Document - Africa: Siniko: Towards a human rights culture in Africa

SINIKO

Towards a Human Rights Culture in Africa

A manual for teaching human

rights

'Siniko' is a word in Bambara,

Mandingo and Dioula which means literally 'tomorrow's business'. It translates

loosely into 'things that the future holds' or 'what we want for future generations'.

Human rights education is aimed at the development of the skills, knowledge

and attitudes that people need to work towards a world free of human rights

violations. It is in the hope of a better tomorrow that we choose to teach about

human rights.

This manual is for teachers

and educators in Africa who work with young people both in formal and non-formal

educational environments and who want to introduce human rights in their teaching

practices. It is designed as a basic introduction, with advice on methodology,

activities for older and younger children and ideas for action. The approach

stresses the practical rather than the theoretical. The intention is that educators

can take this material and adapt it to suit their own circumstances and context.

'Siniko' has been produced

by Amnesty International as part of the worldwide campaign to mark the 50th

anniversary of the Universal Declaration of Human Rights on 10 December 1998.

Its publication is also intended to highlight the United Nations Decade for

Human Rights Education (1995-2004) and the Organization of African Unity (OAU)

Decade for Education (1997-2006).

How to use the manual

This manual is divided into

six parts. Part One explains what human rights are and what we understand by

human rights education. It also answers some common questions about human rights

education. Part Two contains useful teaching methods, ideas for designing your

own teaching activities and how they can be incorporated into the curriculum,

as well as information on evaluation. Parts Three and Four contain example activities

for older and younger children which can be adapted to suit your own circumstances

and context. For reference purposes, Part Five contains the full or simplified

text of selected human rights documents and Part Six has ideas for networking,

organizing your own workshop and lists of useful resources.

You are free to photocopy,

adapt or translate all or parts of this manual according to your own needs.

To make them easier to use,

the activities in Parts Three and Four are designed with the same format.

<tr>

<td width="29%">Title:

</td>

</tr>

<tr>

<td width="29%">Aim:

</td>

<td width="71%">This,

and the brief introduction to each group of activities, tells you why they

are useful.</td>

</tr>

<tr>

<td width="29%">Learning

points: </td>

<td width="71%">These

are the key concepts contained in the activity. Keep them in mind as you

do it.</td>

</tr>

<tr>

<td width="29%">What

you need: </td>

<td width="71%">This

tells you what materials you will need and what to prepare before the lesson.</td>

</tr>

<tr>

<td width="29%">Time:

</td>

<td width="71%">The

times shown are estimates of how long it will take to do the activity.</td>

</tr>

<tr>

<td width="29%">How

to do it: </td>

<td width="71%">This

part explains the activity step by step. Where specific methods are used,

these are explained in Part Two of this manual.</td>

</tr>

<tr>

<td width="29%">Questions:

</td>

<td width="71%">Most

of the activities use open questions and discussion to help learners to

think about the issues raised by the activity. Advice on using open questions

and discussion is available in Part Two.</td>

</tr>

<tr>

<td width="29%">Choices:

</td>

<td width="71%">These

are suggestions for further work on an issue, or ideas for adapting activities

for another age group.</td>

</tr>

</table>

It is important to read

through each activity before attempting it, and to check that you have all the

items listed under ''What you need''. You are also advised to plan the session

carefully, and to work out an appropriate timeframe for every activity.

Educators should familiarize

themselves with the Universal Declaration of Human Rights, the African Charter

on Human and Peoples' Rights and other relevant human rights documents and instruments,

including your country's Constitution or Bill of Rights. You are encouraged

not to lecture on a topic for more than 10 minutes, and thereafter to involve

the participants in an activity. Educational research has shown that students

learn much more effectively through interactive or participatory methods of

teaching.

Download this Manual as a PDF file:

The Full Manual (798KB):

The Manual in Parts:


Introduction (22KB) <br><br>	Part 1: First Steps (45KB)	Part 2: Tools (129KB)



Part 3: Young Children (143KB)	Part 4: Older Children (297KB)	Part 5: Human Rights Documents (82KB) <br><br>



Part 6: Next Steps (109KB)

siniko

SINIKO

Towards a

Human Rights Culture

in Africa

A manual for teaching human rights

Introduction

siniko

'Siniko' is a word in Bambara, Mandingo and Dioula which means literally 'tomorrow's business'. It translates loosely into 'things that the future holds' or 'what we want for future generations'. Human rights education is aimed at the development of the skills, knowledge and attitudes that people need to work towards a world free of human rights violations. Itis in the hope of a better tomorrow that we choose to teach about human rights.

This manual is for teachers and educators in Africa who work with young people both in formal and non-formal educational environments and who want to introduce human rights in their teaching practices. It is designed as a basic introduction, with advice on methodology, activities for older and younger children and ideas for action. The approach stresses the practical rather than the theoretical. The intention is that educators can take this material and adapt it to suit their own circumstances and context.

'Siniko' has been produced by Amnesty International as part of the worldwide campaign to mark the 50th anniversary of the Universal Declaration of Human Rights on 10 December 1998. Its publication is also intended to highlight the United Nations Decade for Human Rights Education (1995-2004) and the Organization of African Unity (OAU) Decade for Education (1997-2006).

Acknowledgements

Special thanks and credit are due to Professor David McQuoid-Mason, Kennedy Quagrain, Norah Matovu-Winyi, Fred Kpoor and Amadu Shour who allowed us to benefit from their expertise, knowledge and creativity in the production of 'Siniko'. Thanks are also due to Lawson B. Sworh for providing us with the wonderful illustrations for this manual and to Patrice Vahard for suggesting the title.

Production of this manual would not have been possible without the financial support of the European Human Rights Foundation.

'Siniko' is an adaptation of an earlier publication by Amnesty International - 'First Steps: A manual for starting human rights education' which was produced in 1996 for use in Eastern and Central Europe. We are indebted also to the many people and organizations who contributed their hard work, support, materials and expertise to the original version:

Felisa Tibbitts, Nancy Flowers, Hugh Starkey, Jana Kvie…inská, Corina Leca, Jana Ondrá…ková, Cheryl Law, Branka Emerši…, Anna Henry, Nick Wilson. The Citizenship Foundation -- UK; Centre International de Formation à l'Enseignement des Droits de l'Homme -- CH; Council of Europe - Human Rights Centre; David Shiman -- AIUSA; Gerald Kador -- AI Austria; Gerard Mensink and Harry Hummel -- AI Netherlands; Humanities Education Centre Tower Hamlets PDC -- UK; Minority Rights Group -- UK; The Netherlands Helsinki Committee; Save the Children Fund -- UK; William Kriedler and Thomas Lickona.

How to use the manual

This manual is divided into six parts. Part One explains what human rights are and what we understand by human rights education. It also answers some common questions about human rights education. Part Two contains useful teaching methods, ideas for designing your own teaching activities and how they can be incorporated into the curriculum, as well as information on evaluation. Parts Three and Four contain example activities for older and younger children which can be adapted to suit your own circumstances and context. For reference purposes, Part Five contains the full or simplified text of selected human rights documents and Part Six has ideas for networking, organizing your own workshop and lists of useful resources.

You are free to photocopy, adapt or translate all or parts of this manual according to your own needs.

To make them easier to use, the activities in Parts Three and Four are designed with the same format.

Title:

Aim: This, and the brief introduction to each group of activities, tells you why they are useful.

Learning points: These are the key concepts contained in the activity. Keep them in mind as you do it.

What you need: This tells you what materials you will need and what to prepare before the lesson.

Time: The times shown are estimates of how long it will take to do the activity.

How to do it: This part explains the activity step by step. Where specific methods are used, these are explained in Part Two of this manual.

Questions: Most of the activities use open questions and discussion to help learners to think about the issues raised by the activity. Advice on using open questions and discussion is available in Part Two.

Choices: These are suggestions for further work on an issue, or ideas for adapting activities for another age group.

It is important to read through each activity before attempting it, and to check that you have all the items listed under ''What you need''. You are also advised to plan the session carefully, and to work out an appropriate timeframe for every activity.

Educators should familiarize themselves with the Universal Declaration of Human Rights, the African Charter on Human and Peoples' Rights and other relevant human rights documents and instruments, including your country's Constitution or Bill of Rights. You are encouraged not to lecture on a topic for more than 10 minutes, and thereafter to involve the participants in an activity. Educational research has shown that students learn much more effectively through interactive or participatory methods of teaching.

siniko

Part One:First Steps

This part contains:

! What are human rights?

! What is Human Rights Education?

! Common questions about Human Rights Education

'' Without respect for human rights there can be no just African society ''

African human rights educator

What are human rights?

Human rights can be defined as those basic standards without which people cannot live in dignity as human beings. Human rights are the foundation of freedom, justice and peace. Their respect allows the individual and the community to develop fully.

The development of human rights has its roots in the struggle for freedom and equality everywhere in the world. The basis of human rights - such as respect for human life and human dignity - can be found in most religions and philosophies.

Human rights are proclaimed in the Universal Declaration of Human Rights and in the African Charter on Human and Peoples' Rights. Documents such as the International Covenants on Human Rights set out what governments must do and also what they must not do to respect the rights of their citizens. Many countries in Africa have also included reference to respect and protection of human rights in their constitutions.

Characteristics of human rights

!Human rights do not have to be given, bought, earned or inherited, they belong to people simply because they are human - human rights are 'inherent'to each individual. Human rights are inherent because we are born with them.

!Human rights are the same for all human beings regardless of race, sex, religion, ethnicity, political or other opinion, national or social origin. We are all born free and equal in dignity and rights - human rights are 'universal'. Human rights are universal because they apply to everyone in the world.

!Human rights cannot be taken away - no one has the right to deprive another person of them for any reason. People still have human rights even when the laws of their countries do not recognise them, or when they violate them - for example, when slavery is practised, slaves still have rights even though these rights are being violated - human rights are 'inalienable'.

!To live in dignity, all human beings are entitled to freedom, security and decent standards of living concurrently - human rights are 'indivisible'.

Categories of Rights

Rights can be put into three categories:

1. Civil and political rights. These are 'liberty-orientated' and include the rights to: life, liberty and security of the individual; freedom from torture and slavery; political participation; freedom of opinion, expression, thought, conscience and religion; freedom of association and assembly.

2. Economic and social rights. These are 'security-orientated' rights, for example the rights to: work, education, a reasonable standard of living, food, shelter and health care.

3. Environmental, cultural and developmental rights. These include the right to live in an environment that is clean and protected from destruction, and rights to cultural, political and economic development.

These classifications are not always clear cut however as some rights may fall into more than one category.

When we say that each person has human rights, we are also saying that each person has responsibilities to respect the human rights of others. As a famous judge once said: ''My right to swing my fist ends where your nose begins''.

The Universal Declaration of Human Rights

The most widely accepted statement of human rights in the world is the Universal Declaration of Human Rights (UDHR). Its core message is the inherent value of every human being. The UDHR was unanimously adopted on 10 December 1948 by the United Nations (although 8 nations did abstain). It sets out a list of basic rights for everyone in the world whatever their race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. It states that governments have promised to uphold certain rights, not only for their own citizens, but also for people in other countries. In other words, national borders are no barrier to helping others achieve their rights. Since 1948 the Universal Declaration has been the international standard for human rights. In 1993 a world conference of 171 states representing 99% of the world's population reaffirmed its commitment to human rights.

Even though the UDHR is the inspiration for most international human rights law, it is not itself a legally binding document. However, as a general statement of principles, it does have power in the world of public opinion. Its principles have been translated into legal force in the form of The International Covenant on Civil

and Political Rights (ICCPR) and The International Covenant on Economic, Social and Cultural Rights (ICESCR). Countries that have ratified these Covenants commit themselves to making laws in their country to protect these human rights. However, over half the countries of the world have not ratified the ICCPR or the ICESCR.

There are also Regional Human Rights Instruments inspired by the UDHR such as the African Charter on Human and Peoples' Rights; the European Convention of Human Rights and the American Convention on Human Rights. Many national legal codes also guarantee human rights.

The African Charter on Human and Peoples' Rights

The African Charter on Human and Peoples' Rights was adopted in June 1981 by the eighteenth Assembly of Heads and State and Government of the Organization of African Unity (OAU), held in Nairobi, Kenya. This same conference also reaffirmed the member states' adherence to the principles of human and peoples' rights and freedoms contained in the Universal Declaration of Human Rights and all other declarations, conventions and other instruments adopted by the OAU and the United Nations.

The African Charter on Human and Peoples' Rights is made up of 68 articles and covers:

‚ Human and Peoples' Rights

‚ Responsibilities of individuals and of governments

‚ Establishment and Mandate of the African Commission on Human and Peoples' Rights

The committee which drafted the Charter was guided by the principle that ''it should reflect the African conception of human rights, [and] should take as a pattern the African philosophy of law and meet the needs of Africa.'' It also recognized the value of international human rights standards that many African countries had already promised to respect.

As a result the Charter sets out to combine the specific needs and values of African cultures with standards that have been recognized as universally valid.

One of the African Charter's distinctive features is that it recognizes the rights of peoples, such as the right of all peoples to self-determination. The African Charter is also unique in emphasizing the responsibilities of the individual towards the community and the state, and for giving people fleeing persecution the right not just to seek asylum, but also to obtain it.

The activities below can be used by an individual or groups of educators who are interested in introducing human rights into the curricula of their school or educational project. They are designed to help you think about and deepen your understanding of human rights. The activities could also be adapted and used as an introductory exercise in a workshop for educators (see Part Six).

First Thoughts about Rights

C To help you to think about human rights, spend 10 minutes writing down things which you think should be human rights.

C If you are in a group, do this individually, then spend 15 minutes exchanging your ideas with the rest of the group. Make one composite

list on a board or flipchart including everyone's ideas.

C Look at the simplified version of the Universal Declaration of Human

Rights (UDHR) in Part Five of this manual. Compare your list of human rights with the UDHR. Are the rights you listed included in the Universal Declaration?

C Then spend 15 minutes looking at the simplified version of the African Charter on Human and Peoples' Rights (see Part Five) and compare these two documents.

Options:

C Discuss why is there considerable treatment of duties and responsibilities in the African Charter, but almost no mention of these in the UDHR?

Does this reflect the different cultural values of Africans?

C Try to classify the rights in your list according to the three categories

- Civil and Political rights

- Economic and Social rights

- Environmental, Cultural and Development rights

The Principles Game

You might also find it useful to do the following activity to help you think about rights. It works best in a group. Each group should look at ten of the articles of the Universal Declaration of Human Rights (see Part Five of this manual).

For example, one group could study articles 1, 4, 7, 10, 13, 16, 19, 22, 25, 28. A second group could study articles 2, 5, 8, 11, 14, 17, 20, 23, 26, 29. And a third group could study articles 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.

Spend 15 minutes trying to identify the principles which underlie these articles.

In plenary, share the results of each group. Discuss why these principles are important.

In what practical ways would your country change if these principles were respected by everyone? For example, how would participation in local government change?

Principles you might be able to identify include:

Responsibility Justice Freedom

Equality Tolerance Solidarity

Security Identity Peace

What is Human Rights Education?

All education as defined by recognized International Human Rights Standards should teach aboutand forhuman rights.

For example:

‚ Teaching people aboutthe law or abouttheir rights and responsibilities.

‚ Teaching people how to respect and protect rights, is teaching forhuman rights.

In this context Amnesty International defineshuman rights education or trainingas a program which aims to provide knowledge and understanding about human rights, and seeks to introduce human rights values in the teaching or training practices and curricula of both formal and non-formal educational programs.(1)

Education about and for human rights includes the development of skills such as critical thinking, communication skills, problem-solving and negotiation, all of which are essential for effective human rights activism and participation in decision-making processes.

Human Rights Education is all about helping educators/teachers/trainers to understand human rights and to feel that these are important and should be respected, defended andtaught to all students everywhere regardless of age, gender, ethnic background or the educational setting.

Teaching for and about human rights involves the use of participatory

methodology.

Participatory, interactive methodology has been found by educators to be the most relevant and appropriate way to develop skills and attitudes, as well as knowledge, in both children and adults. Such methodology involves students fully in their own learning. They become active explorers of the world around them, rather than passive recipients of the educator's expertise. This methodology is particularly appropriate when dealing with human rights issues, where there are frequently many different points of view on an issue, rather than one 'correct' answer.

The activities in this manual are aimed at giving young people SKILLS, KNOWLEDGE, and ATTITUDES which they will need to work towards a world free of human rights violations.

SKILLS: Such as listening to others, critical analysis, cooperating, communicating and problem solving. These skills help us to:

C analyzee the world around us

C understand that human rights are a way to improve our lives and the lives of others

C take action to protect the rights of individuals and the community

KNOWLEDGE: Such as knowing that human rights documents exist and which rights they contain, and that these rights are universally applicable to all human beings and inalienable. It also involves understanding the consequences of violating human rights. This knowledge helps children to protect their own rights, the rights of others and the rights of the community.

ATTITUDES: Such as that human dignity is important, that we all have equal rights and responsibilities, that cooperation is better than conflict, that we are responsible for our actions, and that we can improve our world if we try. These attitudes help young people develop morally and prepare them for positive participation in society.

Common questionsabout Human Rights Education

The following questions are often asked by educators and administrators who are thinking about incorporating human rights into their teaching practices or educational programs. The answers given here are short, but may help with some of your concerns.

Question:"Children need to be taught responsibility, not rights."

Answer:This manual places equal emphasis on rights and responsibilities. The activities are designed to show that the relationship between an individual's rights and other people's rights is not always clear cut, and that everyone has a responsibility to respect the rights of others.

Question:"Won't human rights topics frighten the young?"

Answer: Teaching human rights is positive, not negative, because young people learn about their own value as human beings and about the importance of human dignity. Of course, giving them information about human rights violations alone is not enough, and can be distressing for young children. Although learning about human rights is sometimes based on the knowledge that bad things happen, it should also give young people the skills that they need to be able to do something about these negative realities and should develop in them the attitude that it is possible for them to act to change a bad situation.

Question: "What if my students ask a question I can't answer?"

Answer: When teaching human rights, answers are rarely simple. Complex moral questions cannot be answered with yes or no. Raising the question is more important than finding one "correct" answer. By introducing these complex issues to children and allowing them to think about them, we can equip them to deal with them later in life. Part Two of this manual explains teaching methods which can help you to explore human rights issues with your learners, without having to have the "correct" answer to every question.

Question:"What is the purpose of using participatory activities?"

Answer: We learn and remember things better by doing them rather than just by hearing about them. Although the activities in this manual are fun, they have serious aims, usually the explanation of a human rights concept/value. These aims are explained at the start of each activity.

Question: "We don't have a photocopier, or enough materials"

Answer: Most of the activities in this manual are designed so that they don't need expensive materials or a photocopier. It is also relevant to note that in many African countries there are a growing number of human rights non-governmental organizations (NGOs) and resource centres, where you may be able to obtain materials that would be of use to you.

Question: "I want to teach adults too"

Answer:This manual is aimed at educators working with young people. However, many of the activities can also be adapted to use with adults. Part Two contains ideas for developing your own activities, and the organizations listed in Part Six can give advice about teaching human rights to adults.

Question:''Will parents, teachers, and school heads not oppose the teaching of human rights as political indoctrination which will incite rebellious behaviour?''

Answer:Human rights make students better able to participate in society and in the development of their country. However, it is important to distinguish between participation skills and party politics. Human rights are about rights and also about responsibilities. Respect for the process of the law will ensure a responsible behaviour and attitudes from students. An understanding of human rights will encourage them to develop critical enquiring minds and make them question, discuss and behave rationally.

Question:''Isn't it the government's responsibility to ensure that people have the opportunity to learn about human rights?''

Answer:Member countries of the United Nations have an obligation to promote human rights education in all forms of learning. Article 25 of the African Charter on Human and Peoples' Rights declares that ''States Parties of the present Charter shall have the duty to promote and ensure through teaching, education and publication, the respect of the rights and freedoms contained in the present Charter...'' Furthermore, the Organization of African Unity (OAU) has given an undertaking to encourage the development of human rights education in Africa. Despite this, many governments in Africa and elsewhere in the world have done very little towards the promotion of human rights education and the incorporation of human rights in the curricula. Individual educators and non-governmental organizations can do a lot to encourage the development of human rights education through their own or collaborative efforts in schools and other educational programs, and also by lobbying and putting pressure on their governments to fulfil their obligations in this regard.

Question:''Why introduce human rights in the teaching curricula of non-formal education programs?''

Answer:Large numbers of children in Africa do not have access to formal education. Moreover, the sometimes difficult or even violent environment they live in makes them more vulnerable to human rights abuses. As a result of this hard reality many non-governmental organizations (NGOs) have developed non-formal educational programs so as to provide learning opportunities for those children who are excluded from the formal education system and and who are unable to obtain school certificates.

siniko

Part Two:Tools

This part contains:

! Exploring the learning environment

! How can human rights be part of any teaching curriculum?

! Useful teaching methods

! How to design your own human rights teaching

activities

! Evaluating your teaching activities

''Human rights education is a central component in the campaign to develop a human rights culture''.

Nelson Mandela

ltrpar

Exploring the learning environment

An understanding of human rights is best achieved by experiencing them in action. Everyday school and community life can provide this experience, and

can reinforce understanding of abstract concepts such as freedom, tolerance, fairness and truth.

However, the environment in which most young people are taught and learn

often discourages, rather than encourages respect for human rights. Assumptions and prejudices which deny the human rights of some people in

the school and the community often persist and go unchallenged. For example,

if young people are allowed to call others from a different religious or ethnic group offensive names, and no action is taken by educators and parents, this sends a message that intolerance is acceptable, even desirable.

It is fundamental to change these kinds of messages if human rights teaching is

to succeed in both formal and non-formal educational settings. To make this change we must explore the environment in which we teach so as to identify those attitudes and behaviours we need to change or maybe eliminate completely, if we want our human rights theory to match our daily reality as

well as that of our students.

Detailed observation of the environment in which you teach will enable you to see the problems that you need to address. Please read the following questions and think about the environment in which you work. The aim of these questions is not to attack the discipline and order of the classroom, school or educational program, but to make teaching easier by creating a climate of respect for others in our daily life.

Relations both between the group or class members and with the educator(s):

‚ Are there cases of violence or humiliation? For example, through name-calling?

‚ Are there prejudices against students or educators because of their ethnic or religious backgrounds or their gender?

‚ Do students feel able to complain about violence? What happens? Is it effectively addressed?

‚ Is the grading system used to impose discipline, or to promote a few at the expense of many?

‚ Are you sensitive to the different ethnic, cultural and social backgrounds of your students and responsive to their different needs?

‚ What values are promoted in the institutional rules?

‚ Are students expected to blindly obey all rules for the sake of obedience and discipline? Is discipline humane?

‚ Are there rules that humiliate students?

‚ Do the rules apply to all the students equally?

‚ Can students help to make the rules or are they imposed on them?

‚ Are conditions in the building where you work healthy?

‚ Are learning materials and equipment equally available for students regardless of gender or social status?

‚ Do students have a private, secure place where they can leave their belongings? Or where they can be alone?

Relations between educators/teachers, the program head or director and parents:

‚ Are educators afraid to complain or to give suggestions to the director?

‚ Are educators given a voice in policy decisions?

‚ Are all educators and other staff treated equally?

‚ Is promotion based on performance or on political or personal considerations?

‚ What about relations between teachers and educational authorities?

‚ Are parents afraid to complain to the educators when they do not like the way their children are treated or what they are taught?

‚ Do parents fear that complaining might make things worse for their children?

‚ Are parents involved in running the school or educational project where you work? How could their participation be improved?

Other issues which it may be helpful for you to think about:

‚ Are there any human rights NGOs at the local and national levels who may be able to provide you with some support?

‚ Do you enjoy support (dialogue and recognition) from the community?

‚ Does your school receive a fair allocation of resources from the government?

‚ Are the educators/teachers trained to teach human rights?

‚ Are you conscious of the ethical dimensions of your programmes?

‚ Are there any inbuilt monitoring and assessment mechanisms for evaluating your programmes?

‚ Do you treat all learners as individuals? Do you address them by their personal names? If so, do you take care to say their names correctly?

‚ Do you support your students and reassure them of your attention and concern?

‚ Do you apologise when you have made a mistake?

‚ Do you allow learners to make decisions for themselves? For example, about what to do next, what books to read......?

‚ Do you encourage good listening habits? For example, do you sound a musical note to get silence, or do you find yourself shouting?

‚ Do you smile in the classroom?

‚ Do you reward the whole group for something well done together? Do you praise cooperation, caring, and peacefulness, or just good academic work?

‚ Do you label learners as bad or good? Or do you praise their potential equally?

‚ Do you ridicule members of the group when they can't answer a question?

‚ Do you treat all children equally regardless of gender, ethnicity, religion, social background? Why?

‚ Are you personally open and honest with the children?

‚ Is your personal behaviour at variance with the moral issues you teach? Do you provide a good example for your students?

‚ Are you afraid of confusion and noise, even when it is caused by the learners working hard?

The questions above focus on some human rights issues when teaching in a formal or non-formal educational setting; you may want to think of a few others which are relevant to your particular context.

If possible, it would be more effective if you are able to involve other educators/teachers or administrators in carrying out this reflection about the learning environment in your school or non-formal education project.

Ideally you should make a list of those issues/problems you have identified and draft a plan/strategy to improve the environment in which you work - - to make it more compatible with human rights principles. Do not forget to include moments of reflection so that you can review how the implementation of your plan is advancing and so that you can make adjustments.

What can be done to improve the learning environment?

A group of teachers might like to get together to brainstorm a list of ways in which the learning environment could be improved.

C Follow the rules for brainstorming (see Part Two).

C List suggestions on a blackboard or flipchart.

C When ideas have run out, consider each suggestion one by one and discuss whether it would be possible to implement it.

C Draw up a action plan/list of things you will be able to implement in order to improve the learning environment.

C Set a date when you will review implementation of your action plan.

Below are some specific suggestions which may help improve the learning environment. They are based on the idea that if young people are involved in making rules, and in deciding what to do when rules are broken, then they will be more likely to respect these rules.

Violence, conflicts and prejudices:

Educators, parents and young people can work together to develop a specific policy to deal with these situations. For example, this is a suggested course of action for dealing with violent conflicts:

‚ Stop physical or verbal aggression.

‚ Find out the real problem by asking those involved and those witnessing for brief statements.

‚ All sides should be willing to work to resolve differences.

‚ There should be a good facilitator who works towards a mutually acceptable resolution to the fight.

‚ Ask those involved for suggestions for resolving the conflict and be prepared to contribute one or two ideas.

‚ Discuss the alternatives on the basis of searching for a fair solution.

‚ Agree on a course of action and follow it. If it is not working after a trial period, consult and try another solution.

‚ Follow up the incident with a discussion, a story, role play or artwork. Ask the group to compare it with similar incidents.

Rules:

If the students find some rules unnecessary, unfair or without reason, why not allow them to suggest changes? Rules in school, at home and in community projects are necessary if we want to avoid confusion and chaos, but each rule should be revised from time to time to see if it is fair or still valid. Adults should be prepared to compromise with the needs of the younger ones if a change to the rules is suggested which would contribute to the effective running of the school and the community project as a whole. Every member of the group should then feel a responsibility to respect the rules.

(Adapted from Educating for Characterby T. Lickona p.149-151).

How can human rights be part of any teaching curriculum?

Ideally, human rights should be a part of all educational activities, and should permeate the student's whole learning experience. However, because circumstances are different in each country and region, educators have used many different tactics for fitting human rights into their teaching/training curricula. These tactics can be placed in two broad categories:

‚ Starting to teach human rights at a ''grassroots'' level in whichever way you can.

‚ Persuading the local or national educational authorities to change the system, to make funding and time available for human rights teaching.

Often, educators have combined these tactics by beginning with their ''grassroots'' teaching then using their successes as evidence to persuade the authorities to change the system.

Working with young children:

Teaching young children is generally less exam oriented, and educators usually teach several subjects to one group. As a result of this, educators have often found it quite easy to get permission to teach human rights. Some educators describe their teaching about rights as a "line" running through all subjects, which they have used to help children to understand that different subjects, different people, and the world around them are interconnected.

Working with older children:

Teaching for human rights at this level can be more difficult. A lot depends on the attitude of the director of the non-formal education project or, if working in a school, the school head and the educational authorities who are often worried about the already-overcrowded timetable and the fact that students need to prepare for major examinations (especially in the last grades of school). The subject specialisation at this level also means that cooperation between staff is needed to integrate human rights across the curriculum.

However, many educators have successfully introduced human rights issues, concepts and values at this level in the following ways:

< As an optional, separate subject after school or in weekly class ''free time''. This approach gives teachers and young people the freedom to explore teaching human rights without pressure, but has the disadvantage that students sometimes do not take seriously subjects which are not part of examinations.

< Some teachers have started teaching human rights within their own specialist subject. There are ideas for how to do this on the next few pages. In particular, human rights teaching fits well with Civics and Social Studies, although teachers who have used this approach stress that it is important to avoid presenting human rights as an academic subject unrelated to real life.

< Teachers have also planned jointly with colleagues to involve students in project work which involves several core subjects. This avoids the danger that students might see human rights as one academic subject, and helps them to see the relevance of school subjects to the real world around them.

Ideas for teaching human rights in core subjects

History

When teaching history, human rights can be introduced around traditional subject matter. Here are some examples.

!Documents: Magna Carta (1215 England)

US Declaration of Independence (1776 USA)

The Declaration of the Rights of Man (1789 France)

National Declaration of Independence & the National Constitution

African Charter on Human and Peoples' Rights (1981 Banjul)

!Major events: War, slavery, colonialism, and Nazism, can all be studied with special attention to their violation of human rights. More recent history, for example apartheid in South Africa, civil war in Liberia, genocide in Rwanda, the abuse of children's rights in northern Uganda, also provides a lot of opportunity to teach about human rights.

!The growth of human rights through history: For example, the origins and growth of democratic thinking and organization, the development of the United Nations, the Organization of African Unity (OAU), the work of the International Red Cross, etc.

!Historical Figures: Nelson Mandela (South Africa)

Martin Luther King (USA)

Mahatma Gandhi (India)

Study of well known figures can lead on to study of 'unknown' people who have had their rights violated or who have fought for human rights and peace. For example, slaves throughout history, or ordinary people, such as people who have had their rights violated by war, or school children in South Africa during the Soweto uprising.

Geography

Urban geography can include problems of poverty in urban areas, and how this affects people's human rights. Economic geography can study the effect of investment and trade on standards of living, or the link between environmental degradation and ill health. Population studies could include examination of how famine and poverty are created, and how racism, colonialism and the treatment of minorities and women have negatively affected development.

Government/Civics

This subject is an opportunity to teach young people about the responsibilities, as well as the rights, which living in peace involves. For example, studies of the structure and processes of government can emphasise the role of individual citizens.

Teaching from a human rights perspective can be especially useful if this part of the curriculum has previously focused on obedience to the state. The responsibility of the government and of citizens to uphold national and international laws against religious, gender and racial discrimination should be studied. The way in which human rights are developed, recognised, and made into laws should also be examined here.

The subject also lends itself to teaching about the Bill of Rights in the country's Constitution and comparing the latter to the Universal Declaration of Human Rights and the African Charter on Human and Peoples' Rights.

Social Studies

In this subject, social inequalities and their causes can be examined. For example, xenophobia, poverty, ethnic and religious discrimination, and the mechanisms and social structures which combat these injustices. Also, the functions and responsibilities of the police, trade unions, education and mass media should be looked at. A study of how societies deal with dissent can be particularly useful for bringing up issues of human rights, such as freedom of expression, movement, association and assembly.

Literature

Books and poems are excellent resources for vivid accounts of human rights violated or defended. Historical literature is an opportunity for History and Literature teachers to work together to make human rights vivid for the youth.

Some useful books might be:

Animal Farm / Nineteen Eighty-Four (George Orwell)

Cry, The Beloved Country (Alan Paton)

Long Walk to Freedom (abridged version) (Nelson Mandela)

Of course, there will be other relevant books from your own literary history.

Science

Health issues are a good way to introduce human rights in this subject. For example, children have a right to health care, but also the responsibility to respect their own and other people's health. Where appropriate, reference could also be made to traditional health practices and tribal customs affecting health. There are great opportunities for cross-departmental teaching. For example, a biology lesson examining myths about racial or ethnic superiority can inform the learners to make better judgements in a parallel study of racism in history.

Mathematics/Physics

Statistics can be used to hide or reveal human rights abuses. The maths teacher can also show young people how to critically interpret figures which appear in newspapers.

Foreign languages

Language skills can be used to study interesting current themes from other countries. The aim would be to give students an understanding of the human rights issues facing people in other countries, as well as knowledge of a foreign language. If available, foreign language press or literature is helpful for this teaching style, but not essential.

Foreign language classes are opportunities for learners to talk and discuss. They will be most motivated to discuss when the topic is one on which there are different opinions or when the topic is relevant to their age and/or everyday life. Questions of discrimination or of gender equality make good discussion topics.

Students can also enjoy roleplay. Foreign language classes are also a chance for young people to correspond with others of a similar age in different countries. They could ask about political systems, current social questions, the treatment of minorities and any other questions relating to human rights.

Useful teaching methods

The activities in this manual are based on the methods explained here. They are simple, and practice will make them easier. If you are worried that they will disrupt your classroom or youth group, start with a simple method. You may find that letting go of some of your power as "the educator" helps the participants to relax and improves their contributions.

For each method there is a step-by-step explanation of How to do it. All the methods presented can be used in both formal and non-formal educational settings.

When using these teaching methods it is always important to work out appropriate time frames for each activity so that students know how much time they have. It is also important to give clear instructions about the activity itself.

Roleplay

A roleplay is a short drama played by the participants. It is mostly improvised, although students draw on their own life experiences to roleplay the situation.

It aims to bring to life circumstances or events which are unfamiliar to the participants. Roleplays can improve understanding of a situation and encourage empathy towards those who are involved in it. For example, in a roleplay about a robbery, the learners, by acting the part of the victim, can gain insight into what it is like to be the victim of crime.

Roleplays differ from simulations in that although the latter may also consist of short dramas they are usually scripted and do not involve the same degree of improvisation.

How to do it:

‚ Identify the issue which the roleplay will illustrate. For example, the right to property (Article 14 of the African Charter on Human and Peoples' Rights).

‚ Decide on the situation, the problem, and who the characters are. For example, if the class is studying the right to property, they could think of a situation where someone might be deprived of their land because of the ethnic group they belong to.

‚ Decide how many children will do the roleplay, how many will be observers, whether to do the roleplay simultaneously in small groups, or all together as one group. Encourage shy children to be involved.

‚ Also, decide how the roleplay will work. For example, it could be:

- told as a story, where a narrator sets the scene and others act out the rest of the story from the point of view of "their" character.

- a drama, where the characters interact, inventing dialogue on the spot.

- a mock trial, where participants pretend to be witnesses testifying in a court.

‚ Now allow a couple of minutes for the learners to think about the situation and their roles. If the furniture in the room you are working in needs to be re-arranged to make space, do it now.

‚ The participants perform the roleplay.

‚ During the roleplay, it might be useful to stop the action at a critical point to ask everyone about what is happening. For example, in a roleplay where there is a violent episode, ask the children if they can think of a way that the situation could be resolved peacefully, then ask that the different possible endings be played out.

‚ After the roleplay, it is important that participants think about what just took place, so that it is not just an activity, but is also a learning experience. When planning the roleplay, be sure to leave time at the end to reinforce the purpose and learning points of the activity. For example, if the roleplay was a mock trial with witnesses, ask participants to decide on a verdict, then discuss this verdict and how it was reached to bring out the learning points.

‚ If the roleplay worked badly, ask the young people how it could be improved. If it went well, maybe it could be performed for the whole school or community, with an explanation of the subject it illustrates.

Remember:

‚ Because roleplays imitate real life, they may raise questions to which there is no simple answer; for example, about the right or wrong behaviour of a character. Do notgive the impression that there is one answer for every question if there is not. It is very important that facilitators and participants accept different points of view as a natural, normal situation. Facilitators should not impose their view on controversial matters or try to get consensus at any price. However, you can summarize the points where agreement seems to have been reached, and leave open other points which are debatable. During the process you should make sure that you have listed all the viewpoints and have left it to the participants to draw their own conclusions. You can also experiment with different roleplays to achieve the same learning objective.

‚ Roleplays need to be used with sensitivity. The facilitator needs to respect the feelings of individuals and the social structure of the class. For example, a roleplay about ethnic minorities needs careful handling if there are ethnic minorities in the classroom, so that those belonging to them will not feel exposed or marginalised.

‚ When designing roleplays try to avoid stereotyping of particular groups (ie ethnic, gender, religious groups etc).

Small Group Discussion

Dividing the class into pairs or groups gives the participants opportunities to participate actively and to cooperate.

Small groups can be useful to generate a lot of ideas very quickly, or to help the class to think about an abstract concept in terms of their own experience. For example, if you were studying the right to life, you could give pairs or groups five minutes to decide "Is it ever right to kill someone?", before returning to the whole-class plenary for further discussion.

In order to ensure that small group discussions are effective and that everyone has a chance to participate the groups should generally consist of not more than four or five people.

How to do it:

‚ When organizing the groups, ask yourself questions like: Do I want to divide the group according to ability? Do I want to combine the sexes? Do I want friends to work together? Sometimes groups can be chosen at random. For example, by birth date, or by the first letter of their name. Or they can be chosen by numbering off participants according to the number of groups required (ie the number ones form one group, the number twos another etc).

‚ If the tables and chairs are fixed to the floor, the learners can form groups by turning around in their seats to face the person behind. Make sure that there is enough space for the groups to work in. If there are too many groups in one room, this may be distracting for the participants.

‚ If a group will be together for more than a few minutes, it might be necessary to have a chairperson and someone to write notes. The group would need to decide who will do these jobs.

‚ Organizing the group: Explain the task clearly. Seat participants where they can see each other. Tell the group how long they have for the task.

‚ When the pairs or groups are working:

- Stand back, but be available.

- Do not interrupt, unless a group has misunderstood the instructions.

- Spread your attention between groups.

- Allow group and pair discussions to flow, only intervene if asked to.

- Groups sometimes need encouragement to get them going.

‚ Reporting back: It might be necessary for groups to report their work to the whole class. This might involve reporting a decision, summarizing a discussion, or giving information about how the group functioned. This sort of debriefing can be very useful for both the educator and the class for improving group-work technique. If the groups will need to report back, they need to know this at the start so that they can select someone for this task.

‚ Evaluation: Ask the group whether the activity was useful, and what they learned. If there is a negative response, ask how they would improve the activity. Use their ideas.

Brainstorming

Brainstorming is a way to encourage creativity and to generate a lot of ideas very quickly. It can be used for solving a specific problem or answering a question.

Some ideas for when to use it might be:

‚ To find a solution to a problem. For example, after an "incident" involving conflict between individuals, ask the group to brainstorm all the possible non-violent solutions.

‚ To introduce a new subject. Brainstorm everything that the group already know about the subject. This is a good way to arouse their interest and find out what they already know.

‚ As a quick creative exercise. For example, brainstorm possible endings for an unfinished story.

How to do it:

‚ Decide on the issue you want to brainstorm. Formulate it into a question which has many possible answers. Write the question where everyone can see it. For example: "In what ways can we improve our community?"

‚ Ask them to contribute their ideas. Write the ideas where everyone can see them. These should be single words or short phrases.

‚ Tell them that in a brainstorm they can't comment on each other's ideas until the end, or repeat ideas which have already been said.

‚ Encourage everyone to contribute, but do NOTmove around the group in a circle, or force them to think of an idea - this is likely to discourage creativity.

‚ Don't judge the ideas as you write them down. If possible, ask a student to write them. Only give your own ideas if it is necessary to encourage the group.

‚ If a suggestion is unclear, ask the person to clarify it, or suggest a clarification and check that they agree to it.

‚ Write down EVERYnew suggestion. Often, the most creative suggestions are the most useful and interesting!

‚ Stop the brainstorm when ideas are running out. NOW, you can go through the suggestions, asking for comments.

‚ Ranking can sometimes be used to prioritise ideas or solutions after a brainstorm has taken place in order to focus the discussion.

Whole Group Discussion

(Based on the essay ''Establishing Rules for Discussion'' by Felisa Tibbitts)

Discussions are a good way for the educator or facilitator and the participants to discover what their attitudes are to human rights issues. This is very important for teaching human rights, because as well as knowing the facts, participants also need to explore and analyze issues for themselves.

Discussions are also an opportunity to practice listening, speaking in turn and other group skills which are important for respecting other people's rights. To allow everyone to participate, it is important that the group is of a manageable size. If your group is very large - say for example more than 15 or 20 people - you might be better to break into smaller groups for the discussion (see page 23). Bear in mind that the seating arrangement should encourage interaction and participation. It would be preferable to seat participants in a circle or semi-circle where they can see one another.

In order to have an open discussion, it is important to have an atmosphere of trust and mutual respect in the group. One way to help create a "safe" environment is to have the group develop "Rules for Discussion". This is best done at the beginning of the programme or school year, when standards of behaviour are normally being established, but these rules can be created at any time.

How to do it:

‚ Ask participants if they want their classroom, club or community group to be a place where they feel free to express themselves and to learn through discussion with each other.

fi-720 ‚ Suggest that it might be possible for the group to reach a common understanding of the protocol for listening and speaking.

‚ Ask the participants to think of some principles for group discussion which they think everyone should follow. Write all of these suggestions where everyone can see them.

‚ After they have brainstormed for a while, look and see if there are any suggestions which could be combined, and invite the group to discuss or comment. If they have not been suggested by the participants, you might want to suggest some of the following principles:

- listen to the person who is speaking

- only one person speaks at a time

- raise your hand to be recognized if you want to say something

- don't interrupt when someone is speaking

- when you disagree with someone, make sure that you make a difference between criticizing someone's idea and the person themselves

- don't laugh when someone is speaking (unless they make a joke!)

- encourage everyone to participate

‚ Suggest that participants agree by consensus to follow the rules which they have listed. They are then responsible for applying the rules to themselves and to other members of the group. If serious violations of the rules occur, negotiate with participants to decide what should be the consequences of rule-breaking.

‚ Write the list up neatly on a large piece of paper and hang it in the room to be referred to, added to or altered as necessary.

Questioning

Of course, all educators already use questions everyday, but what sort of questions? Often, they are questions such as "what did I just say?", which are used to control the class or to ridicule learners. Other questions which are used a lot are so-called "closed" questions. They have only one correct answer and are used to test knowledge. Participatory teaching encourages the educator to use open and divergent questions that will encourage the students to analyze, synthesise and evaluate information. This is also applicable when dealing with very young children.

Here are some examples of "open" questions which you could use. If you practice using them, they will become easier. The key point to remember is: "What do I want from this class or meeting? 'Yes' and 'no' answers, or an open, interesting exchange where participants learn actively?

‚ Hypothetical questions: "What would you do/think if...?" These help participants to imagine situations and stimulate thought.

‚ Speculating: ''How might we help to solve this problem?''

‚ Encouraging/supporting: "That's interesting, what happened next?" These draw out the participants own experience and views.

‚ Opinion seeking: "What do you think or feel about...?" This tells the group that their opinion is important and interesting for you.

‚ Probing: "Why do you think that?" If asked in a non-aggressive way, this can help the group to think deeply and justify/analyze their opinions.

‚ Clarifying/summarizing: "Am I right to say that you think that...?" Summarizing what a participant said and checking if you understand it will help others to think about whether they agree with what is being said.

‚ Identifying agreement: "Do most of us agree that...?" This can provoke discussion or can come at the end, where, by using a question like "Have we finished that part...?", you can agree to move on to the next topic.

Questions can also be asked to arouse interest or to determine the participants' level of knowledge or background experience in relation to a particular subject. Try to remember to avoid leading or trick questions such as "X is correct, isn't it?" These discourage participation. Asking too many questions at once or asking ambiguous questions should also be avoided. And remember, an occasional nod, a smile or even just sitting on the same level as the group, will improve the responses you get!

Projects

(Based on advice from Hugh Starkey)

Projects are the independent investigation of topics over an extended period, ending in a final product. Projects are useful for teaching human rights because they:

‚ Help the learners to see links between separate subjects and the outside world.

‚ Give the learners practice at organizing themselves for action, planning their own time and working to a schedule.

‚ Allow the learners to take control of their own learning, with the guidance of the teacher/facilitator.

‚ Create opportunities for the learners to interact with each other and with diverse people in the community.

‚ Give the learners practice at presenting and defending their own findings and opinions in public - an important skill for promoting human rights.

How to do it:

Projects have distinct stages. Throughout, the emphasis is on allowing participants to take responsibility for their own study.

‚ The topic or problem.

These can be identified by the teacher or facilitator, and presented to the group as choices, or chosen directly by the group, for example, by brainstorming for ideas. It is good to have a direct question on an issue of interest to the group. For example, ''Are foreign refugees in our town treated well?'' or ''What do local parents fear most about children and drugs?'' The question needs to be specific to avoid getting 'lost' in the subject.

Alternatively, your starting point might be a particular sort of activity which you want the group to use during their project. For example, designing a questionnaire and carrying out interviews.

‚ Planning.

The educator and the group need to decide when the project will begin, how long it will take, what resources will be used, where these can be found, whether each participant will work alone or in groups, on the same or different topics, and so on. Those individuals who are not used to doing research might find it easier to work in groups. It is very important to discuss at this stage how the project will be concluded (see below for more ideas about this).

‚ Research / action.

Project work builds a lot of skills very quickly. For example, an investigative project about local health care might involve visits, interviews, reading, making drawings, collecting statistics, and analyzing data. The best projects combine academic, social and creative skills to involve all the participants' abilities. The educator can help during this stage by answering questions or offering advice, but the participants are responsible for doing the work.

‚ The product.

This might be a report, an exhibition, an oral presentation, a painting, a poem, etc. It is a good idea if the product records not only the students' findings but also the different stages of the project and the participants' own feelings about the topic being studied.

The product can be presented to the whole group, or to a wider audience. For example, a project about poverty in your area might interest the local newspaper or the municipal authorities might want to know the results of a project about environmental damage.

‚ Marking.

Because projects are often multi-disciplinary, several educators/facilitators may need to give assessments of the product. Marking needs to reflect the diverse skills which have been used during the project (for example, presentation and creativity). It should not only focus on academic criteria.

Songs and stories

In most African societies, songs and stories are used as a medium of preserving and transmitting social values. They arouse interest, recall experiences and reinforce learning. They can be used as vehicles to convey diverse historical, cultural and social realities. Many of them include human rights concepts and values.

Effective stories are those which are lively, well-illustrated and which do not preach. The informal nature of songs makes them very appealing to the community and the messages they carry tend to live on in people's hearts and minds.

How to do it:

‚ Choose a subject that you want to explore through songs or traditional stories. For example, you could get the group to search for local songs that talk about the past.

‚ If you divide the class in small groups, each can be assigned with different issues. Give them time to ask parents, grandparents and other people in the community and to collect texts.

‚ When their research has finished give each group time to look at and analyze their findings.

‚ Then give time for a representative from each group to present to the rest of the class their findings.

‚ Organize a discussion where you compare what the songs or stories are saying and what today's reality is.

‚ If you are able to work with a music teacher you can then get group to learn a few of these songs or to tell some of the stories, or you may want to organize a cultural show for your community.

"Buzz session"

Literally, buzzing is "to whisper or spread secretly". This principle is used as a teaching strategy to consolidate learners' understanding of a lesson. A "buzz session" might be used during a long presentation by the teacher/facilitator to break it up a bit, or to change the pace of the lesson.

Learners are given the opportunity to talk freely in small groups of twos or threes. They discuss salient or controversial issues the teacher has raised. Every member speaks and a record is kept for reporting back. It is a short but very important interjection. It makes learners reflect on issues that have been raised or discussed so far.

How to do it:

Use your judgement and stop during the lesson where you think a reasonable chunk of information has been given. Tell participants that for five minutes they can react to what has just been said by discussing in small groups. They should be given a specific task with clear objectives. They can say how they feel, what they think or ask each other questions about things they didn't understand. After the buzz session groups or pairs may be invited to share ideas or questions with the whole group.

Drawing

Drawing can be used to develop observation and cooperation skills, imagination, feelings of empathy for people in the pictures, or to get to know the other members of the group. Drawing is useful when teaching human rights because the work of the group can be exhibited in the school or community to communicate human rights values to others. Some ideas for using drawing are given below.

How to do it:

‚ Collect pictures, photographs, drawings on different topics from newspapers, magazines, books...

‚ Ask the group to work in pairs. Give every individual a picture and some drawing materials. Tell them not to show their picture to their partner.

‚ Each person describes his or her picture to a partner, who has to try to draw it from the description alone. After ten minutes, the pair reverse roles. Because of the time limit, the drawings will be quite simple. The important thing is the describing, not the drawing.

‚ They then take it in turns to compare their drawings with the original pictures. Ask them if anything important was left out? What? Why? Could they have presented their image better?

or:

Divide the group in pairs and ask each individual to draw their partner, while at the same time asking him/her questions about themselves, such as:

- What is your favourite colour? - Where would you like to visit?

‚ Ask each person to draw something to represent the answers to these questions around the edges of the portrait of their partner. (For a simpler version of this activity, ask participants to write their partners' names, instead of drawing them. The rest of the activity remains the same).

‚ When young people have a formal art lesson, there may be opportunities to create posters or artworks which express a concern for or a commitment to human rights.

Pictures and Photographs

Because pictures or photographs appear to be the same to all viewers, but are actually interpreted by us all in different ways, they can be extremely effective for showing learners how we all see things differently. Newspapers and magazines are an obvious source for pictures and photographs.

How to do it:

‚ Give participants in pairs a picture to look at. Each pair must have a different picture. Give each pair five minutes to write down all the questions they have about their picture. Ask them to choose the

four most important questions. The pictures could be related to a topic that you want to discuss or teach about.

‚ Now ask each pair to show their picture and their questions to the neighbouring pair. Give them ten minutes to work together to find

answers to all of their questions. Ask them to make two lists:

1. questions they can't find an answer to.

2. questions with a possible answer.

‚ For the questions with possible answers it is important that they write down WHY they chose this answer. For example, if they think that a

child in a picture is from a cold country, what clues were there in the picture that helped them to decide this?

‚ Make a display of all the pictures, questions and answers. Ask the participants to look at all the pictures, questions and answers, and make further comments where necessary. Leave a space where teachers, parents or others can also comment and contribute their own ideas about the pictures.

(See Parts Three and Four for more activities using photographs).

Cartoons and comics

Cartoons and comics are powerful influences on young people. They can entertain and inform or encourage prejudices and stereotypes. They can be used in a learning situation in many different ways. For example, you can prepare for a discussion about violence in the media by asking the group to count how many episodes of violence occur in cartoons and comics over a set period of time. Cartoons drawn by the students themselves can also be used as a way to communicate human rights issues to the rest of the school or community.

How to do it

‚ Take cartoons/strips from newspapers, magazines, comics and adverts which relate to the subject being studied. For example, violence, intolerance, or racism. Ask participants to discuss them in groups. Then ask:

- What is your first emotional response?

- What is the message of the comic story?

- Are the images effective in telling the story?

- Does it criticize an idea, or a group of people?

- Does it include stereotypes or prejudices towards a particular group of people, such as women, ethnic groups, refugees, people with disabilities?

- Is it serious, humorous or ironic? How does this contribute to the message?

or:

‚ Ask each participant to choose a human rights issue and draw a cartoon or comic strip about it. Ask them to try to present this topic in the most powerful way, so that the pictures will make people think about the issues.

‚ Display the results.

Video and Documentary films

Videos/films are a powerful audio-visual tool for the teaching of human rights issues. The impression they leave on learners goes a long way to change their perceptions and attitudes. Amnesty International has produced video cassettes for use with young people (see Part Six of this manual). Parts of the TV News or a documentary film can also be useful in the teaching of human rights. Here are some points to remember when using videos:

How to do it:

‚ It is good for the facilitator to view the material in advance to determine its suitability for the group. Edit as and when appropriate.

‚ Determine the most effective way the material can be integrated into the session to enhance its utility (for example, working out the timing and deciding what activities you want to have before and after viewing).

‚ Arrange the seating to ensure that each participant can see the screen clearly.

‚ If participants analyze information received from videos/films, they are more likely to remember it. For example, they could use their imagination to write a diary from the point of view of a character seen in the video, or use the video as the basis for a discussion.

‚ Videos can be used most effectively in a classroom setting if short extracts of relevant human rights issues are shown, rather than full-scale productions, as this leaves more time for interactive discussion.

‚ Ensure that you test the equipment before the session begins. In places where electricity is a problem, secure a generator.

Radio

FM Radio is widely available in Africa. Radio broadcasts can often provide a useful additional source of information about topics discussed in the classroom, including human rights issues. A radio set is portable and can be used easily in a variety of settings. News programmes broadcast on the radio are also a good source of material.

How to do it:

‚ Know the time schedule of the radio broadcast and inform the class in advance of both the time and the topic.

‚ Determine the most effective way that the broadcast can be integrated into your teaching program. Plan the activities you will use both before and after the broadcast.

‚ Arrive at the class early with the radio set and make sure it is in working order.

‚ Arrange the seats so that the radio can be in the middle. Adjust the volume appropriately.

‚ Brief the listeners before the broadcast begins on the topic to be discussed and how to benefit most from listening to the program. Highlight any points that you may want them to pay particular attention to or questions that you would like them to consider.

‚ Discuss the content with the students after the broadcast. Ask them:

- their initial reaction to the broadcast

- the points they most agreed with

- the points they disagree with

- the points they regard as controversial and that need further discussion by the group

Newspapers

The media are essential for enabling information to circulate. However we sometimes find subjective reporting using stereotypes and prejudices. Identifying and analyzing prejudice in newspapers prepares participants to identify it and oppose it in everyday situations. This sort of activity also improves communication skills.

How to do it:

For example, choose a current rights issue which receives a lot of media coverage in your country. Alternatively, choose a trend which lies behind several different stories, such as sexism/discrimination.

‚ Divide participants into groups of four or five (depending on the numbers).

‚ Give each group at least one story from local or national newspapers about the chosen topic. If necessary, the same report can be used by all the groups. Reports from different newspapers about the same event are good for comparison.

‚ Ask each group to discuss some questions from the following list. Select questions appropriate to the reports being used, or invent others:

- Does the title of the report suggest its view on the issue?

- What is your first impression of the situation described?

- Does anyone seem to be at fault? If so, who?

- Are direct accusations made against anyone? If so, list them.

- Is any proof offered to support the allegations?

- How much of the report criticizes someone?

- How much supports or defends them?

- Are there any direct quotes from the people who are being criticized?

- Which words do you think are the most important in creating your impression of the report?

- What impressions, if any, are given of ordinary people's views on the issue?

- What is the attitude of people in authority?

‚ This sort of analysisis can be followed up in many ways. For example, through a wider discussion, or participants writing their own newspaper-style reports or comparing newspaper coverage of an issue with that on TV/radio.

‚ You could also ask participants to bring in interesting articles or stories they have found in newspapers. In this way, a collection of articles can be formed, which can be used as a basis for group discussions. Parents and other family members can become involved by helping learners to identify interesting articles.

Interviewing

When teaching human rights, we can look in books for the letter of the law, but for concrete examples of rights in action we can look around us in our own communities. For example, if the group is learning about the rights of the child, their parents and their grandparents will be an important source of information about how the lives of children have changed over the years.

Interviews are a good way to bring the wider community into the school or youth organization, to tie learning to real life, and also to improve young people's skills in dealing with all kinds of people.

How to do it:

See page 78 for an example of a class interview.

Word association

This method can be used with a group when beginning to examine a topic to find out how much they already know about it, and at the end to find out how much they learned.

How to do it:

‚ Take a key word related to the issue being examined or studied.

‚ Ask the group to quickly write down other words that they think of when they hear this word. This is a very short exercise, a minute or two is enough time.

‚ Make it clear that writing nothing at all is quite acceptable. The result is a "snapshot" of the range of vocabulary which the learners associate with the original trigger-word.

‚ To evaluate the learning process, "before" and "after" results can be compared. This can help you to evaluate your teaching, and participants can see the progress they are making.

Re-creating information

A good way to internalize and to understand information is to re-create it in another form. For example, to listen to a story and then tell it in pictures. Participants will have to identify the most important part of the information and decide how to re-create it. A participant has to decide, "I'm going to do it this way because...".

This technique helps to develop the imagination, as well as skills of observation, selection and reasoning.

How to do it:

‚ With the group, choose a source such as a story, a picture, a poem, a cartoon or a film. For example, if the group is studying the right to be with one's family, a picture of a refugee child could be used.

‚ Participants read, look at or listen carefully to the original version.

‚ They decide which parts of the story to transfer to the new medium, and explain their choices. If you are using a picture, then they will need to imagine the story behind the picture.

‚ If they want to add things that were not in the original, they need to explain why.

‚ Participants produce the new version.

Ideas for re-creating media:

‚ a "radio play" - creating dialogue

‚ a written short story

‚ a story in comic strip form

‚ a narrative poem

‚ a painting

‚ a story told to the group

‚ a display for the group

Inviting Outside Speakers

It is always interesting to have an expert from a particular profession come and talk about his/her work. When discussing a difficult ethical issue or a subject where it is clear that there is more than one answer, you may want to invite two or three different people to speak to your group and in so doing show them the different views and approaches that exist on this one issue.

How to do it:

‚ You will need to identify the most appropriate speaker(s). This can be done in consultation with the group.

‚ You should contact them in advance to invite them to speak to your students on the subject you have chosen. Alternatively ask the group to write an invitation letter. Set a day and time and organize the room (make sure that there is drinking water for the speaker to make them feel comfortable).

‚ If you are inviting more than one person you may want to invite them to come at the same time or perhaps on different days, depending on the time you have available and which way is going to be more appropriate to listen to what they have to say -- you decide.

‚ If the participants have never attended a conference, and to ensure they get involved in the subject, you may want to give them a brief introduction in advance of the presentation to get them thinking about any questions they may want to ask the speaker(s).

‚ After the presentation(s) have finished and you are alone with your students you can ask them if they found it interesting and review with them the issues that transpired from the presentation(s).

Case Studies

Case studies provide examples of real or hypothetical situations for students to discuss and consider. They are useful as a way of introducing issues where there may be more than one point of view or answer. They are good for developing analytical skills, encouraging creativity in problem-solving and for developing teamwork.

When teaching in a country with a hostile human rights environment, hypotheticals can be particularly useful. This is because educators can argue that the examples they use are related to some other country and not to conditions in their own country.

Case studies are usually text-based, but you could also use short extracts from a video or audio tape to present the case. The case study must be long enough to give all the relevant details, but at the same time not too long otherwise time will be wasted simply trying to understand the facts of the situation rather than analyzing it. Useful sources of material for case studies can be found in textbooks, newspapers or on TV.

For some examples of case studies, refer to the activities on pages 107 and 111.

How to do it:

‚ Work through the case study yourself before the session. It often helps to get another person to help you to test it.

‚ Explain the context to the participants - why you are giving them a case study and what they can hope to gain from it. Give them clear instructions on what they will have to do.

‚ Issue the case study. Allow some reading time.

‚ Check understanding of the text if necessary. People with reading/learning difficulties can be given it ahead of time so that they have time to read at their own pace.

par‚ Write up on a board or flip chart a list of questions/issues that you want the participants to discuss. Check that they understand what they have to do.

‚ Give participants time to work on the case study. This can be done individually, in pairs or in small groups (see advice on Small Group Discussion on pages 23 and 24).

‚ Review with the participants their responses to the questions/issues raised and draw out the learning points.

How to design your own human rights teaching activities

Each activity in this manual has suggestions which will help you to adapt it for your own needs. You might also want to design your own completely new activities, based on human rights issues in your own country. Here is a simple model which will help you to do this.

Before you read this, look back at "What is Human Rights Education" in Part One.

(The advice on this page is based on discussions with the Citizenship Foundation and on the essay ''Developing a Lesson'' by Felisa Tibbitts.)

Some basic steps

‚ Overview: select a general topic or theme. The topic could be from a current event (such as a local election), a theme that is of interest to you (tolerance) or an issue required in the curriculum.

‚ Objectives: decide which skills, knowledgeand attitudesyou want your learners to develop around this topic. Write these down (see the boxes on page 8 for more ideas about skills, attitudes and knowledge).

‚ At this point you may need to do some research on the topic you have chosen in order to strengthen your own knowledge/understanding of the issue and to find out what resources are available. This part of teaching ensures that we, the educators, never stop learning too.

‚ Decide what timeis available to you for that particular session. This is very important since it will help determine the chunk of material you will be able to cover and the particular method to use.

‚ Procedure: choose your methodof teaching or the materials on which you want to base the lesson. It might help to focus on a core activity, around which the lesson will be built. This might be a conventional activity such as the young people reading a text and responding to it in discussion and essays, or a less conventional activity such as a research project, the use of newspapers, the organization of a debate, or the writing of a poem.

C Write an outline of the different stages which you would like to have in the lesson. Most activities in this manual have the following structure:

- warm-up, motivation exercise (such as open-ended questions)

- concrete task (done individually or in small groups)

- whole group discussion (following presentation of small group work, if appropriate)

- ending and follow-up assignments

C Now think what previous knowledge participants will need. Also, think how you will evaluate the activity (see below and also Part Six of this manual for more ideas about evaluation). Remember to estimate the time needed for each part of the activity.

C Now return to your original list of goals. Have you covered them all in your preparation? Think about having an overall balance between presentation, discussion, thought and action in the classroom.

Evaluating your teaching activities

Depending on how you introduce teaching for human rights into your educational program, evaluation may be something which you are obliged to do or which you want to do. Whatever your motive, there are many good reasons to do it:

‚ It is a chance to prove to yourself that your efforts are working and are worthwhile (or to see why they are not working and how to change them).

‚ It gives your efforts credibility with educational authorities.

‚ It gives the children the opportunity to monitor their own progress.

‚ It can be part of the process of improving participants' personal responsibility for their learning.

Below are some ideas about evaluating in the classroom. For ideas about evaluating in workshops, see Part Six.