Experience in Teaching Human Rights

1. 1 Experience in Teaching Human Rights An English friend of mine, a historian, was astonished that I, a language teacher, should be that interested in HR that my exam paper for adult education in 2001 was about Teaching Human Rights.An English friend of mine, a historian, was astonished that I, a language teacher, should be that interested in HR that my exam paper for adult education in 2001 was about Teaching Human Rights.

2. 2 I explained to her that there was, indeed, a very personal reason for this: my father, Hermann Josef Dehler, to be seen as a young man in the slide, was killed at the end of WW II when trying to protect my mother and myself, his baby daughter, during a bombing-raid in Germany.I explained to her that there was, indeed, a very personal reason for this: my father, Hermann Josef Dehler, to be seen as a young man in the slide, was killed at the end of WW II when trying to protect my mother and myself, his baby daughter, during a bombing-raid in Germany.

3. 3 The Universal Declaration of Human Rights ( 1948 ) Article 3 Everyone has the right to life, liberty and security of person No chance for �life, liberty and security of person� as stated in article 3 of the Universal Declaration of Human Rights ( 1948 ). No chance for half of the fathers of my classmates � nowadays it might be called �collateral damage�. And all the worse since Germany had been the aggressor under a military dictatorship. Because of this early experience it was not surprising that I was interested in social studies and Human Rights from the beginning of my Grammar school days at the age of 11. I was lucky enough to grow up in West Germany, with a functioning democracy where Human Rights were respected. As a teenager I realized that you have to acknowledge the legal equality of human beings as a basic right in order to avoid discrimination of all sorts. No chance for �life, liberty and security of person� as stated in article 3 of the Universal Declaration of Human Rights ( 1948 ). No chance for half of the fathers of my classmates � nowadays it might be called �collateral damage�. And all the worse since Germany had been the aggressor under a military dictatorship. Because of this early experience it was not surprising that I was interested in social studies and Human Rights from the beginning of my Grammar school days at the age of 11. I was lucky enough to grow up in West Germany, with a functioning democracy where Human Rights were respected. As a teenager I realized that you have to acknowledge the legal equality of human beings as a basic right in order to avoid discrimination of all sorts.

4. 4 Human Rights Training: The 19th International Training Session on Human Rights and Peace Training Organized by CIFEDHOP (Centre International de Formation � l�Enseignement des Droits de l�Homme et de la Paix) in the Canton of Geneva from July 8 � 14, 2001 Since 1970 I have been teaching languages in Switzerland, which has become my second home country. In the following years I met many persons interested in Human Rights: in Switzerland, in Japan in a student hostel and as a lecturer at the University. I got to know victims of Pol Pot�s regime in Cambodia as well as Boat People from Vietnam, trying to help them to integrate into Swiss society. I couldn�t help seeing that there were traces of racism in our own country. Swiss school curricula introduced anti-racist seminars and Human Rights courses. In order to write a paper about Teaching Human Rights and to be able to lead Human Rights seminars myself I attended the 19th International Training Session on Human Rights and Peace Training for a week in July 2001 in Bossey near Geneva. Since 1970 I have been teaching languages in Switzerland, which has become my second home country. In the following years I met many persons interested in Human Rights: in Switzerland, in Japan in a student hostel and as a lecturer at the University. I got to know victims of Pol Pot�s regime in Cambodia as well as Boat People from Vietnam, trying to help them to integrate into Swiss society. I couldn�t help seeing that there were traces of racism in our own country. Swiss school curricula introduced anti-racist seminars and Human Rights courses. In order to write a paper about Teaching Human Rights and to be able to lead Human Rights seminars myself I attended the 19th International Training Session on Human Rights and Peace Training for a week in July 2001 in Bossey near Geneva.

5. 5 CIFEDHOP � an NGO - with advisory status with the UN; participants in the English speaking section from all over the globe Course contacts continued by e-mail correspondence Continuous information by newsletters and publications, such as Ecole et Paix Our group consisted of three teachers from North Africa, five from the rest of Africa, five from Asia, eight from Eastern Europe and four from Western Europe. Our experienced facilitators came from Human Rights Institutes in Hawaii, Hungary and Slovenia. After a week�s training we understood that a Human Rights trainer does not just have one role, but many roles. They include: leading, planning, giving information, demonstrating; exercising leadership by guidance rather than ordering; listening, giving structure to participants� ideas, offering options for decision, monitoring, observing, assessing, giving feedback, praising, encouraging, authorizing, taking the floor, and giving the floor to others. The skilful trainer knows not only how to carry out all these different roles, but when to carry them out. This is a key competence which trainers require to set models for teachers and their students. These roles have to be borne in mind when planning and structuring training sessions, such that they are able to model the full repertoire of methods that teachers themselves have to develop for use with their students.Our group consisted of three teachers from North Africa, five from the rest of Africa, five from Asia, eight from Eastern Europe and four from Western Europe. Our experienced facilitators came from Human Rights Institutes in Hawaii, Hungary and Slovenia. After a week�s training we understood that a Human Rights trainer does not just have one role, but many roles. They include: leading, planning, giving information, demonstrating; exercising leadership by guidance rather than ordering; listening, giving structure to participants� ideas, offering options for decision, monitoring, observing, assessing, giving feedback, praising, encouraging, authorizing, taking the floor, and giving the floor to others. The skilful trainer knows not only how to carry out all these different roles, but when to carry them out. This is a key competence which trainers require to set models for teachers and their students. These roles have to be borne in mind when planning and structuring training sessions, such that they are able to model the full repertoire of methods that teachers themselves have to develop for use with their students.

6. 6 Training Experience about the following topics: Cultural Dialogue and the Fight against Racism Human Rights Education Methodology Case studies Session of the Human Rights Commission in Geneva � I was one of six students who were allowed to attend a session of the Human Rights Commission at the UN in Geneva. We could observe that the work of the commission is usually hard, troublesome, and nerve-wracking. The topic of the day: minority rights of the Roma in the Czech republic I was one of six students who were allowed to attend a session of the Human Rights Commission at the UN in Geneva. We could observe that the work of the commission is usually hard, troublesome, and nerve-wracking. The topic of the day: minority rights of the Roma in the Czech republic

7. 7 Training Experience about the following topics: Introduction to Human Rights: the foundation concepts The many forms of discrimination � a challenge for equality of rights Methods for further action Complex instruction methods What we learned with CIFEDHOP�S teacher training: the topics are shown on the slide.The criteria of teacher training were driven home as well: The training should be active � one should emphasise learning by doing. It should be task-based, which means structured around actual Human Rights teaching tasks. It should be relevant, which means focussed on real-life situations. It should be collaborative, which means one should employ group-work and co-operative learning. It should be interactive � discussion and debate should be used. It should be critical � teachers should be encouraged to think for themselves. It should be participative, which means teachers should be allowed to contribute to the teaching process. What we learned with CIFEDHOP�S teacher training: the topics are shown on the slide.The criteria of teacher training were driven home as well: The training should be active � one should emphasise learning by doing. It should be task-based, which means structured around actual Human Rights teaching tasks. It should be relevant, which means focussed on real-life situations. It should be collaborative, which means one should employ group-work and co-operative learning. It should be interactive � discussion and debate should be used. It should be critical � teachers should be encouraged to think for themselves. It should be participative, which means teachers should be allowed to contribute to the teaching process.

8. 8 A Short History of Human Rights Magna Carta ( 1215 ) Petition of Rights ( 1628 ) The Habeas Corpus Act ( 1679 ) Bill of Rights ( 1689 ) The American Declaration of Independence ( 1776 ) In Human Rights lessons you may teach a short introductory History of Human Rights. The students may find this a bit dry, so transparencies or slides of Powerpoint presentations can be added to illustrate the development of Human Rights. But these are just recommendations as elements of teaching.In Human Rights lessons you may teach a short introductory History of Human Rights. The students may find this a bit dry, so transparencies or slides of Powerpoint presentations can be added to illustrate the development of Human Rights. But these are just recommendations as elements of teaching.

9. 9 The Human Rights Declaration of 1776 We hold these rights to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government� The American Declaration of Human Rights was written by English gentlemen with the aim of declaring the colonists� independence. It is linguistically and philosophically unique, clearly written, impressive piece of work, so I will introduce it to the students in its original language, followed by questions, explanations and a discussion.The American Declaration of Human Rights was written by English gentlemen with the aim of declaring the colonists� independence. It is linguistically and philosophically unique, clearly written, impressive piece of work, so I will introduce it to the students in its original language, followed by questions, explanations and a discussion.

10. 10 The UN Declaration of Human Rights (1948) and its application to school lessons Essential rights: Peace and the right to live Food Health Economic development and well-being Freedom from discrimination Women�s rights Minority rights Of course you will have to concentrate on a few essential rights, e.g. the ones mentioned in slide 10. I think the approach to teaching Human Rights requires a certain kind of learning climate. Teaching Human Rights needs an environment that is non-threatening, in which everybody can express their opinions freely and without embarrassment and use their initiative without fear of failure. Such an atmosphere can take time to develop and is built up gradually. It can be encouraged by building in exercises that help the participants in the training to get to know and trust each other. These exercises are used as �icebreakers�. The participants should also have a say in the training process itself, such as choosing their own topics, selecting their own discussion questions and setting their own targets for learning Of course you will have to concentrate on a few essential rights, e.g. the ones mentioned in slide 10. I think the approach to teaching Human Rights requires a certain kind of learning climate. Teaching Human Rights needs an environment that is non-threatening, in which everybody can express their opinions freely and without embarrassment and use their initiative without fear of failure. Such an atmosphere can take time to develop and is built up gradually. It can be encouraged by building in exercises that help the participants in the training to get to know and trust each other. These exercises are used as �icebreakers�. The participants should also have a say in the training process itself, such as choosing their own topics, selecting their own discussion questions and setting their own targets for learning

11. 11 Founding a Human Rights Society/HRS Define the purpose of the HRS in detail Have a competition for a logo Produce membership cards with the logo Distribute jobs and responsibilities within the group Create a notice-board for your activities You are invited to have a look into this documentation which I have brought to Manchester for your information. What has been a matter of course from the start when teaching Human Rights: a copy of the UN Declaration of HR from 1948, in the plain version, the original text and in the abbreviated version , e.g. �You have the right to live and to live in freedom and safety� ( = plain version )/ �Everyone has the right to life, liberty and security of person.� ( = ideas mentioned on the slide. �life, liberty and personal security�( = abbreviated ). What I have found of vital importance for HR work with young adults and older grown-ups as well: forming a Human Rights Society ( HRS ). The most important activities are mentioned in the slide. There is, of course, more work to be done, such as finding out about other HR societies with whom members can make contact. They may send for their publications. At one of the first meetings the participants could discuss the right of freedom of association itself. Why organize? Why seek a say in how one is governed? A guest speaker may be invited ( e.g. from the ministry of foreign affairs). The members of the HRS could hold an HR festival. They could set up sub-committees to meet and to research particular tasks, e.g. a group can approach another with offers to speak to them about particular Human Right issue-areas, explaining why the society was formed and what it does.You are invited to have a look into this documentation which I have brought to Manchester for your information. What has been a matter of course from the start when teaching Human Rights: a copy of the UN Declaration of HR from 1948, in the plain version, the original text and in the abbreviated version , e.g. �You have the right to live and to live in freedom and safety� ( = plain version )/ �Everyone has the right to life, liberty and security of person.� ( = ideas mentioned on the slide. �life, liberty and personal security�( = abbreviated ). What I have found of vital importance for HR work with young adults and older grown-ups as well: forming a Human Rights Society ( HRS ). The most important activities are mentioned in the slide. There is, of course, more work to be done, such as finding out about other HR societies with whom members can make contact. They may send for their publications. At one of the first meetings the participants could discuss the right of freedom of association itself. Why organize? Why seek a say in how one is governed? A guest speaker may be invited ( e.g. from the ministry of foreign affairs). The members of the HRS could hold an HR festival. They could set up sub-committees to meet and to research particular tasks, e.g. a group can approach another with offers to speak to them about particular Human Right issue-areas, explaining why the society was formed and what it does.

12. 12 Other Ideas for working with HR Documentation from the Council of Europe in Strasbourg Documentation from Amnesty International in London Selection of International and Regional Human Rights Texts from CIFEDHOP, e.g. Education: a matter of law � The following ideas for working with HR have also proved useful for HR courses The following ideas for working with HR have also proved useful for HR courses

13. 13 Other Ideas for working with HR The UN brochures about Human Rights Education and Human Rights Treaties Booklets The UN in Our Daily Lives and Tell me About the United Nations, with the preface by Kofi Annan

14. 14 Experience with Literature Aldous Huxley, Brave New World George Orwell, 1984 George Orwell, Animal Farm Ray Bradbury, Fahrenheit 451 Bernard MacLaverty, Cal Claudia Miklowitz, The War of the Classes Billy Hayes / William Hoffer, Midnight Express All the books on this slide are real Human Rights hits. You will find satisfactory information about them on the internet in literary notes and literary history. If you would like to correspond about them with me, do write to my e-mail address: sdehler@tiscali.chAll the books on this slide are real Human Rights hits. You will find satisfactory information about them on the internet in literary notes and literary history. If you would like to correspond about them with me, do write to my e-mail address: sdehler@tiscali.ch

15. 15 A Special Experience with Literature Waris Dirie, Desert Flower Implications: FGM ( Female Genital Mutilation ) Action A Swiss student�s exam paper The latest news In our school system each student has to choose three books for the final Englsh exam, and I first came across Waris Dirie�s Desert Flower as an exam book. I then chose it as an HR documentary for an HR week and later for ordinary classwork. The book was immediately read by the students with the greatest interest. One of my students, 18 years old, has just taken the topic of FGM ( = female genital mutilation ) for her exam paper. Why is Dirie�s report so appealing to young adults? It conveys the impression of authenticity and the call for action they find so convincing. Its emphatic message has made a group of young women raise support funds against FGM for UNICEF, visit lectures about the subject and go to fund-raising pop concerts. Here is one of the extracts of the book that made them act: �She � fished out a broken razor blade� I saw dried blood on the jagged edge of the blade. She spat on it and wiped it against her dress. While she was scrubbing, my world went dark as my mother tied a scarf around my eyes as a blindfold. The next thing I felt was my flesh, my genitals, being cut away. I heard the sound of the dull blade sawing back and forth through my skin. When I think back, I honestly can�t believe that this happened to me. I feel as if I were talking about somebody else. There�s no way in the world I can explain what it feels like. It�s like somebody is slicing through the meat of your thigh, or cutting off your arm, except this is the most sensitive part of your body. However, I didn�t move an inch, because I rembered Aman (=her sister ) and knew there was no escape. And I wanted Mama to be proud of me. I just sat there as if I were made of stone, telling myself the more I moved around, the longer the torture would take. Unfortunately, my legs began to quiver of their own accord, and shake uncontrollably, and I prayed, Please, God, let it be over quickly. Soon it was, because I passed out. When I woke up, I thought we were finished, but now the worst of it had just begun. My blindfold was off and I saw the Killer Woman had piled next to her a stack of thorns from an acacia tree. She used these to puncture holes in my skin, then poked a strong white thread through the holes to sew me up. My legs were completely numb, but the pain between them was so intense that I wished I would die�� I told my FGM exam student not to be impressed by people telling her to mind her own business instead of dealing with such an unpleasant and indelicate subject. 6000 � 7000 girls in Switzerland alone are threatened by FGM . Our neighbour�s girl child is our business. Her welfare and integrity is our business. Her Human Rights are our business. It is our duty to protect girl children who are citizens of our country and to prevent Human Rights violations. We do mind our own business!In our school system each student has to choose three books for the final Englsh exam, and I first came across Waris Dirie�s Desert Flower as an exam book. I then chose it as an HR documentary for an HR week and later for ordinary classwork. The book was immediately read by the students with the greatest interest. One of my students, 18 years old, has just taken the topic of FGM ( = female genital mutilation ) for her exam paper. Why is Dirie�s report so appealing to young adults? It conveys the impression of authenticity and the call for action they find so convincing. Its emphatic message has made a group of young women raise support funds against FGM for UNICEF, visit lectures about the subject and go to fund-raising pop concerts. Here is one of the extracts of the book that made them act: �She � fished out a broken razor blade� I saw dried blood on the jagged edge of the blade. She spat on it and wiped it against her dress. While she was scrubbing, my world went dark as my mother tied a scarf around my eyes as a blindfold. The next thing I felt was my flesh, my genitals, being cut away. I heard the sound of the dull blade sawing back and forth through my skin. When I think back, I honestly can�t believe that this happened to me. I feel as if I were talking about somebody else. There�s no way in the world I can explain what it feels like. It�s like somebody is slicing through the meat of your thigh, or cutting off your arm, except this is the most sensitive part of your body. However, I didn�t move an inch, because I rembered Aman (=her sister ) and knew there was no escape. And I wanted Mama to be proud of me. I just sat there as if I were made of stone, telling myself the more I moved around, the longer the torture would take. Unfortunately, my legs began to quiver of their own accord, and shake uncontrollably, and I prayed, Please, God, let it be over quickly. Soon it was, because I passed out. When I woke up, I thought we were finished, but now the worst of it had just begun. My blindfold was off and I saw the Killer Woman had piled next to her a stack of thorns from an acacia tree. She used these to puncture holes in my skin, then poked a strong white thread through the holes to sew me up. My legs were completely numb, but the pain between them was so intense that I wished I would die�� I told my FGM exam student not to be impressed by people telling her to mind her own business instead of dealing with such an unpleasant and indelicate subject. 6000 � 7000 girls in Switzerland alone are threatened by FGM . Our neighbour�s girl child is our business. Her welfare and integrity is our business. Her Human Rights are our business. It is our duty to protect girl children who are citizens of our country and to prevent Human Rights violations. We do mind our own business!

16. 16 Towards the end of my seminar there is a recommendation: if you would like to get to know a convincing HR advocate, visit the homepage of Carlos Martinez, an international HR mime. I you can let him play for your school, colleagues, company, or organization, his performance will leave you speechless and overwhelmed by his valuable message.Towards the end of my seminar there is a recommendation: if you would like to get to know a convincing HR advocate, visit the homepage of Carlos Martinez, an international HR mime. I you can let him play for your school, colleagues, company, or organization, his performance will leave you speechless and overwhelmed by his valuable message.

17. 17 Experience in Teaching Human Rights Thank you for your attention I would like to finish with a task for you as seminar participants, with a Human Rights task sheet called �Maria�s Disappearance�. My colleague Ljudmila Schmid will be kind enough to distribute the sheets. Task-based learning in teaching Human Rights is important for a number of reasons. I find it particularly important as a form of active learning, �learning by doing�. It provides a structure to training seminars � participants leave at the end of a seminar with a task to work on and present at the beginning of the subsequent one. It provides real-life problems to solve and authentic material to analyse. And, last but not least, it makes training more meaningful and therefore more stimulating.I would like to finish with a task for you as seminar participants, with a Human Rights task sheet called �Maria�s Disappearance�. My colleague Ljudmila Schmid will be kind enough to distribute the sheets. Task-based learning in teaching Human Rights is important for a number of reasons. I find it particularly important as a form of active learning, �learning by doing�. It provides a structure to training seminars � participants leave at the end of a seminar with a task to work on and present at the beginning of the subsequent one. It provides real-life problems to solve and authentic material to analyse. And, last but not least, it makes training more meaningful and therefore more stimulating.