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Teaching for Human Rights: Grades 5-10

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Teaching for Human Rights: Grades 5-10 Human Rights Commission Education Series No. 3 Teaching for Human Rights: Grades 5-10 Ralph Pettman with Cohn Henry © Commonwealth of Australia 1986 ISBN for Education Series: 0 644 05112 4 ISBN for this volume: 0 644 05327 5 Cover Illustration: Rocco Fazzari Graphics: John Gregory Published in the International Year of Peace Typeset in Australia by Union Offset Co. Pty Ltd, Canberra Printed in Australia by Watson Ferguson and Co., Brisbane Foreword This is the third volume in the Human Rights Commission's Education Series. The Series is designed to provide resource manuals for human rights educators. This manual is for upper primary and secondary school teachers (Grades or Years five to ten). It is a revised version of Teaching for human rights: activities for schools, and like that book provides many and varied activities, grouped under a number of issue-headings, for exploring a comprehensive range of human rights questions. In 1985, more than 150 teachers and schools took part in a Commission program, run Australia-wide, to develop resources and strategies for teaching for human rights. This was the first program of its kind in the world. About 120 of the classes involved were upper primary and secondary ones. Suggestions from the reports made by the participating teachers have been collated here, and in addition, edited versions of fifteen reports have been appended in their entirety. These describe how a number of teachers approached their tasks in detail. The most important finding of the program was a general, not a specific, one however. Over and over again it was shown conclusively that it is possible to teach for humane values in an objective way. This is a finding of extraordinary significance and one the Series amply documents. in Contents Foreword iii Chapter One—What this manual is (and what it is not) 1 Chapter Two—How to begin 9 —self-esteem and social respect 9 — role-plays 9 —brainstorming 10 —arranging the class 10 —dealing with conflict 11 — combating racist or sexist name-calling 12 — trust-building activities 13 — working out some classroom rights and responsibilities 14 — writing your own universal declaration of human rights and responsibilities 17 Chapter Three—Some basic human rights issue-areas 27 — protecting life: the individual in society 28 peace and disarmament 31 development and the environment 34 — government and the law 37 — freedoms of speech and belief 40 —freedoms to meet and take part in public affairs 45 —economic development and well-being 47 —social and cultural well-being 51 — discrimination 52 — discrimination: by colour or race 56 by gender 57 by minority group status 60 by disability 61 Chapter Four—Evaluation 65 Appendixes 69 I Recommended reading list and other resources 69 II An edited selection of teachers' reports from the 1985 Schools Program 71 Bibliography 161 Chapter One What this manual is (and what it is not) Human rights are very comprehensive. They cover a wide range of specific issues. At heart, however, they ask one simple question: what can I, as a human being, ask of others because I am that—a human being? The complementary side of this coin, of course, is: what can others ask of me by sole virtue of our shared humanity? To claim human rights is to accept their converse—human responsibility. This manual provides practical activities for teachers in upper primary and secondary schools who want to foster a respect for human rights. It replaces the first edition of Teaching for human rights: activities for schools, by Ralph Pettman, though there is no sadness about the passing since the original version was meant to be quickly superseded. We expected to develop and change it in response to advice from teachers, students, parents and other people who had used it and seen it being used. And this is what has happened. However Teaching for human rights, in this new edition, is not the end either. It is simply a new starting point, albeit one step further along the way. TEACHING FOR AND TEACHING ABOUT Central to this manual is the finding that teaching about human rights is not enough. Teaching for human rights is essential to be effective. Students will want not only to learn what human rights are, but why they should respect them. What students do will be crucial in this regard. Herbert Kohl's advice here is to: Think about and then live human rights in the classroom before you teach them. This implies that the question of students' choices, their rights to free expression and to a vote on things that affect their lives as well as their access to friends and to what they want to learn must be thought through. Compulsion in the classroom must be considered in the light of human rights. You have to live what you teach or it will seem nothing more than a teacher's or adult's game, a scam, a model for cheating the world. And your students will be very good at picking up the game from you and running it on others. I am not advocating that students take over or that they should be able to do anything they want whenever they want. I am, however, advocating that a classroom in which human rights are discussed in a serious manner has to be one in which the students have the rights under discussion. Make the topic a part of the everyday life you share with your students and you will be in a decent position to enlarge your collective vision and look at human rights in the world. (Herbert Kohl, 'Human rights and classroom life' (September 1985) Social Education, 499.) Actions speak louder than words. That is why the main part of the text consists of activities. The activities are meant to provide experiences, to create opportunities for students and teachers to work out from the basic values that inform specific human rights principles—values to do with justice, freedom, equity, and the destructive character of deprivation, suffering and pain—what they truly think and feel about a wide range of real world issues. (See further 2 Grades 5-10 D. Wolsk, An experience-centred curriculum, Educational Studies and Documents no. 17, UNESCO, 1975.) This is moral literacy, i.e. the educated capacity for making responsible and rightful judgments. It is not only vital to human survival, but makes everything else done at school, like learning to read and write and reckon, more relevant and effective too. Close reference is made to the United Nations Universal declaration of human rights, so that what is done can be assessed in the light of the ideas and sentiments it lists. It is important to note that these have received near universal recognition. TEACHING NOT PREACHING The fact of virtual global agreement about the principles contained in the United Nations Declaration is a teacher's first defence against any charge of indoctrination. By working with precepts that have been so widely endorsed—in principle if not in practice—for so many years now, the teacher can honestly say that he or she is not preaching. A second defence against the charge of indoctrination is to teach in such a way as to respect human rights in the classroom and the school environment itself. This means avoiding structural hypocrisy. At its simplest, structural hypocrisy refers to situations where what a teacher is teaching is clearly at odds with how he or she is teaching it. For example: 'Today we are going to talk about freedom of expression—stop talking in the back row!' Students will learn a good deal about power this way, and considerably less about human rights. Students are not foolish and they spend a good deal of time studying teachers—probably more than teachers spend studying them. They understand the contradiction when a teacher professes justice and respect for others and yet treats them unfairly and disrespectfully. Such a skill can have unexpected results. It can make it difficult for a teacher to have any effect, since students who have developed a good understanding of what their teachers believe can make the kind of allowances for these beliefs that prove very frustrating in practice. This can work both ways. They can treat what is taught with dumb insolence, for example. Or because of the desire to please, they may try to mirror a teacher's personal views, without thinking for themselves. These can be good reasons, at the beginning at least, for not expressing your own ideas. The students will work these out anyway in time, which is why it is important to subject your opinions to the same truth criteria as their own. At its most complex structural hypocrisy raises profound questions about how to protect and promote the human dignity of both teachers and students in a place called a classroom, in a place called a school, within a society at large. On the one hand, schools are often highly hierarchic. They mirror most societies in this regard. On the other hand, the human rights doctrine is an egalitarian one. This calls upon teachers to involve all concerned—students, parents, school administrators, education authorities, and ancillary staff where possible—in the process of deciding what to do, how to do it, and why. There are many potential tensions here between the way schools are and the way they might be. What this manual is 3 Ian Lister has proposed the following guidelines for a human rights school. The standards he suggests are tentative ones, nevertheless they are a good set of starting points for any school community that would live by humane principles.
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