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Human Rights

Online Teaching Guide

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Lindy Stirling

Angela Singh

Human Rights Online Teaching Guide ISBN: 978-186366-645-9 SCIS order number: 1333965 Full bibliographic details are available from Curriculum Corporation. Published by Curriculum Corporation PO Box 177 Carlton South Vic 3053 Australia Tel: (03) 9207 9600 Fax: (03) 9639 1616 Email: [email protected] Website: http://www.curriculum.edu.au © Amnesty International Australia 2007

Copying for educational purposes The Australian Copyright Act 1968 allows a maximum of one chapter or 10 per cent of this book, whichever is greater, to be copied by any educational institution for its educational purposes, provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions, contact CAL, 19/157 Liverpool St, Sydney NSW 2000, tel: (02) 9394 7600, fax: (02) 9394 7601, email: [email protected]. Copying for other purposes Except as permitted under the Act, for example fair dealing for the purposes of study, research, criticism or review, no part of this book may be reproduced in any form or by any means without the prior written permission of the publisher. Written by Lindy Stirling and Angela Singh Edited by Frith Luton

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Human Rights Online Teaching Guide www.amnesty.org.au/humanrightstoday - 3 -

Human Rights

Online Teaching Guide

1 Teaching human rights

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1.1 Why teach about human rights?

The destiny of human rights is in the hands of all our citizens in all our

communities.

Eleanor Roosevelt (Chair of the Commission established to write the Universal Declaration on

Human Rights)

The essence of the way of life we aspire to is embedded in the principles of human rights.

In a broad sense, the idea of human rights can be encompassed in the Australian phrase of

‘a fair go for all’. But what are human rights, and why should we care about them?

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Human rights are the basis of a just society and world. They are the rights to which all

humans are entitled, and which safeguard the freedom of each individual within society.

Most school communities already actively concern themselves with human rights,

whether this is stated explicitly or not. Human rights can be considered on various levels

ranging from the personal level to the global level. When we, as teachers, seek to enable

students to understand their own lives and situations, we are inevitably dealing with issues

of human rights. When we look at what is happening in our local community and when

we consider events reported in our state newspapers, on national television or events that

happen further afield, it is highly likely that human rights will somehow be involved.

In preparing our students to live and work in the world, we need to help them develop the

skills needed to enable them to cope with the changes they will experience. Understanding

the nature of rights and freedoms and how these impact on others, learning how to deal

with conflicting rights, and understanding the nature of power, peace, conflict and groups

claiming their rights all empower students to live more effectively and justly as global

citizens.

As citizens students also have a right to express their opinions and take responsibility for

them, and to learn how to exercise their rights within a safe environment. Discussion of

human rights enables them to realise that their opinion is one among many to be

considered, and to see their attitudes and actions in human rights terms.

1.2 The right to human rights education

Teaching about human rights is not just a moral obligation, but also a responsibility that is

formally supported by the Universal Declaration of Human Rights and by international

law. Human Rights Education is a human right in itself. Australia has ratified (that is,

signed and agreed to implement) the following international documents that state that

everyone has a right to human rights education:

Universal Declaration of Human Rights (UDHR), 1948

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Preamble: The Preamble to the UDHR states that ‘every individual and every organ of

society, keeping this Declaration constantly in mind, shall strive by teaching and

education to promote respect for these rights and freedoms…’

Article 26: … 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 ...

International Covenant on Economic, Social and Cultural Rights (ICESCR), 1966

Article 26.2 of the UDHR and Article 13 of The Covenant on Economic, Social and

Cultural Rights both include the words ‘that education shall be directed to the full

development of human personality and to the strengthening of respect for human rights

and fundamental freedoms’.

The Convention on the Rights of the Child (CROC), 1989

Article 29 states that parties agree that the education of the child shall be directed to ‘The

development of respect for human rights and fundamental freedoms, and for the principles

enshrined in the Charter of the United Nations.’

Article 42 states that parties ‘undertake to make the principles and provisions of the

Convention widely known, by appropriate and active means, to adults and children alike’.

It can be seen that we have both a legal and moral right and responsibility to teach about

human rights. Building on the achievements of the United Nations Decade for Human

Rights Education (1995–2004), the United Nations’ World Programme for Human Rights

Education (ongoing from 2005) seeks to promote a common understanding of the basic

principles and methodologies of human rights education, to provide a concrete framework

for action, and to strengthen partnerships and cooperation from the international level

down to the grass roots.

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1.3 Some ways to raise the profile of human rights

School charters and policy documents

Schools have charters, mission statements and policy documents to ensure they are safe

and equitable institutions in which students and teachers can work and learn. These

statements or documents will all be based on basic human rights principles.

These are the foundation on which everything in the school is built, whether it concerns

the social, economic, political, civil or cultural rights of the individual or community. In

reviewing, drafting or formulating any of these documents, policy makers can be

encouraged to formally embrace the Universal Declaration of Human Rights conventions.

Doing this gives an internationally recognised underpinning to a document, increasing its

credibility by adhering to legal and moral requirements, and contributing to a more just

community.

Human rights in the classroom and everyday life

As educators within the broad school context and as part of the community, we are

expected to promote the notion that rights require responsibility. This can be seen within

personal relationships, in a classroom and beyond. For example, if you wish to express

your opinion, you also need to be responsible about when you speak, so that others may

also have the right to do likewise. In other words, the right to be heard comes with the

responsibility of extending that right to others through your listening. Such values are

promoted in schools, and by recognising them as rights we contribute to development of

civil responsibilities of our students.

Human rights underpin Maslow’s hierarchy of needs. Rights are related to concepts of

self-worth, are important and cannot be taken for granted. Without human rights, humans

cannot function at their full potential. We, as teachers, have an obligation to ensure that

students’ (and teachers’) rights and needs are protected and made possible.

Human rights are interrelated and indivisible. They are not something about which you

can be selective – choosing some and rejecting others. Sometimes one person’s rights may

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conflict with those of another. An understanding of how this conflict happens and is

resolved builds skills of negotiation, empathy, understanding, conflict resolution and

responsibility. This, in turn, contributes to building sustainable communities of just and

inclusive individuals where bigotry, racism, bullying, isolation, fear and inequality are

excluded. Perhaps we can work towards the ideal of the kind of communities that were

envisaged by Martin Luther King:

One day, youngsters will learn words they will not understand. Children in India

will ask: What is hunger? Children from Alabama will ask: What is racial

segregation? Children from Hiroshima will ask: What is the atomic bomb?

Children at school will ask: What is war? You will answer them. You will tell

them: Those words are not used any more. Like stage coaches, galleys or slavery.

Words no longer meaningful. That is why they have been removed from

dictionaries.

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1.4 Human rights school checklist

The following checklist has been developed based on articles from the Universal

Declaration of Human Rights. Use the checklist to think about how effectively your

school embraces the principles of human rights and to identify opportunities to think, plan

and act for the future.

Rating your school’s awareness and responsiveness

This checklist can be used as a discussion starter or as a survey questionnaire. The

outcome of such a review will sharpen the focus of the school’s review of its human rights

practices. You may like to use the following ranking as a guide for the review:

1 no/never

2 rarely

3 sometimes

4 often

5 yes/ always.

The school community

� The school incorporates human rights principles in its mission statements and

formal curriculum documents. (Preamble, Articles 3, 7)

� The school is a place where staff and students are safe and secure. (Articles 3, 5)

� The school promotes equal participation and provides equal access, resources

and activities for all students. (Articles 2, 7)

� The school has structures to facilitate student decision making (individually

and through associations) and to participate in democratic development of school

policies and rules. (Articles 20, 21, 23)

� The school community welcomes students, teachers and others from diverse

backgrounds and cultures. (Articles 2, 6, 13, 14, 15)

� No-one is discriminated against because of their lifestyle choices such as manner

of dress, association with certain people or non-school activities. (Articles 2, 16)

� Members of the school community will take steps to oppose discriminatory or

demeaning actions, materials or slurs in the school. (Articles 2, 3, 7, 28, 29)

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� If the rights of another are demeaned or violated, the person responsible is helped

to learn how to change his/her behaviour. (Article 26)

� All aspects of student and staff wellbeing are considered important and help is

provided when anyone is in need. (Articles 3, 22, 26, 29)

� The school community has a culture which attempts to resolve conflict through

non-violent and collaborative means. (Articles 3, 28)

� Anyone accused of wrong-doing is presumed innocent until proven guilty.

(Article 11)

� All students and staff are disciplined through fair and impartial processes. The

determination of responsibility for actions which breach school standards and

decisions about appropriate responses are informed through fair and impartial

processes. (Articles 6, 7, 8, 9, 10)

� No-one is subjected to degrading treatment or punishment. (Article 5)

� Everyone has their personal space and possessions respected. (Articles 12, 17)

� Everyone can express their beliefs and ideas (political, religious, cultural or

other) without fear of discrimination. (Article 19)

� Both girls and boys participate in diverse roles and have their voices heard.

(Article 2)

� Anyone can produce and distribute publications without fear of censorship or

punishment, provided that the publications respect others’ rights (Articles 19, 29,

30)

� Students are encouraged to think critically, and learn about societal and global

problems related to justice, poverty and peace. (Preamble, Articles 26, 29)

� Staff and students encourage each other to take action to address societal and

global problems related to justice, poverty and peace. (Preamble, Articles 20, 29)

� Students are exposed to a diversity of media, voices, perspectives and other

sources of information in courses, resources and classroom instruction. (Articles

2, 19, 27)

� Anyone can form associations within the school and advocate for their rights and

the rights of others. (Articles 19, 20, 23)

� Everyone is able to have adequate rest/recess time during the school day and

work reasonable hours under fair conditions. (Articles 23, 24)

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� Employees of the school are paid enough to have a standard of living that enables

them to provide for the health and wellbeing of themselves and their families.

(Articles 22, 25)

� Everyone takes responsibility to ensure that other individuals behave in ways

that promote the safety and wellbeing of the school community (Articles 1, 29)

Curriculum: what we learn and teach

� The curriculum is relevant for all students, including Indigenous students and

those from language backgrounds other than English. (Articles 2, 26, 27)

� The curriculum supports a culture of human rights, and challenges and counters

discrimination. (Articles 2, 27)

� The curriculum provides students with opportunities to explore issues of human

rights, social responsibility, justice, poverty and peace in both the world and in

Australia. (Preamble, Articles 1, 26, 28, 29)

� The curriculum promotes a personal commitment to social justice and human

rights, and a focus on students’ responsibilities to promote and support their own

rights and those of others. (Preamble, Articles 1, 28, 29)

� The curriculum equips students with the capacity to be active citizens (Articles

21, 26, 28, 29)

� The curriculum consistently features activities designed to foster students’ sense

of their own value – as individuals, as members of groups, and as members of a

local and global community (Preamble, Articles 1, 2, 3, 7, 21, 26, 29)

� Human rights influence teaching and learning across all the learning areas.

(Articles 2, 26, 29)

� Human rights influence teaching and learning at every stage of schooling.

(Articles 2, 26, 29)

Connecting with other priorities

� We connect the themes of global education and human rights in an integrated and

complementary way (Interdependence; Cultural diversity;

Political/social/environmental/economic/technological change; Social justice and

human rights; Peace building and conflict; Sustainable futures)

� We connect the themes of Studies of Asia and Australia and human rights in an

integrated and complementary way (Developing concepts of Asia; Challenging

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stereotypes; Contemporary issues; World contributions by the peoples of Asia;

Implications of closer Asia–Australia relationships)

� We connect the themes of Civics and Citizenship and human rights in an

integrated and complementary way (Self-esteem, self-confidence and a sense of

identity; Respect for oneself and others, including healthy safe lifestyles; Respect

for cultural differences and diversity; Connection between rights and

responsibilities; Awareness of democracy and democratic processes;

Communication and cooperation skills)

� We connect the themes of Values Education and human rights in an integrated

and complementary way (Care and Compassion for self and others; Doing Your

Best; Fair Go –where all people are treated fairly for a just society; Freedom;

Honesty and Trustworthiness; Integrity; Respect; Responsibility; Understanding,

Tolerance and Inclusion.)

Questions for further discussion

Use the responses and the following questions to help evaluate the school’s commitment

to human rights. The balance of the responses will guide the school as it formulates an

action plan to address areas for growth.

Analysis of where we are doing well:

• Where are we doing well in adhering to or promoting human rights?

• What factors have contributed to this?

• Are these achievements within your school sufficiently recognised and celebrated?

• To what extent are they sustainable over time and integrated into the school

culture?

• To what extent do they depend on the contribution of one or two individuals?

• What needs to happen for your school to keep doing these things well and take

them further?

Analysis of opportunities for growth and improvement:

• What are the main areas of concern or gaps in provision?

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• Which of these areas concern you most? Are there examples that can be provided

to help identify patterns? Why do you think these occur (eg resources, school

culture, school processes)?

Some guide questions to help identify opportunities for improvement include:

• Are the gaps about discrimination?

• Are they related to decision making?

• Are there win–lose situations in your school that you would like to see change?

• What areas are you able to influence?

Self-reflection questions:

• How have you or any other school member contributed to the existing climate, in

positive ways, or ways that you would like to change?

• What are the ways you act, or other ways you could act?

• Were those completing the questionnaire representative of the population of the

school?

• Would you expect different results from a different group of people?

• In what ways might another group’s responses differ and why?

• Should these differences be of any concern to you and to the school community?

• When determining which human rights concerns need to be addressed and how to

address them, how can you be certain to take into account the perspectives and

experiences of different people?

• What needs to be done to improve the human rights climate in your school?

• What action(s) can you and your group take to create a more humane and just

environment where human rights values are promoted and human rights

behaviours practiced?

• How can human rights education be included across a range of contexts in

students’ schooling, including across key learning areas and year levels?

• What teacher support and professional development is necessary to improve the

teaching of human rights education?

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The next step

Review the questionnaire, then, as a group brainstorm possible actions the group might

take to improve the work of your school in relation to human rights. Decide on a short list

of options for action. Thoroughly debate and discuss the short list before making any

decision regarding actions to be taken.

Based on the group discussion, choose items for action, and develop an action plan

identifying goals, strategies, and responsibilities.

Useful resources

• Commonwealth of Australia, 2002, Global Perspectives: A statement on global

education for Australian schools Curriculum Corporation

http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/122

• Studies of Asia: A Workbook for the Journey of Change. See

http://www.asiaeducation.edu.au/pdf/studies_of_asia/studiesofasia.pdf.

1.5 How can we teach about human rights across the

learning areas?

At the end of this section there is a list of websites that provide both lesson plans and

background information on human rights issues.

Human rights can be embraced in a wide number of learning areas. Although initially it

may seem to fit most easily within the Humanities/Social Education/SOSE learning area,

it can easily be investigated within many other learning areas.

Indeed, it is important that students’ learning about human rights is supported through a

range of contexts in their schooling rather than, for example, being isolated in a Year 10

unit.

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Humanities/SOSE – Civics and Citizenship, Geography, History, Legal Studies,

Economics

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Human rights can be taught and investigated through Values Education, Active

Citizenship, Social Justice and Global Education, to name a few. All of these are both

implicitly and explicitly included in the SOSE curricula around the country. (Many

Internet resources are included at the end of this section.)

Rights can be viewed through an historical, cultural or legal context, for example:

• How, when and why the UDHR was developed (historical)

• How the UDHR impacts on Australian law – what rights have direct application to

the formation of law; how international and national laws have used, incorporated,

ignored or abused the UDHR (legal)

• How cultures are protected by UDHR; effects on different cultures (cultural)

• Where these rights are upheld, where they are violated; and how this impacts on

human communities, their composition and movement (geography).

In the learning areas Legal Studies and Economics there are many pertinent articles from

the UDHR and key starting points for discussion, for example:

Article 6 We all have the same right to use the law.

Article 7 The law is the same for everyone. It must treat us all fairly.

Article 8 We can all ask for the law to help us and to give us a

remedy when we are not fairly treated.

Article 9 Nobody has the right to put us in prison without good

reason, or to keep us there, or to send us away from our

country.

Article 10 If we are put on trial, this should be in public. The people

who try us should not let anyone tell them what to do.

Article 11 Nobody should be blamed for doing something until this is

proven. When people say we did something wrong, we have

the right to show that this is untrue.

Article 12 Nobody should try to harm our good name. Nobody has the

right to come into our home, open our letters, or bother us or

our family without good reason.

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Article 17 Everyone has the right to own things or share them. Nobody

should take our possessions from us without good reason.

Article 23 Every adult has the right to a job, to a fair wage for their

work, and to join a trade union and to choose what work

they do.

Active citizenship outcomes specifically embrace the Universal Declaration of Human

Rights in practical ways. It also develops in students:

• self-esteem, self-confidence and a sense of identity

• respect for oneself and others, including healthy and safe lifestyles

• respect for cultural differences and diversity

• awareness of the connection between rights and responsibilities

• skills and attitudes to defend and promote human rights

• awareness of democracy and democratic processes

• communication and cooperation skills.

Mathematics

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There is a wealth of real world data about human rights issues that can be explored using

mathematical problems. Analysing and interpreting information about issues such as

access to basic needs of food and water, life expectancy, economic growth and impact of

climate change will assist students to understand more about the rights of people around

the world.

Resources

• Amnesty International, 2004 ‘Human Rights in the Curriculum – Mathematics’,

contains a wide range of activities that teachers can use with secondary students.

They include 16 separate human rights articles that are covered within the broad

themes of Number and Calculation, Shape and Space, Games and Puzzles, and

Handling Data. Some of the themes covered include elections, life expectancy,

world literacy, child labour, refugees, fair trade, and global inequality. Contact:

Central Books www.centralbooks.com

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• Microfinance – A Teacher’s Resource for the International Year of Microcredit

(see http://www.globaleducation.edna.edu.au/globaled/go/pid/1880 for details of

how to obtain a free CD)

• Human Development Reports website

http://hdr.undp.org/statistics/data/animation.cfm

• Maths 300 http://www.curriculum.edu.au/maths300/index.htm

Other general Internet resources are included at the end of this section.

English

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Human rights themes can be explored in all areas of English. Students can explore text

types including urgent action appeals, media releases, newspaper articles, reports on

countries and human rights issues, online resources, advertisements. Students can listen to

and analyse speeches, and prepare and deliver their own speeches. They can investigate

what it takes to communicate effectively to promote human rights, explore biography by

looking at profiles of human rights defenders, and examine contemporary debates about

human rights.

See the section ‘Links to other national priorities’ below.

Other general Internet resources are included at the end of this section.

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Internet resources

(Key: * Lesson plans # Links to other sites • Background information)

General sites (in alphabetical order)

*# Amnesty International Australia Act Now page – links to all Amnesty campaigns

http://www.amnesty.org.au/Act_now

*# Amnesty International Australia Human Rights Education page – includes lesson

plans, a letter writing guide, online resources, action for school groups, fact sheets

and case studies

http://action.amnesty.org.au/hre

*#• Amnesty International Australia Human Rights today page – companion page to

“Human Rights today” resource

http://www.amnesty.org.au/humanrightstoday

• Amnesty International Homepage – campaigns, research reports, webclips, news

and features

http://www.amnesty.org

*# Australian Children’s Television Foundation – lesson plans complete with master

worksheets, tools and resource suggestions in a fun format connected to ‘Crash

Zone’ (a video series from ACTF)

http://www.actf.com.au/learning_centre/school_resources/productions/crz/lesson_

plans/cybercitizens.htm

#• The Carter Centre – waging peace, fighting disease, building hope

http://www.cartercenter.com/

*#• Compass – A Manual on Human Rights Education This extensive site has

excellent links, background information and approaches to Human Rights

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teaching, as well as many lesson plans.

http://www.eycb.coe.int/compass/en/contents.html

*#• Cyber school bus – information and activities on Peace, Human Rights and

discrimination

http://www.un.org/cyberschoolbus/

#• Derechos – Human Rights around the world

http://www.derechos.org/

*#• Human Rights Education – Wiki – links to websites providing lesson plans,

collaborative Internet projects, news and information.

https://hrewiki.pbwiki.com/Useful%20websites#CollaborativeInternetprojects

• Human Rights Education Associates – a global Human Rights Education network

– excellent study guides available for specific Human Rights topics and access to

the week’s headlines relating to Human Rights around the world

http://www.hrea.org/

*#• Human Rights and Equal Opportunity Commission (HREOC) website –

Australian Education Resources for teachers and students: information, lessons,

resources, websites, blackline masters

http://www.humanrights.gov.au/info_for_teachers/index.html

*#• Human Rights Resource Centre, University of Minnesota. Includes background

information, teaching ideas and lessons:

Homepage: http://www1.umn.edu/humanrts/edumat/

Human rights Here and Now resource:

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Default.htm

#• Human Rights Web – simple effective link to major Human Rights organisations

and information on how to become an effective activist

http://www.hrweb.org/

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* Ideas for Human Rights Education – PDF of 100 ideas to use at school

http://www.sofweb.vic.edu.au/lem/multi/mhredu.htm

* Liberty – teachers pack (from the UK)

http://www.liberty-human-rights.org.uk/resources/ and click on Education Pack

• My hero project – profiles of people who have taken action for human rights and

social justice

http://www.myhero.com/myhero/

*# National Committee on Human Rights Education resources at the Tasmanian

Centre for Global Learning – links to a number of key sites and provides a

download of activities for schools from a range of organisations

http://www.afairerworld.org/_Current_projects/uncitz.html

#• Northern Ireland Human Rights Commission

http://www.nihrc.org/

•# Office of the United Nation Commissioner for Human Rights

http://www.ohchr.org/english/

#• One World.net – Human Rights

http://www.oneworld.org/

* Racism, No way! – interactive website dealing with racism and discrimination

http://www.racismnoway.com.au/index.html

* Teaching human rights and responsibilities (UK)

http://www.thegrid.org.uk/learning/citizenship/resources/rights/humanrights/teachi

ng.shtml

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#• United Nations’ Children’s Fund (UNICEF)

http://www.unicef.org/

#• UNICEF’s Voices of Youth

http://www.unicef.org/voy/

#* Websites for Human rights (NSW Education Department, 2000) and some lesson

ideas

http://www.abc.net.au/civics/rights/resources.htm

#• Witness – human rights defenders – video clips to change the world

http://www.witness.org/

Specialist sites (in alphabetical order)

Free Tibet

http://www.freetibet.org/

Human Rights for Workers – impact of globalisation on workers

http://www.senser.com/

#• International Campaign to Ban Landmines

http://www.icbl.org/

Survivors International

http://www.survivorsintl.org/

Violence against women

http://www.whiteribbonday.org.au/resources

Women’s Human Rights page

http://www.madre.org/

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#• Working Child

http://www.workingchild.org/

1.6 What strategies can we use for teaching human rights

in the classroom?

The strategies we use to teach human rights are as important as the resources we use.

Students’ lives are touched by human rights through a whole range of issues. It is essential

that students are able to bring their views and experiences to class to explore the

complexity of issues and the interconnected contexts of justice and injustice.

The emphasis in the classroom should be on active learning that fosters the skills students

need to understand the world in which they live and to examine their own attitudes and

those of others. Safe learning environments need to be developed to encourage this, where

all peoples’ opinions can be expressed and heard, and their values be respected.

As well as being taught about:

• respect, students also need to experience respect in the classroom

• responsibility, students also need to experience responsibility in their everyday

lives in school

• tolerance, students also need to witness the appreciation of diversity.

Fostering inclusive discussions in the classroom

It is important that the classroom environment values the contribution of each child,

respects the right of freedom of expression, and involves active participation.

Strategies that enable students to examine their own opinions, thoughts and feelings will

be most effective and empowering for learning and action. Some of these might include:

• hypotheticals – ‘what ifs…’

• case studies

• role-plays

• simulation games

• use of newspapers/analysis of bias or ‘positioning’

• photo or text analysis

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• situational dilemmas

• discussion (for useful ideas:

http://www.qsa.qld.edu.au/yrs1to10/kla/sose/docs/rp_pri00.doc

• agree/disagree continuums

• oxford debate

• diamond ranking (eg

http://www.eycb.coe.int/compass/en/chapter_2/2_50.html)

• development compass rose (see

http://www.oxfam.org.au/publications/teaching/docs/compass.pdf).

A range of teaching and learning tools including ways of brainstorming, a range of

graphic organisers for information, ways of establishing roles in small groups are outlined

at the Teaching and Learning Resource page at

http://vels.vcaa.vic.edu.au/support/teaching.html.

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2 Dealing with difficult issues

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2.1 When to teach – considerations for year levels

Where, after all, do universal human rights begin? In small places, close to home

– so close and so small that they cannot be seen on any maps of the world. Yet they

are the world of the individual person; the neighbourhood he lives in; the school

or college he attends; the factory, farm, or office where he works. Such are the

places where every man, woman, and child seeks equal justice, equal opportunity,

equal dignity without discrimination. Unless these rights have meaning there, they

have little meaning anywhere. Without concerted citizen action to uphold them

close to home, we shall look in vain for progress in the larger world.

Eleanor Roosevelt 1948

Human rights are so basic to our existence and underpin the rules of our society that we

cannot begin educating students about them too early. At a simple level, students can

begin to look at the ‘rules’ of home or school, and what is ‘fair’. As their worldview

expands, they can embrace more of the world and how human rights impact on a broader

scale. The complexities of human rights and how they interact with each other can be

examined as the students’ intellectual, emotional and moral development progresses. The

materials in ‘Human Rights Today’ are aimed at school Years 9–10, when students will be

able to tackle more complex concepts and connections.

2.2 Ways of dealing with differing views

It is important to build classrooms that are cooperative and inclusive, but it is unlikely that

all of your students will have the same views. Generally speaking, while rights are

applicable at the individual level, applying them at a higher level or in relation to others

(eg at the level of family, society, humanity) can help defuse some of the potential

tensions. For example, my right to freedom of expression should not be at the expense of

another individual’s or group’s suffering. This can easily be applied to ‘minority groups’

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(to which from time to time, depending on our views or identity, we can all belong) thus

shifting the focus away from a personal level.

As teachers, we can help students identify a range of identities to which they could belong

(eg student, adolescent, vegetarian, netballer, reader, boy, brown-eyed person, eldest

child, jazz singer etc) and provide opportunities to discuss examples of when they might

be in a minority and what this means for them.

It can also be very difficult for students (and teachers!) to remember that ours is not the

only way of doing things. We are so used to ‘our way’ and to not seeing something from

another perspective, which we could easily assume that everyone says and does things the

way we do. Do you remember as a child, the first time you had a sleep over? Did you

realise with a shock, that not everyone ‘did breakfast’ the way you did at home? For you,

the way it was done at home was ‘normal’, and it was only by experiencing someone

else’s ‘norm’ that you realised that there was more than one way it could be done.

One of the best strategies in dealing with this issue of differing or conflicting views is to

identify attitudes and assumptions, which are held in the class, about a particular group.

On what are these attitudes and assumptions based? What are the preconceptions

(prejudices) about the particular group? Approach this sensitively, as stereotypes and

assumptions need to be challenged not reinforced. Assumptions that the students hold

today can be compared with assumptions from the past (for example, that only men

should have the vote; or during the time of witch-hunts or fears about communism during

the cold war, when principles of treating people as innocent until proven guilty were

disregarded).

Other effective classroom tools for dealing with differing views can be the use of

strategies that support a range of views and encourage discussion, respect and diversity

(for example, the agree/disagree continuum, or diamond ranking).

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2.3 How to provide a safe environment and respect

students who have suffered human rights abuse

You may have in your class students who have themselves experienced some form of

human rights abuse. This may take the form of discrimination because of their gender,

sexual orientation, race, religion, identity status (refugee, migrant, asylum seeker, on a

Temporary Protection Visa, etc), language or sporting prowess. In some cases the abuse

may be severe (eg domestic violence, child abuse, exposure to or experience of torture as

refugees), and there needs to be great sensitivity in these circumstances so that all students

in the class can feel safe, contribute and be respected.

Some of the most effective tools in achieving this safe environment and respect are:

• promoting students’ self-esteem and confidence in their ability to make a

difference

• exploring stories of how people have overcome human rights violations:

• it is valuable to explore both the role of people who come from more privileged

backgrounds, and the work of people whose rights have been violated and who

have taken steps to bring about change

• ensuring that the school has established processes so that there are clear steps that

school staff can take to support students if they disclose experiences of human

rights abuses

• understanding stereotypes and why they persist

• unpacking the underlying causes and broadening set perceptions

• developing informed opinions and critical literacy skills based on evidence not

hearsay or assumption

• exploring contrary and minority views and opinions including through DVDs,

visiting speakers and reading extended texts where people who have experienced

human rights abuses speak in their own terms

• applying the need for and practice of human rights in the study of human rights

• including cultural expressions from a range of contexts as part of the life of the

school – eg displaying Indigenous artworks, posters that feature inspiring quotes

from people from a range of cultures and contexts, art by refugees, etc

• respecting the right to a diversity of opinion

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• ensuring that there is freedom to contribute or not to contribute, and to respect an

individual’s privacy.

2.4 Why develop problem-solving strategies for students

Problem-solving strategies:

• encourage higher order thinking

• develop the skills necessary to contribute as members of groups

• build on the students’ natural curiosity and stimulate their imagination

• provide opportunities for exploration, investigation, and decision making

• are the basis for inquiry-based learning and authentic engagement of students

• use open-ended questions

• can connect with affective experiential learning that leads to more active

participation and citizenship.

• In dealing with human rights, problem-solving strategies provide a forum that

embraces the philosophy underpinning the rights themselves.

2.5 How responsibilities fit in with rights

We are all born with human rights that belong to us simply because we are humans. Thus

the concept of human rights is that they are inalienable and cannot be taken away from

you by any other person, corporation, organisation, or government. Therefore, my rights

can only be exercised in ways that do not violate other people’s rights. Thus there is a

need for compromise to allow for everyone’s human rights to be respected.

Responsibility is the flip side of the rights coin. One cannot exist without the other. It

follows that if I have rights, then I also have a responsibility to ensure that the same rights

of another are protected and defended; others have the same responsibility towards me.

The link between responsibilities and rights is explicitly recognised in the Universal

Declaration of Human Rights, see for example Article 1 and Article 29.

Setting up a ‘rights and responsibilities charter’ for the classroom is a concrete way to

begin studying human rights in a broader context.

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3 Teaching about Indigenous issues

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When teaching about Indigenous issues in the classroom, teachers need to take several

factors into account including the following.

Whose voice, whose perspective?

Teachers should ensure that they use materials from a range of perspectives. Historically

information used in schools (and in other areas) has not represented the views of

Indigenous people and, while such information may still be useful, it is essential that it be

balanced by material that contains Indigenous perspectives. This could include material

that is written or spoken by Indigenous people, and material which acknowledges that it

has had input from Indigenous people. Teachers can also encourage students to critically

analyse the texts used by asking the following questions:

• Who has (or do you think has) written the text?

• Whose voice is included, and whose is missing? Are there other viewpoints

(perspectives) we need to consider?

• How might we go about hearing these other ‘absent’ viewpoints or perspectives?

• Have attitudes (or access to other information) changed since this text was written?

The diversity of Indigenous experiences and perspectives

Indigenous people in Australia comprise both Aboriginal and Torres Strait Islander

peoples. Within these two groups there is a diversity of experiences. Indigenous people

live in urban, regional and remote locations. Indigenous people can live within the wider

community or within an Indigenous community. They may live in situations where

colonisation has been most established and longstanding, or where colonisation was more

recent. They will belong to one or more of the several hundred Indigenous cultures that

have developed in Australia over tens of thousands of years. Indigenous people can also

be at various stages of embracing their Indigenous identity – ranging from having a strong

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sense of self, belonging and community to having just recently found out about their

Indigenous background.

Given that no one Indigenous experience is the same, teachers need to avoid making

judgements about the sameness of Indigenous experiences and identity. Texts that

acknowledge the diversity of Indigenous people should therefore be used to help students

understand these issues more.

Overcoming stereotypes and negative images

Non-Indigenous students are likely to have stereotypical images of Indigenous people,

given the way that images of Indigenous people and cultures are transmitted in our

society. Teachers should acknowledge that as a result of many influences, stereotypes of

Indigenous people do occur, and in order to address this issue the following questions may

be posed to students:

• What is the basis of a particular statement made (where does the information come

from)?

• Does information from other sources support this statement?

• What might Indigenous people think about this statement (and how would we

know this?)

• Why is this statement being made?

o (eg consider – even if there may be some truth in the statement, does it

originate in ignorance of what is really happening? Is it grounded in fears

of this other group? Could this statement be made because it helps bolster

the egos of the people who express it? Does it provide an excuse for

avoiding the responsibility of taking action or being prepared to change?)

• Does the statement distort reality, or does it shed light on what is really happening

and why this is happening?

• How much information should you consider when making a generalised comment

about a population or group?

• Has this kind of statement ever been made about people from the students’ own

group? If so, who made the statement and why?

• Do other populations or groups have similar experiences – if so, can the same

generalised statement apply to them? Why/Why not?

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Teachers are encouraged to review texts (written, visual, audio) used in Indigenous

Studies in consultation with a range of Indigenous stakeholders to ensure materials are

appropriate. Stakeholders may include:

• Indigenous parents

• Aboriginal Education Consultative Groups (local, regional, state)

• Indigenous education workers – school, regional or state based

• Indigenous community organisations/members.

Teachers are also encouraged to continue their learning about Indigenous history, culture

and rights by contacting their State or Territory Indigenous Unit.

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4 Links to other national priorities

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The teaching of Human Rights supports a range of other priorities endorsed by the

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA)

and supported by the National Goals for Schooling in the Twenty-First Century.

MCEETYA itself acknowledges that education is as much about building character as it is

about equipping students with specific skills, while the National Goals recognise the

importance of education in helping young people understand their roles and

responsibilities as members of Australian, regional and global communities. The National

Goals state that students, when they leave school, should have the capacity to exercise

judgement and responsibility in matters of morality, ethics and social justice; and have the

capacity to make sense of their world, to think about how things got to be the way they

are, to make rational and informed decisions about their own lives, and to accept

responsibility for their own actions. (Goal 1.3)

4.1 Civics and Citizenship

Civics and Citizenship education has been declared a national priority, alongside English,

Mathematics, Science and ICT. As citizens we now simultaneously belong to many kinds

of communities at the local, national, regional and global levels. The key to civic harmony

will be respecting and valuing our rights and responsibilities. International events have

become a powerful entry point into understanding this domain. They provide

opportunities for young people to explore their values and understanding of the Universal

Declaration of Human Rights in relation to international conflict and peace-keeping, aid

and crisis response, the management of migration and refugee programmes, and

relationships across and between cultures.

For opportunities for rich investigative tasks in exploring the issues raised in Civics and

Citizenship. See http://www.civicsandcitizenship.edu.au.

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4.2 National Framework for Values Education in Australian

Schools

The vision articulated in the National Framework for Values Education in Australian

Schools states that ‘all Australian schools provide values education in a planned and

systemic way by developing student responsibility in local, national and global contexts

and building social skills’. Values-based education can strengthen students’ self-esteem,

optimism and capacity for personal fulfilment; and help students exercise ethical

judgement and social responsibility. It also notes that some of the challenges include

‘increasing student engagement, belonging and connectedness to schooling, fostering

student empowerment and encouraging youth civic participation, … promoting improved

relationships, tackling violence, (and) anti-social and behaviour management issues…’

The study of Human Rights provides valuable contexts for young Australians to know and

understand their rights and responsibilities within Australia, the region and the world. The

nine values for Australian schooling outlined in the statement embrace the values and

aspirations of the Universal Declaration of Human Rights.

See http://www.valueseducation.edu.au/values/.

4.3 Studies of Asia and Australia

Australia, like many countries, requires citizens who are globally engaged, comfortable

with diversity and who possess the skills to operate effectively across cultures with

different world views and belief systems. ‘Knowledge and understanding of Asia and

Australia’s relationship with Asia make an important contribution to being good

neighbours and responsible global citizens… In learning about our neighbours, human

experience is the starting point. Despite differences in language, culture and

environments, the basic spiritual, intellectual, emotional and physical needs of humans are

the same’, including their rights and responsibilities. The study of human rights also

enables students to ‘participate in values clarification, ethical justification and social

negotiation to support their confident participation in dialogue about Australia’s future

and Australia–Asia engagement.

See http://www.asiaeducation.edu.au/.

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4.4 Statement of Learning for English

The nationally agreed Statement of Learning for English has been established in

recognition of concerns about the lack of consistency that exists in curriculums across the

nation and the impact this has on an increasingly mobile student population.

It states that ‘our students are increasingly operating in a national and global society and

economy’ and consequently ‘seeks that students develop:

• knowledge of the ways in which texts may be interpreted and constructed

according to cultural, social and personal backgrounds and contexts

• the capacity to use texts to make sense of one’s world, to exercise judgement and

responsibility in matters of morality, ethics and social justice, and to prepare one

for lifelong learning.

The study of human rights involves understanding ethics, morality, and social justice both

within and beyond students’ cultural, social and personal backgrounds and contexts.

See http://www.mceetya.edu.au/verve/_resources/2005_state_eng.pdf.

4.5 Information and communications technologies

The National Goals for Schooling state that when students leave school they should be

‘confident, creative and productive users of new technologies, particularly information

and communication technologies, and understand the impact of those technologies on

society’.

The study of human rights gives students a valid purpose, real context and ample

resources to integrate ICT into the classroom. It enables students to interact with their

global peers and to gain access to information, resources and opportunities for

communication through this topic. The use of Internet resources and email, for example,

help make classrooms and learning programs borderless. An example of a youth-oriented

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website that promotes human rights is Amnesty International’s ‘Make Some Noise’

website, http://noise.amnesty.org/.

4.6 National Safe Schools Framework

The National Safe Schools Framework promotes and acknowledges that an essential

function of all schools is the need for a supportive learning environment in which all

students can expect to feel safe. Students have a fundamental right to learn in a safe,

supportive environment and to be treated with respect. It further states that the kind of

practices in schools that would support this include:

• encouraging and promoting whole-school approaches

• professional development and training for school staff on, for example, methods of

countering bullying and harassment, child protection legislation and procedures

(including mandatory reporting), and identifying and understanding child abuse,

including the needs of victims

• including child protection education in the school curriculum, as well as content

that explores discriminatory behaviours through an understanding of social factors

such as gender, race, sexuality, disability and religion

• providing resources to teachers on helping students to recognise/report abuse, and

build protective behaviours, resilience and optimism

• encouraging schools to empower students by involving them in the decision-

making and resolution processes through, for example, training in peer mediation

or adoption of ‘buddies’.

These practices are the very essence of human rights, and the study and understanding of

these will bolster the awareness of human rights.

The mind of a child is a fire to be kindled, not a vessel to be filled.

Plato

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5 Short case studies of implementing human rights

education

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Coomera State College

At Upper Coomera State College human rights are dealt with explicitly in the

curriculum. The Year 11 English Communications program has a unit based on

social justice issues. Students research an issue and present information about it

to their class. They also create an action plan based on how they could fundraise

for this issue. During the teaching of this unit, we examine the Universal

Declaration of Human Rights and use case studies from Amnesty International.

We are also in the process of starting an Amnesty International group within the

senior school and have had a great deal of interest. We are planning that students

will meet regularly and participate in campaigns being run by Amnesty

International.

Therese Callaghan

Upper Coomera State College, Queensland

Distance Education South Australia

Human rights are a focus of a topic within the Stage 2 [Year 12] Studies of

Societies course – students are introduced to investigate several human rights

abuse scenarios and discuss these as part of their lessons. Two assignments are

linked to this topic – one is about the abuse of economic rights (eg sweat shop

labour, multinationals and pricing; and the second is where the students present

an oral report from the perspective of a person whose human rights have been

abused).

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In other subjects such as Australian Studies, Aboriginal Studies and Stage 1 [Year

11] History the issue of human rights abuses comes up as part of the natural

discussion of topics (eg in Stage 1 History we teach a topic on the Middle East

and, as it is an area with ongoing and evolving issues, discussion on human rights

is linked very much to the situations at the time. Aboriginal Studies takes a more

historical view of the human rights abuses experienced by First Nations peoples

and links it to current situations).

We have sent students to the Amnesty International Youth Conference and also

publicise information concerning events or issues relating to human rights.

Cheryl Uren

Senior Secondary Assessment Board of South Australia (SSABSA)

Amnesty International Australia is interested in hearing your stories of teaching for human rights. If you have similar stories which illustrate what can be achieved, or which highlight issues and challenges in teaching for human rights, we would be pleased to hear from you. You can contact the Human Rights Education program at [email protected].

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