. In this section, we spell out some: (a) guidelines useful for the role of facilitators, (b) the meaning of some helpful and frequently used terms, and (c), illustrate some methods advised in the exercises.

1. Be very clear on your role (see notes above on education for empowerment)

2. Get people to introduce themselves and try to make them feel relaxed

3. Explain the subject matter and scope of the program and solicit the opinion of participants regarding their expectations.

4. Introduce the subject of each exercise and solicit participants expectations. Remember, the participants are looking for a response to pressing problems, so the subject matter should be explicitly interconnected to local community needs.

5. Elicit the related experience of the participants on the subject of each exercise

6. Explain approximately how much time you have and allocate sufficient time for discussion. Exercises are generally of limited duration and consist of a separate, self-contained unit. See if everyone understands

7. Introduce ideas and questions. Do not enforce your views. Be sure to give participants plenty of opportunities to talk of their own experiences

8. Your eyes, ears and voice are important. Maintain eye contact with participants. Be aware of your own voice --try not to talk too much or too loudly, but be sure everyone can hear you and other participants

9. Be aware of how you approach people in the group, for example, not picking on the same people all the time and asking them what they think

10. Do not get into arguments or allow them to develop. At the same time you should allow and encourage different opinions

11. Do not allow people to interrupt each other

12. Be firm with dominant people and say that they should allow others a chance to speak

13. Give people time to think and to explain what they mean

14. Explain and summarize briefly when necessary, for example, with difficult words or concepts

15. Check if people understand before going on to the next topic, and allow for any further questions

DEFINITIONS OF TERMS USED IN RECOMMENDED PROCEDURES

Brainstorm: quickly coming up with ideas or proposals without, at first, defending them or prioritizing them. Then open up discussion on ideas or proposals

Buzz groups: each participant turns to her/his neighbor (left and right) on a one-on-one basis for a short discussion

Case-study: a brief input on a scenario or description of how a problem, for example, one that has arisen in the past, was dealt with and responded to by people. It can be historical or hypothetical, but should be related to the actual experiences of participants.

Debate: participants take up different or opposing sides on a problem and argue for a response or remedy different from that on the other side

Drama: a prepared play in which those involved have practiced their parts in advance.

Expectations: a method by which participants say what they hope to get out of an exercise or program

Facilitator: the group leader who is clear on the exercise to be followed, the questions to ask, and the objectives of the exercise.

Floating: when participants break up into small groups for discussion, the facilitator and volunteers move around (float) in a quiet way from group to group checking if everyone is clear on the questions and reminding people how much time they have left.

Go-arounds: all participants get a chance to speak without interruption, one at a time, for example, going around the entire group and missing no one.

Icebreakers: an activity, usually at the beginning of a session, to get people to loosen up and relax, for example, by shaking hands and introducing themselves to others.

Inputs: a planned talk by the facilitator or someone else, usually of short duration.

Participant: those in the learning group who are necessarily involved in the activity of an exercise and who are treated by the facilitator and other participants as equals, not passive students absorbing knowledge.

Roleplay: participants become "part of the action" by pretending to act a particular role, e.g., that of a police officer or of a human rights victim, but the role is not practiced beforehand (as in drama).

Reporting back: when participants have broken up into small groups, one person should report back to the larger group the results of the small group discussion or the decision of the small group deliberations

Speaking from Experience: One of the participants talks about his or her experience of the issue or problem you are discussing.

Talking Circle: all participants arrange chairs or otherwise sit in a circle so they can see each participant face to face.

Wordwheels: people stand in two circles of equal numbers, one inside the other so that each person in the inside circle faces someone in the outside circle, e.g., to introduce themselves. The wheel can rotate (left or right) so that each person has addressed each other person in the group on a one-on-one basis.

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Ferc%2FLibrary%2Fresearch_evaluation%2Fevaluation-guide.pdf&external=N

Kaycee—evaluation and assessment of HRE programs

Evaluation in the Human Rights Education Field: Getting Started

Author(s) Felisa Tibbitts

Publisher HREA/Netherlands Helsinki Committee

Place of Publication

The Hague

Year of Publication

1997

ISBN/ISSN --

Language(s) English, Spanish

Keywords guide, evaluation, field testing, methodology, research & evaluation

Description This is a technical assistance guide for evaluation in the field of human rights education and training. It presents different methods and data collection techniques for HRE programme evaluation, classroom-based assessments, teacher trainings and text field testing, including sample instruments and a bibliography of sources. The evaluation primer is designed for first-time readers and planners in the HRE field.

URL(s) http://www.hrea.org/pubs/EvaluationGuide/index.html  Englishhttp://www.hrea.org/erc/Library/research_evaluation/evaluation-guide.pdf  Englishhttp://www.hrea.org/pubs/EvaluationGuide/content-sp.html  Spanish

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Ferc%2FLibrary%2Fresearch%2FIPEDEHP%2Fstudy_english%2F&external=N

Marcia Bernbaum: Weaving Ties of Friendship, Trust, and Commitment to Build Democracy and Human Rights in Peru (IPEDEHP, 1999)

CHAPTER VIIILESSONS LEARNED FROM THE IPEDEHP EXPERIENCE

 Some of these lessons learned could be helpful in our “best practices” section of the Resource Center

Weaving Ties of Friendship, Trust and Commitment to Build Democracy and Human Rights in Peru

Author(s) Marcia Bernbaum

Publisher HREA (electronic version)

Place of Publication

Washington, D.C.

Year of Publication

1999

ISBN/ISSN --

Language(s) English, Spanish

Keywords research study, community leaders, training of trainers, Peru

Description In the 1980s and early 1990s Peru was heavily effected by violence - from terrorists, drug traffickers and the Peruvian military's counteractions. In response the Peruvian Institute for Education in Human Rights and Peace (IPEDEHP) created a training programme that focused on teachers and community leaders who had been particularly affected by the violence. This study focuses on a training programme for community leaders in human rights, democracy, and citizen participation that began in 1996. It describes the training process and explores the impact that this program has had on the community leaders themselves, their families and people that they trained or otherwise assisted when they returned to their communities. It also explores the possibilities to apply the IPEDEHP methodology in other contexts and cultures. IPEDEHP is an initiating member of the Peruvian Human Rights Education Network, established in 1986.

URL(s) http://www.hrea.org/erc/Library/research/IPEDEHP/study_english/  Englishhttp://www.hrea.org/erc/Library/research/IPEDEHP/study_spanish/  Spanish

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Ferc%2FLibrary%2Farrc04.pdf&external=N

Good discussion of participatory education, Freire’s pedagogies, also potentially useful curricular activities.

Reclaiming Voices: A Study on Participatory Human Rights Education Methodologies in the Asia-Pacific

Author(s) Asia-Pacific Regional Resource Center for Human Rights Education (ARRC)

Publisher Asia-Pacific Regional Resource Center for Human Rights Education (ARRC)

Place of Publication

Bangkok

Year of Publication

2004

ISBN/ISSN 974-92714-5-9

Language(s) English

Keywords research study, NGO staff, trainers, non-formal education, adult education, education for democratic citizenship, legal education, peace education, popular education, human rights education, legal literacy, methodology, pedagogy, Asia, Cambodia, Malaysia, Myanmar (Burma), Philippines, Thailand

Description This study is aimed at documenting the different methodologies employed in non-formal human rights education programs and assess these methodologies in terms of type of users, issues covered, materials employed, results obtained, weaknesses and limitations, advantages and areas for improvement. In addition to the features of this study is the listing of good practices and recommendations on how human rights education methodologies can be more effectively used for vulnerable, disadvantaged, and marginalised groups in the Asia Pacific Region. The study is divided in three parts. The introductory part includes background, definition of terms, research methodologies and research limitations. The second part is the result of findings and analysis of the study. The third part draws conclusion and provides recommendations.

URL(s) http://www.hrea.org/erc/Library/arrc04.pdf  English

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.bpb.de%2Ffiles%2F155ALL.pdf&external=N

Include in Resource Center if we have a section on Evaluations

Participatory EvaluationA Perspective for Human Rights Education

Susanne Ulrich & Florian M. Wenzel

Participatory Evaluation: A Perspective for Human Rights Education

Author(s) Susanne Ulrich & Florian M. Wenzel

Publisher Bundeszentrale für politische Bildung

Place of Publication

n.p.

Year of Publication

ISBN/ISSN -

Language(s) English

Keywords article, evaluation, human rights education, research & evaluation, Germany

Description In this paper the authors take up the “evaluation challenge” and offer the solutions for human rights education and the field of political education in general. They introduce an evaluation concept that offers possible orientation and classification options for practical application. It hopes to offer a new perspective on the opportunities and possibilities for evaluation within human rights education, and particularly transform the tension and fears associated with evaluation into productive opportunities for learning and reflection.

URL(s) http://www.bpb.de/files/155ALL.pdf  English

http://www.hrea.org/index.php?base_id=104&language_id=1&erc_doc_id=4822&category_id=4&category_type=3&group=

Useful conclusions for our own work, see summary below

Human Rights Training for Adults: What Twenty-six Evaluation Studies Say About Design, Implementation and Follow-Up

Author(s) Katharine Teleki

Publisher HREA

Place of Publication

Cambridge

Year of Publication

2007

ISBN/ISSN -

Language(s) English

Keywords good practices, lessons learned, research study, NGO staff, trainers, non-formal education, pre-service training, training of professional groups, adult education, evaluation, human rights education, research & evaluation, Canada, Costa Rica, Georgia, India, Italy, Malta, Nepal, Northern Ireland, Peru, Russian Federation, South Africa, Sri Lanka, Tanzania, Thailand, Turkey, Uganda, USA, Vietnam

Description The first issue of the Research in Human Rights Education Papers Series is a comparative study on models of human rights training. "Human Rights Training for Adults: What Twenty-six Evaluation Studies Say About Design, Implementation and Follow-Up" examines trainings for human rights defenders, police officers, government officials and the general public. Among its main recommendations are: 1) programmes need to more consistently deliver the interactive, experiential and transformative adult education methodologies that they all agree are essential to effective human rights training; 2) programmes need to emphasise comprehensive mechanisms to follow-up with participants after the formal training programme is complete; and 3) programmes should explore how they might carry out reliable and comprehensive research and documentation of their work as the HRE field as a whole lacks solid longitudinal evaluation data on the long-term impact of human rights trainings on participants.

URL(s) http://www.hrea.org/pubs/HREA-Research-in-HRE-Papers_issue1.pdf  English

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.coe.int%2Ft%2Fdg4%2Fnscentre%2FGE%2FGE-Guidelines%2FGEguidelines-web.pdf&external=N

Add to biblio

Global Education Guidelines: A Handbook for educators to understand and implement global education

Author(s) Alicia Cabezudo, Christos Christidis, Miguel Carvalho da Silva, Valentina Demetriadou-Saltet, Franz Halbartschlager, Georgeta-Paula Mihai

Publisher North-South Centre of the Council of Europe

Place of Publication

Lisbon

Year of Publication

2010

ISBN/ISSN -

Language(s) English, French, Portuguese, Spanish

Keywords guidelines, handbook, teachers, formal education, non-formal education, education for democratic citizenship, global education, right to development, Millennium Development Goals, Council of Europe

Description This handbook is a pedagogical tool to support educators in formal and non-formal systems to understand and put into practice global education activities. Global education is understood by the authors to encompass development education, human rights education, education for sustainability, education for peace and conflict prevention and intercultural education. By presenting global education philosophy and content, related methodology and evaluation issues, as well as by sharing existing practices, tools,

resources and bibliography, the Guidelines aim to strengthen global education fundamentals and practices.

URL(s) http://www.coe.int/t/dg4/nscentre/GE/GE-Guidelines/GEguidelines-web.pdf  Englishhttp://www.coe.int/t/dg4/nscentre/GE/GE-Guidelines/Guide-Pratique-ECM.pdf  Frenchhttp://www.coe.int/t/dg4/nscentre/GE/GE-Guidelines/Guia-prático-para-a-educacão-global.pdf  Portuguesehttp://www.coe.int/t/dg4/nscentre/GE/GE-Guidelines/Pautas-para-una-educacíon-global.pdf  Spanish

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Fpubs%2FCompendium.pdf&external=N

for inclusion in resource center?

Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice

Author(s) HREA, OSCE/ODIHR, Council of Europe, OHCHR and UNESCO

Publisher OSCE Office for Democratic Institutions and Human Rights (ODIHR)

Place of Publication

Warsaw

Year of Publication

2009

ISBN/ISSN 978-92-9234-765-9

Language(s) English

Keywords good practices, lessons learned, policy makers, school administrators, teachers, trainers, formal education, in-service training, pre-school, pre-service training, primary school, secondary school, teacher training, training of trainers, citizenship education, civic education, curriculum development, democracy

education, education for democratic citizenship, evaluation, history education, inter-cultural education, peace education, text development, tolerance education, human rights education, research & evaluation, Council of Europe, Office of the UN High Commissioner for Human Rights (OHCHR), Organization for Security and Co-operation in Europe (OSCE), UNESCO, Central and Eastern Europe, Central Asia, North America, Western Europe

Description Designed for primary and secondary schools, teacher training institutions and other learning settings, this compendium includes 101 exemplary practices from Central Asia, Europe and North America and is a valuable resource for teachers and education policymakers. It provides resource materials relevant to key elements for successful human rights education, including 1) laws, guidelines and standards; 2) learning environment; 3) teaching and learning tools; 4) professional development for educators, and 5) evaluation. The collection demonstrates creative approaches to human rights education and aims to facilitate networking and exchange of experience among education professionals. The practices can be adapted to local conditions anywhere in the world.

URL(s) http://www.hrea.org/pubs/Compendium.pdf  Englishhttp://tandis.odihr.pl/documents/hre-compendium/  English

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Fpubs%2FPopular_Education%2FPopEd.html&external=N

for inclusion in Resource Center, need to figure out how to get entire PDF b/c shows up one page at a time.

Popular Education for Human Rights: 24 Participatory Exercises for Teachers and Facilitators

Author(s) Richard Pierre Claude

Publisher HREA

Place of Publication

Cambridge, MA

Year of 2000

Publication

ISBN/ISSN 0-9706059-0-0

Language(s)Chinese, Dutch, English

Keywords lesson plan(s), manual, NGO staff, professors, teachers, higher education, informal education, secondary school, undergraduate, adult education, popular education, children's rights, domestic violence, right to development, right to food & water, right to housing, violence against women, women's human rights, Convention on the Elimination of All Discrimination Against Women (CEDAW), Convention on the Rights of the Child (CRC), International Covenant on Civil and Political Rights (ICCPR), International Covenant on Economic, Social and Cultural Rights (ICESCR), Universal Declaration of Human Rights (UDHR)

Description This training manual does not over-burden participants with legal terminology, but at the same time is clearly based on internationally defined human rights standards. The 24 exercises are designed for non-formal grass-roots education emphasising, among others: women's and children's issues, and organised around specified values, e.g., respect for dignity and fair rules, links between human rights and responsibilities, building civil society, confronting prejudice, and "information for empowerment", etc. The manual's highly participatory methods can be adapted to diverse settings and cultures and, while designed for popular education, nevertheless, have been successfully used in programmes of formal education as well.

URL(s) http://www.hrea.org/cn/erc/Library/display.php?doc_id=1347&category_id=18&category_type=3&group=  Chinesehttp://www.hrea.org/pubs/poped-nl.pdf  Dutchhttp://www.hrea.org/pubs/Popular_Education/PopEd.html  Englishhttp://www.hrea.org/pubs/Popular_Education/PopEd2.pdf  Englishhttp://www.hrea.org/pubs/Popular_Education/PopEd.zip  English

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Ferc%2FLibrary%2Fsecondary%2Fdifferent-equal-en.pdf&external=N

A curriculum we should include in our analysis/assessment (Europe-focused, but highly relevant)

All Different, All Equal education pack

Author(s) Council of Europe

Publisher Council of Europe

Place of Publication

Strasbourg

Year of Publication

1996

ISBN/ISSN -

Language(s) Dutch, English, French

Keywords lesson activities, social workers, students, teachers, trainers, youth, informal education, secondary school, multi-cultural education, tolerance education, Council of Europe

Description The All Different, All Equal education pack was developed as part of the European Youth Campaign Against Racism, Xenophobia, Anti-Semitism and Intolerance. The material was developed for audiences 14 years of age and older. The Education Pack is a book intended for use in informal education settings but activities may also be incorporated into the classroom setting. The book has two major sections, the first dealing with the key concepts for intercultural education and the second suggesting activities, methods and resources. The materials are intended to be a learning tool for the reader, as well as a resource for the organizing of activities and lessons. The text of the pack is highly interactive, with many comments and questions offered to the reader to cultivate a dynamic sense of dialogue.

URL(s) http://vormen.org/AllemaalAnders/inhoud.htm  Dutchhttp://www.hrea.org/erc/Library/secondary/differen

t-equal-en.pdf  Englishhttp://www.hrea.org/erc/Library/secondary/different-equal-fr.pdf  French

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Ferc%2FLibrary%2Fvisualaids.htm&external=N

for inclusion in Resource Center, section on human rights approaches to bridge building?

Web-Based Visual Aids for Human Rights Learning

Author(s) Compiled by Rania Jawad

Publisher Human Rights Education Associates (HREA)

Place of Publication

Cambridge

Year of Publication

2003

ISBN/ISSN -

Language(s) English

Keywords audio-visual materials, teachers, art education

Description This annotated compilation of Internet-based visual aids had photographs, paintings, drawings, prints, sculptures and mixed media on human rights themes. Increasingly images of the human condition and violations against human rights can be found on the Internet. This compilation was put together in order to further human rights learning through the viewing of such images and the environments in which they take place. The images are extremely varied and display a variety of topics ranging from war, genocide, child labour, torture, and also depictions of peace and hope that have been created by people of all ages and nationalities.

URL(s) http://www.hrea.org/erc/Library/visualaids.htm  English

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.eduweb.vic.gov.au%2Fedulibrary%2Fpublic%2Fteachlearn%2Fstudent%2Flem%2FHuman_rights_final.pdf&external=N

for inclusion in Resource Center, section on human rights approaches to bridge building?

Ideas for Human Rights Education

Author(s) LOTE, ESL and Multicultural Education Unit

Publisher Victoria Department of Education & Training

Place of Publication

East Melbourne

Year of Publication

2005

ISBN/ISSN 0 7594 0399 6

Language(s) English

Keywords brochure, good practices, community leaders, school administrators, teachers, formal education, non-formal education, human rights education, Australia

Description This booklet documents good practices in human rights education across the school sectors in the state of Victoria (Australia) and offers interesting and innovative ideas from which schools and teachers can draw, according to their local needs and issues. This resource has three sections: Lesson Sparks; Whole School Organisation; and Activities and School and Community Partnerships. The activities in each section are not prescriptive and this resource does not attempt to provide a full curriculum for human rights education. Instead suggested activities are intended as a confirmation of many current practices in schools as contributing to a human rights agenda, and act as springboards for further ideas

for human rights education for schools and their communities.

URL(s) http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/lem/Human_rights_final.pdf  English

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.amnesty.nl%2Fdocumenten%2Ftheatre_guide_ben_ni_walen_english.pdf&external=N

for inclusion in resource center, participatory theater intro and activities

Ben ni walen: Mobilising for human rights using participatory theatre

Author(s) Cristina Sganga and Teun Visser

Publisher Amnesty International

Place of Publication

Amsterdam

Year of Publication

2005

ISBN/ISSN 90 6463 163 8

Language(s) English

Keywords community leaders, NGO staff, trainers, informal education, popular education, appropriate use of force, discrimination, gender equality, violence against women, women's human rights, xenophobia, Kenya, Mali, Sierra Leone

Description This guide is a basic introduction to using participatory theatre methods for exploring human rights issues. Produced by the Amnesty International Dutch Section’s Special Programme on Africa as part of an effort to promote awareness of human rights in rural African communities, the guide introduces the basics of participatory research and theatre methodology. It provides information on a range of participatory theatre methods and provides illustrative examples of how to use them to explore human

rights issues with rural communities. Background information on specific human rights issues is included, as well as anecdotes on how these materials were received when presented in Mali, Kenya, and Sierra Leone.

URL(s) http://www.amnesty.nl/documenten/theatre_guide_ben_ni_walen_english.pdf  English

http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Fwww.hrea.org%2Ferc%2FLibrary%2Fcivcom05.pdf&external=N

for inclusion in resource center—soft skills

Train-the-Trainer Manual: Civic Education and Community Mobilization

Author(s) Centre for Human Rights and Rehabilitation, Public Affairs Committee, National Constitutional Assembly, CIVNET, ASSERCO, CBRC, NIZA

Publisher NIZA

Place of Publication

Year of Publication

2005

ISBN/ISSN -

Language(s) English

Keywords manual, community leaders, trainers, non-formal education, training of trainers, adult education, citizenship education, civic education, education for democratic citizenship, popular education, democracy, economic and social rights, extreme poverty, Malawi, Mozambique, South Africa, Southern Africa, Zimbabwe

Description This manual is intended for grassroots facilitators working in civic education and community mobilisation. The manual is based on

participatory, problem posing methods whereby participants are encouraged to analyse problems and search for their own solutions. Ideas and information are only given after participants have had a chance to develop their own ideas. A number of methods/techniques and tips are provided in the first chapter. Chapters two focuses on 'participation': define/explain what participation in a democratic society means; explain why participation is important in government and governance; explain the role of the grassroots in governance; examine obstacles to participation; grasp the different levels of participation in terms of people’s degree of involvement; consider how participation can contribute to addressing poverty and other issues. Theme of chapter three is ‘community mobilisation’. This chapter assists facilitators to: understand what community mobilising means; grasp important elements of community mobilisation; know and apply skills and techniques for organizing in a community; understand challenges in community mobilisation, especially in terms of resources. The manual was developed by a coalition of human rights and community groups in southern Africa and facilitated by the Netherlands Institute for Southern Africa (NIZA).

URL(s) http://www.hrea.org/erc/Library/civcom05.pdf  English