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Human Rights Awareness Night

Human Rights Awareness Night. Cultural Community Outreach Event Team D TESOL/507 July, 12, 2013 Nona Hall. Two concepts merge: Human Rights : basic rights and principles that belong to every person in the world (McKimm & Webb, 2010, p.477)

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Human Rights Awareness Night

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  1. Human Rights Awareness Night Cultural Community Outreach Event Team D TESOL/507 July, 12, 2013 Nona Hall

  2. Two concepts merge: • Human Rights: basic rights and principles that belong to every person in the world (McKimm & Webb, 2010, p.477) • Global education: one that applies multicultural concepts to the world as a community and its interconnections (Brown & Kysilka, 2009, p.8) Conceptual Framework

  3. Human Rights are under attack today all over the world Human Rights Risk Index 2013

  4. By incorporating Hanvey’s 5 dimensions to guide the activities (Bousalis-Aliak, 2010, p.8-9): • Recognizing everybody’s opinion • Understanding current world issues • Realizing how varied ideas are worldwide • Knowing global dynamics • Identifying human problems and consequences How will Global Education be implemented?

  5. By addressing Brown’s 5 categories of global education (Brown & Kysilka, 2009, p.12): • Understanding how individuals fit in society • Understanding of the “other” • Identifying interdependence of global issues • Experiencing diversity in all ways • Developing a mentality to improve the world How will we implement Global Education?

  6. By aligning our activities with the 8 principles of culturally responsive teaching to benefit our ELLs (Chartock, 2010, p.6): • communication of high expectations • use of a variety of learning strategies • teachers will act as facilitators • participation of families • showing cultural sensitivity • reshaping the curriculum in a different perspective • instructing in a culturally mediated way • student-centered activities How will we implement Global Education?

  7. Students: • Developing the “human rights stations” with teachers’ help • Taking turns to lead their centers during the event night • When off-duty, participating in other centers • Teachers: • Facilitators while preparing activities and during the event • Acting as liaison between school, parents and community members Inclusion of School Stakeholders (Anderson, 2010, p.271):

  8. Parents: • Helping classes prepare their activities • Attending the event and engaging in conversations about human rights with their children • Community: • Local media will cover the event • Local authorities will attend and receive feedback from the activities • High school drama club members will support the theater performing activities • Fair-trade stores will explain their principles • Foreign college students will participate in panel discussions Inclusion of School Stakeholders

  9. When? Friday evening 5-7 pm • Where? 9 school classrooms and cafeteria • Who? School-wide stakeholders Human Rights Awareness Night

  10. What? • Role-play about child labor in South America • Writing poems about gender equality in India • Playing music while experiencing disabilities • Service learning: packing food for the needy • Panel discussion about immigration from all continents • Singing songs from 3 different religions • Coloring maps about public education in the world • Writing in Chinese characters – Freedom of speech • Skin coloring and experiencing racism in the U.S. • Visiting an exhibition about fair trade Human Rights Awareness Night

  11. How? • 10 minutes in each Human Rights Station • 2 minutes to move to the next one 10 4 3 2 1 5 Human Rights Awareness Night 6 7 8 9

  12. Anderson, R. M. (2010). Incorporating diversity in preparing children for school: An Australian perspective. International Journal of Diversity in Organisations, Communities & Nations, 10(1), 265-277. Bousalis-Aliak, R. (2010). Elementary multicultural and global education: A celebration of countries and culture, or just celebration? Ohio Social Studies Review, 46(1), 7-10. Brown, S. C., & Kysilka, M. L. (2009). What every teacher should know about multicultural and global education. Boston, MA: Pearson. Chartock, R. K. (2010). Strategies and lessons for culturally responsive teaching: A primer for K–12 teachers. Boston, MA: Pearson. Chowdhury, K. (2011, June 16). India is the Fourth Most Dangerous Place in the World for Women. Retrieved July 14, 2013, from http://indiatoday.intoday.in/story/india-is-fourth- most-dangerous-place-in-the-world-for-women-poll/1/141639.html. Desomind, K., Stahl, D., & Graham, M. A. (2011).Combining service learning and diversity education. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 13(1), 24-30. References

  13. References McKimm, J., & Webb, H. (2010). Diversity, equal opportunities and human rights. British Journal Of Hospital Medicine (London, England: 2005) 71(8) McKimm, J., & Webb, H. (2010). Diversity, equal opportunities and human rights. British Journal Of Hospital Medicine (London, England: 2005) 71(8) Oracle (2011). Child Labor in Latin America. Retrieved July 14, 2013, from http:// library.thinkquest.org/03oct/01908/800/latinamerica.htm.

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