FOCUS

Focus Asia-Pacific Newsletter of the Asia-Pacific Human Rights Information Center (HURIGHTS ) December 2016 Vol. 86

Contents Editorial

Challenges to Human Rights Education This is a discussion of the current challenges that human rights educators in the region need to focus on. Promoting Human Rights - Jefferson R. Plantilla Page 2 We still hear people expressing reservation on the idea of human Human Rights Education: The Need for rights. We encounter people looking at human rights as a threat Networking to a state of orderliness in the family, at school and in society as This is a report on a network meeting among tertiary and higher level educators a whole. from Northeast and Southeast Asia. - Sriprapha Petcharamesree But of more concern is the continuing reluctance of Page 7 governments to fully support the fulfillment of state obligation to promote human rights according to international agreements. GCED and Human Rights Education This is a discussion of the initiatives promoting the latest United Nations Many educators believe that this reality is precisely what they educational agenda on global citizenship. need to face. They know that practical understanding of human - HURIGHTS OSAKA rights has a better chance of being transformed into action at the Page 10 personal, institutional and societal levels. Osaka City Ordinance Against This is a short introduction of the main Human rights education initiatives geared at addressing concrete features of Osaka city ordinance against issues consequently demystify human rights. Many of these hate speech. initiatives advocate the establishment of mechanisms not only - HURIGHTS OSAKA for educational purposes but more importantly for the Page 13 application of human rights in real situations, that is, the HURIGHTS OSAKA Publications 2016 resolution of human rights issues. This is a listing of the contents of the 2016 publications of HURIGHTS OSAKA. People appreciate human rights when they see them serving Page 15 their needs and aspirations, and also when human rights protect them from serious harm or injustice.

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Challenges to Human Rights Education

Jefferson R. Plantilla

n December 2015 a female declared subscription to Dentsu’s website explains its Iemployee jumped off the roof corporate social responsibility “Respect for Human Rights” of her company dormitory. She (CSR). With the introduction of policy: was young, a graduate of a the Ruggie Principles,5 many prestigious state university, and Japanese companies are now We at Dentsu also consider that employed in the biggest supposed to be giving more the thorough prevention of advertising company in . attention to human rights, harassment and protection of Her death was subsequently especially for the member- employees' human rights are declared a , or death due companies of the Global important themes to address to to overwork. Compact Network Japan. ensure employees can fully exercise their capabilities. Months before she died, she The company where the young tweeted that she had been given female employee worked was It has a Code of Conduct that more work that forced her to stay praised in a 2014 survey of states in part: “We will ensure overnight for several days. She J a p a n e s e c o m p a n i e s ’ that our work places are safe wrote on social media: “It is subscription to CSR by citing its and create a civilised working 7 already 4 a.m. now, and my “labs” initiative:6 environment.” body is trembling… I am dying. It It implements human rights is too much. I am exhausted.”1 In Advertising and public-relations awareness training programs another tweet in November giant Dentsu promotes that are “run in a systematic 2015 she wrote: “I’m on duty employee initiative through manner based on both the again Saturday-Sunday. I just “labs”—small groups of employees' hierarchy and want to die.” The report states that employees from different occupational fields,” and has an by “December [2015] she was sections of the company, “internal reporting and proposal getting only two hours of sleep a whose joint activities are system Compliance Line put in day.”2 recognized as part of the employees’ jobs. These labs, place in fiscal 2012 in order to Company flap gate records made up of people who are prevent in-house actions that showed that for several days she professionals at expressing and violate laws and other 8 was in the company premises delivering messages, can turn regulations.” till the early morning.3 an issue like human rights into But the Japanese media report something with a different sort several instances of warning A report states that “labor of potential. Dentsu, while being issued to Dentsu by the standards inspection offices nurturing the sort of thinking government’s labor bureau for around the country recognized and posture that form the bad working conditions of its in fiscal 2015 that 93 suicides foundation of moves to create a workers including requiring or attempted suicides resulted society embodying diversity, 4 excessive overwork.9 from overwork.” Karoshi has also achieved solid remains a major issue of integration of these efforts with What went wrong? Why has Japanese companies. its own business operations. overwork, a longstanding Dentsu’s lab activities, which problem in Japanese workplace, CSR at Work? attract individuals and have the remained part of the system? Is potential to change society, A significant number of big this part of the corporate culture offer a new model of of maximizing the use of labor Japanese companies have organization.

2 FOCUS ASIA-PACIFIC DECEMBER 2016 VOLUME 86 to gain profit? As one report On the other hand, companies human rights promotion. The states:10 that have either enrolled in the 1993 World Conference on UN-sponsored Global Compact Human Rights seemed to have Dentsu’s taxing regime has and other UN human rights- p u s h e d s e v e r a l A s i a n persisted since the lean years related initiatives on women governments to act on human just after World War II, when and children or have publicly rights education. The UN then-company President Hideo declared their respect for Decade for Human Rights Yoshida, dubbed the “demon of human rights are expected to Education (1995-2004) triggered advertising,” devised his “10 fulfill their commitments. interest from governments on rules of work.” Japanese companies have issued the issue. declarations that were made on At the top of the list: “Create their commitment to uphold All these benefited the non- work for yourself; don’t wait for human rights in their business governmental institutions work to be assigned to you.” operations. They likewise issued involved in human rights Another says, “Never give up, reports on their compliance education. Their effort was given even if you might be killed.” with their human rights recognition by governments, commitment.11 and also subsequently by the Commitment to Human Rights national human rights Education The Dentsu karoshi case raises institutions. The UN initiatives the question of corporate became the foundation of The Dentsu karoshi case commitment to human rights. It c o o p e r a t i o n a m o n g illustrates the challenges facing raises questions about the extent governments, non-governmental human rights education in by which human rights institutions and national human relation to institutions that are commitment has changed rights institutions on human either obliged or expected to corporate culture, and the rights education. engage in human rights effectiveness of interventions in promotion. changing the mindset of the But many other initiatives have corporate officials regarding been launched in forms that On one hand, States, through issues that affect human rights may not be seen as human their governments, are obliged such as conditions of work. rights education. to promote human rights by mere membership in the United To a large extent, the main World Programme for Human Nations. They have repeatedly q u e s t i o n i s o n t h e Rights Education declared their support for implementation of declarations human rights education and, and commitments made by both Compared to the UN Decade under several UN instruments, state and corporate institutions. for Human Rights Education committed to implement (1995-2004), interest and national human rights education Human Rights Education: A support in Asia-Pacific for the programs. Broader Perspective12 UN World Programme for Human Rights Education is low. There have been formal State Human rights education has Is this a sign of declined interest responses such as enactment of never been the exclusive on human rights education in laws and adoption of domain of governments or the Asia-Pacific? educational policies and public educational institutions. programs on human rights It has been the main work of Several issues can be cited as to education that support the UN many non-governmental why many Asia-Pacific initiatives. But there have also institutions. institutions are not using been reports of weak WPHRE as a major platform for implementation of these laws The UN initiatives on human their human rights education and policies especially in the rights education starting with programs (unlike the situation formal education system. A 1982 Asian workshop in for the UN Decade for Human good case is Japan. Colombo created pressure on Rights Education): governments in Asia to work on

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• The implementation of the There are also new areas of Local Governments WPHRE has largely been top interest that support human down, with very little effort to rights education concerning Local governments in a number consult and mobilize groups business and human rights, and of countries have adopted involved in human rights local governments. measures on human rights. education in the region; These measures provide Business and Human Rights opportunities for human rights • There is no focal UN education. Some of these institution in the region In Southeast Asia, the ASEAN measures are in the form of the (such as the regional offices CSR Network (ACN) has a following: of the Office of the High business and human rights Commissioner for Human program that14 a. Child rights and related Rights) that could facilitate ordinances – there are likely mobilization of support for supports the adoption and more than forty prefectural, WPHRE from Asia-Pacific implementation of the UN city and town governments institutions ; Guiding Principles on Business i n J a p a n w i t h s u c h and Human Rights (Guiding ordinances;16 • There is no regional forum for Principles). The Guiding discussing WPHRE and the Principles have become the b. Human rights ordinances – implementation of state main reference point for all adopted in many cities and 17 commitment under it. The stakeholder groups and towns in Japan and Korea; annual Asia-Pacific regional propelling and streamlining c. Human rights mechanisms – intergovernmental workshop efforts to address adverse established to resolve has ceased to exist. This corporate-related human rights human rights issues and regional workshop could impact. monitor Korean local have been turned into a governments’ compliance practical forum for discussing ACN supports the ASEAN w i t h h u m a n r i g h t s measures to address specific Intergovernmental Commission commitments, and for child human rights issues and on Human Rights (AICHR) rights issues (ombudsperson) activities (including human regarding its “thematic study on in the case of Japan;18 rights education). the nexus between CSR and human rights” and has the d. Human rights museums – However, outside the radar of Human Rights Resource Centre established to remember the WPHRE, there are for ASEAN and the Asia-Pacific those who suffered human significant initiatives. Some Business and Rule of Law rights violations and teach initiatives are those organized Programme of the Singapore people about human rights; by UN agencies through their Management University (SMU) country projects on a variety of as partners.14 e. Human rights train stations – 13 issues: p l a c e s w h e r e p e o p l e This network is an important converge and have the • Health (World Health conduit for companies in chance to know/discuss Organization [WHO]); Southeast Asia to learn and human rights. apply human rights standards in • Human trafficking (United their operations. These local resources provide Nations InterAgency Project opportunities as well as on Human Trafficking At the national level, member- logistical support to human [UNIAP]); and companies of the UN Global rights education at the local C o m p a c t a n d o t h e r level. • Development and access to organizations are likely also justice (United Nations undertaking human rights Other initiatives Development Programme education activities on the [UNDP]). application of human rights in There are likewise initiatives 15 company operations. that support human rights

4 FOCUS ASIA-PACIFIC DECEMBER 2016 VOLUME 86 education in the school system, The Be-Free program includes difficult tasks of human rights to which initiatives of non- development of reading promotion. governmental institutions are a materials for children and youth key support. The Be-Free as well as training manuals for Finally, information exchange Program of the Bahrain Women adults, and specialized training on materials and experiences Association for Human in both Arabic and English for among the institutions involved Development is an example. trainers and specialists, which should exist. Mutual learning There are several projects under cover “topics related to child and cooperation benefit human this program that are designed and parent education, various rights education. to enable children to learn and ways of interacting with them The bottom line remains the be empowered by child rights:19 with regard to protection skills same: human rights education and personality construction.” 1. “I’m Strong, Smart, and Safe initiatives must continue to grow despite difficulties in C h i l d ” p r o j e c t o n Persistent Issues as Challenges empowering children with various forms. essential protection skills; The current diverse human rights education initiatives in Jefferson R. Plantilla is the Chief 2. “I am Strong, Smart, and Asia and the Pacific have to Researcher of HURIGHTS Safe...Despite my Disability" contend with vital issues that OSAKA. He is in-charge of the – a special project for the affect their capacity to achieve regional human rights education protection of children and the goals of human rights program of the center. teenagers with disabilities, promotion. who are considered the most For further information, please vulnerable; A significant issue is continuity. contact HURIGHTS OSAKA. Many initiatives should not 3. "It is My Right to Understand remain in the form of projects, My Rights" project on with limited goals, timeframe Endnotes promoting the rights of the and resources. The objectives of child in communities, raising 1 “KAROSHI IN DENTSU: human rights education cannot Accuracy of employees’ awareness on the topic, and be achieved in a short period of applying them at both o v e r t i m e r e c o r d s i n time, but through sustained question,” T h e A s a h i strategic and operational efforts over many years. Shimbun, 31 October 2016, levels among various www.asahi.com/ajw/articles/ segments of society; Another issue is program AJ201610310041.html. development, which likewise 4. “Smart +” project on 2 Mari Yamaguchi, “Latest defines the continuity of any Dentsu death shows ‘karoshi’ empowering children and human rights education a part of Japan Inc. that adolescents with essential initiative. There must be toothless laws can’t fix,” Japan protection skills needed on continuing review of the Times, www.japantimes.co.jp/ the Internet; programs in order to consider news/2016/10/28/national/ new contexts and issues as well social-issues/latest-dentsu- 5. “Color Your Life with Your death-shows-karoshi-part- Choices" on assisting as new ideas; and to improve existing programs. japan-inc-toothless-laws-cant- students in addressing fix/#.WBl-Ofl94dU. various challenges during the There is likewise a need for 3 “KAROSHI IN DENTSU: course of their academic continued recruitment of people Accuracy of employees’ and social journey; who can engage in human o v e r t i m e r e c o r d s i n question,” op. cit. 6. “Me and the Other” project rights education. These are people who can help innovate 4 See www.unglobalcompact.org/ on empowering children library/2. and teenagers with skills to program concepts and implementation. Ideally, they 5 “Suicide of young Dentsu deal with bullying, and to employee recognized as due protect themselves from it. should be people with vision and determination to pursue the to overwork,” , 8 October 2016,

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www.asahi.com/ajw/articles/ Pathare, and Michelle 14 ASEAN CSR Network, http:// AJ201610080036.html. Funk, “Right to Health asean-csr-network.org/c/ 6 The Foundation, Through Education: Mental programs/business-a-human- Overview of CSR in Japan - Health and Human Rights,” rights Ideals, Intentions and Human Rights Education in 15 Ibid. Asia-Pacific Realities at Advanced , 16 Many Japanese companies www.hurights.or.jp/ Companies, 10 September have announced educational archives/asia-pacific/ 2 0 1 4 , activities on human rights, www.tokyofoundation.org/en/ section1/13WHO.pdf; • International Labour while a number of consulting articles/2014/overview-of-csr- firms undertake human rights in-japan. Organization – Asia-Pacific Regional Office, “Human seminars for companies. 7 Dentsu Group Code of Trafficking Prevention in 17 See Annex A for the list of Conduct and Associated the Greater Mekong Sub- local governments with child Guidance, www.dentsu.com/ region,” Human Rights rights ordinance, Isami csr/pdf/ Education in Asia-Pacific, Kinoshita, “Japanese dentsu_group_code_of_cond www.hurights.or.jp/ Movements on Children’s uct_E1603.pdf. archives/asia-pacifc/ Participation and Child- 8 See the website of Dentsu section1/Human friendly City,” Human Rights Inc., www.dentsu.com/csr/ %20Trafficking Education in Asia-Pacific, humanrights/, especially the %20Prevention%20in www.hurights.or.jp/archives/ p a g e o n a c t i v i t i e s %20the%20Greater asia-pacific/ (www.dentsu.com/csr/ %20Mekong%20Sub- section1/3%20Japanese humanrights/activities.html). region%20-International %20Movements%20on 9 “KAROSHI IN DENTSU: %20Labour %20Children%E2%80%99s Corporate culture fixated on %20Organization %20Participation.pdf ‘Devil’s 10 principles,’” The %20%E2%80%93%20Asia 18 See HURIGHTS OSAKA, Asahi Shimbun, 1 November -Pacific%20Regional “Local Government and %20Office.pdf; 2016, http://linkis.com/ FOCUS Asia- • Lisa Rende Taylor and Human Rights,” www.asahi.com/ajw/ar/ Pacific Melinda Sullivan, “Raising , www.hurights.or.jp/ cpYZx?next=4. the Standard of Ethics and archives/focus/ 10 See Yamaguchi, op. cit. Human Rights Among Anti- section3/2014/09/local- 11 See Jefferson R. Plantilla, h u m a n T r a f f i c k i n g government-and-human- editor, Bridging Human Responders in the Mekong rights.html. Rights Principles and Business Region,” Human Rights 19 For information on Realities in Northeast Asia, Education in Asia-Pacific, ombudsperson on child rights pages 147-157 and its www.hurights.or.jp/ of Kawanishi city in Japan see Appendix B, pages 200-202, archives/asia-pacific/ page 89, Northeast Asia for examples of surveys on section1/pdf/3%20- Training Resource Material for human rights content of %20Raising%20the Human Rights Education, corporate reports. %20Standard%20of www.hurights.or.jp/archives/ %20Ethics%20and 12 This portion of the article other_publications/. %20Human%20Rights draws from the author’s 20 Bahrain Women Association %20among%20Anti- powerpoint presentation for Human Development, human%20Trafficking “Be-Free Program,” in (Developments on Human %20Reponders%20in Rights Education in Asia) Human Rights Education in %20the%20Mekong Asia-Pacific, volume 7, during the East Asia Human %20Region.pdf; 11-31. Rights Education Workshop • Transtec, “Human Rights organized by the Amnesty Education for the Police International Hong Kong in (Kazakhstan),” Human 17-19 November 2015. Rights Education in Asia- 13 U N a g e n c i e s / p r o g r a m s Pacific, www.hurights.or.jp/ support a number of projects archives/asia-pacific/ at regional and national section1/12%20HRE-Police levels including %20%28Kazakhstan • Riikka Elina Rantala, %29.pdf. Natalie Drew, Soumitra

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Human Rights Education: The Need for Networking

Sriprapha Petcharamesree

he landmark Regional The participation of colleagues curriculums and textbooks and TN e t w o r k M e e t i n g o n from Denmark, Norway, and the possibilities for Human Rights Education was Sweden was meaningful as it strengthening future held in Bangkok on 13-14 contributed to understanding cooperation. October 2016. The event, the the different contexts of running first of its kind, was co- human rights education. The Contextualizing Human Rights organized by the Institute of very objectives of this very first Education in Northeast and Human Rights and Peace meeting were two-fold: to Southeast Asia Studies (IHRP), Mahidol contribute to the further University in Thailand, the development of human rights Despite the improvement of Norwegian Centre for Human education through an human rights promotion in Rights (NCHR), the Danish information exchange on how it Southeast Asia over the past Institute for Human Rights has been conducted in decades, protection of human (DIHR) and Raoul Wallenberg neighboring countries in order rights has always been Institute for Human Rights and to support a broader regional problematic. Academics and Humanitarian Law (RWI) in cooperation on human rights civil society in the subregion Sweden. The meeting brought education and research; and to see a causal relationship together scholars from provide another platform for between promotion and Northeast and Southeast Asia further regional contact and protection of human rights and (China, Japan, Mongolia, possible exchanges between the human rights awareness and Republic of Korea, Taiwan, two subregions. The discussions education. They also believe Cambodia, Indonesia, Malaysia, focused on the review of the that it is not enough to include the Philippines, Thailand, Timor development of human rights concepts and discourses on Leste and Vietnam) who shared education in the two subregions human rights, peace, their respective experiences. as well as at the current state of democracy, rule of law and

7 FOCUS ASIA-PACIFIC DECEMBER 2016 VOLUME 86 justice in national constitutions universities in the region, subregion lacks similar and/or the ASEAN Charter and human rights and peace sustainable and broad ranging other relevant documents; research and education is still initiatives. “NEA includes promotion of human rights and not widespread, and as a result, countries with very distinct peace is essential in ensuring very few students in the region political, social and economic that all these grand concepts are graduate with any knowledge in contexts and is struggling with a realized. With the advent of the these fields.”2 lack of mutual trust. Also, there ASEAN Intergovernmental is no overarching regional Commission on Human Rights One of the challenges identified architecture similar to ASEAN. ( A I C H R ) a n d A S E A N by SHAPE-SEA affecting the The lack of regional Commission for Women and development of education and cooperation is felt also in the Children (ACWC), and the research on human rights is the academic sector” said a 3 emergence of national human fact that human rights are colleague from the NCHR. It rights institutions, there was an was further pointed out that in still an academically expectation that they would the case of China where many contested concept, with contribute to better promotion universities were offering different interpretations in and protection of human rights human rights programs, different societies. Although in the subregion. But that has “Chinese human rights some Southeast Asian not been the case. Seven years academics have limited contact countries (and those since establishment, no notable and cooperation with academic members of ASEAN in progress has been recorded. colleagues from the region.”4 particular) are moving Moreover, human rights and towards greater compliance peace continue to be threatened Indeed, the discussions during to human rights, and also to in Southeast Asia. the two-day meeting reflected related standards such as such observations. In Northeast It is noted that some progress democracy and peace, others Asia, political imperative seems made in Southeast Asia/ASEAN are not yet ready for such to play very important roles in has not yet been properly reforms. Higher education is shaping human rights education reflected in education and still in the early development as well as limiting space for research. As noted by a group of phase and many universities academic freedom. In some academics in the subregion:1 do not have academics countries, free sources for capable of teaching or materials such as google were Human rights and peace researching human rights. not allowed and government studies and research in SEA On top of this, there are still policies including local [Southeast Asia] are still at a political challenges to authorities tend to be hindering basic level, which means that discussing human rights in any initiatives made by m o v i n g t o w a r d s t h e some ASEAN countries. academics. Therefore, despite promotion of human rights More or less similar some progress, human rights and peace will not be challenges also apply to education at higher education without challenges. One of peace studies [that] would institutions in Southeast Asia the most effective and h a v e t o b e p r o p e r l y still faced the challenge of sustainable ways to move addressed and developed. limited academic space. In most towards human rights and Compared to Northeast Asia, of the participating countries, peace is through the subregional academic academic freedom seems to be promotion and strengthening cooperation on human rights an issue. Efforts to offer human of education and research. education in Southeast Asia is rights or peace programs at the In 2016, Strengthening Human more institutionalized, either university level by progressive Rights and Peace Education in through the Southeast Asian scholars are still subject to ASEAN/Southeast Asia (SHAPE- Human Rights Studies Network university administrative SEA) found that while “there are (SEAHRN) and/or the ASEAN scrutiny which in turn is subject universities with established University Network – Human to political authority. degrees, and courses on human Rights Education (AUN-HRE). rights and peace at a number of The Northeast Asian (NEA)

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it, and that will always be a first s t e p t o w a r d s c l o s e r collaboration. Ways forward were already identified, now it is time to take the first step.

Sriprapha Petcharamesree, PhD, is the Chair/Lecturer of the PhD program of the Institute of Human Rights and Peace Studies, Mahidol University. She is also the Convener of the ASEAN University Network– Human Rights Education.

For further information, please contact the Institute of Human Rights and Peace Studies, Possible Cooperation and multilateral framework Panyaphiphat Building, Mahidol Partnership such as ASEAN plus 3; University, 999 Phuttamonthon Desire for further strengthening 3. Sharing expertise in 4 Rd., Salaya, Nakhon Pathom the cross-sub-regional particular areas of research 73170, Thailand; ph (66) cooperation was clearly and interest - which can be 2-441-0813-5; fax (66) expressed by all participants at further developed into 2 - 4 4 1 - 0 8 7 2 - 3 ; the regional network meeting. cross-sub-regional joint [email protected]; Colleagues from Northeast Asia, research projects; [email protected]; [email protected]; without exception, were eager 4. On top of participating in www.ihrp.mahidol.ac.th/. to continue discussions and the bi-annual SEAHRN sharing. Friends from International Conference, Scandinavian countries were a regular platform for willing to continue their interactive and substantive support. For most, if not all d i s c u s s i o n s b e t w e e n Endnotes Southeast Asian academics, the Northeast and Southeast 1 IHRP, Strengthening Human meeting was the first time for Asian scholars involved in Rights and Peace Research and them to appreciate both human rights education Education in Southeast Asia/ progress made and challenges should be created; ASEAN, Project proposal pre- faced by Northeast Asian pared by AUN-HRE and 5. Institutionalizing a platform comrades. Some activities were SEAHRN, October 2014. through collaborative 2 Ibid. identified as possible areas for cross-sub-regional human 3 Ibid. cooperation and partnership, rights curriculum, the same 4 NCHR, Regional Network namely; way the EU Masters in Meeting, Project proposal pre- pared by NCHR, August 2015. 1. Sharing of curriculums and H u m a n R i g h t s a n d syllabuses as well as Democratization has been materials by making them r u n b y E u r o p e a n a v a i l a b l e o n t h e i r universities. respective institution’s We believe that for human website; rights education to flourish 2. Exchange/visit of guest there is a need for strong will to lecturers - this is possible pave the way for cooperation. both under bilateral Lack of academic freedom can a r r a n g e m e n t s o r be overcome if we all fight for

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GCED and Human Rights Education

HURIGHTS OSAKA

h e i d e a o f G l o b a l UNESCO links its work on diversity; and shared T Citizenship Education GCED to its “long standing r e s p o n s i b i l i t y a n d (GCED) is now being promoted experience in human rights and accountability.” It supports in the school systems in Asia peace education,” which is education that addresses “all and the Pacific by the United guided by its Constitution, the forms of exclusion and Nations (UN). It is a new Universal Declaration of marginalization, disparities and initiative that builds on the Human Rights, human rights inequalities in access, previous UN educational treaties, the Recommendation participation and learning programs such as the Education concerning Education for outcomes.” It also stresses the for International Understanding International Understanding, “importance of human rights (EIU) and the Education for Co-operation and Peace and education and training in order Sustainable Development (ESD). Education relating to Human to achieve the post-2015 All these educational initiatives Rights and Fundamental sustainable development of the United Nations are Freedoms (1974), and the World agenda.” intrinsically linked to its main Programme for Human Rights concern: human rights. Education (2005-ongoing).2 This declaration was adopted at the World Education Forum The Incheon Declaration for 2015, held on 19 – 22 May UNESCO Program Education 2030, is the most 2015 in Incheon. It was UNESCO adopted GCED as one recent international consensus organized by UNESCO along of its strategic areas of work for of over “1,600 participants from with several other UN agencies the 2014-2021 period based on 160 countries, including over (UNICEF, the World Bank, the educational component of 120 Ministers, heads and UNFPA, UNDP, UN Women the United Nations Sustainable members of delegations, heads and UNHCR). Development Goals (SDGs), of agencies and officials of specifically target 4.7, which multilateral and bilateral GCED Conference calls on countries to ensure that o r g a n i z a t i o n s , a n d by 2030,1 representatives of civil society, The Asia-Pacific Centre of the teaching profession, youth Education for International all learners acquire the and the private sector [who] Understanding (APCEIU) knowledge and skills reaffirm[ed] the vision and organized an international n e e d e d t o p r o m o t e political will reflected in conference on Global sustainable development, numerous international and Citizenship Education (GCED) including, among others, regional human rights treaties with the support of UNESCO on through education for that stipulate the right to 24-25 October 2016 in Seoul. sustainable development education and its interrelation and sustainable lifestyles, with other human rights.”3 The conference was attended by human rights, gender about two hundred educators equality, promotion of a The declaration also promotes a from Asia, Africa and some from culture of peace and non- new vision that is “inspired by a Latin America and Europe violence, global citizenship humanistic vision of education consisting of GCED experts, and appreciation of cultural and development based on practitioners, and educators diversity and of culture’s human rights and dignity; social from the academe, private contribution to sustainable justice; inclusion; protection; sector, civil society development. cultural, linguistic and ethnic organizations, youth organizations, education

10 FOCUS ASIA-PACIFC DECEMBER 2016 VOLUME 86 ministries, international/regional • Respect for cultural This kind of national activity organizations, GCED- diversity provided focused discussion on specialized institutes, and the • Prevention of violent concepts and practice related to general public. There were extremism (PVE) GCED. It provided an plenary and simultaneous • Sustainable development opportunity to examine workshop sessions. (Human rights) international issues and standards in relation to specific The Conference aimed to: 3. Learning Process and Assessment national context. 1. Provide a platform for • Integration of GCED into The workshop had the following s h a r i n g p r a c t i c e s , curriculum major topics: pedagogy, ideas, and • GCED teaching & learning insights on GCED and resources 1. Critical analysis of the reinforcing partnerships local and international • Assessing learning and network among key issues - seen from the outcomes of GCED s t a k e h o l d e r s perspective of human (policymakers, academic • Transformative pedagogies rights education and community, youth, NGOs, for GCED. d r aw i n g c o n n e c t i o n s UN entities, etc.); The Concurrent Session on between GCED, EIU and 2. Raise public awareness Sustainable Development ESD based on universal and formulate strong (Human Rights) held on the values; advocacy on GCED; and second day of the conference 2. Exploring pedagogical (October 25) emphasized the 3. Advance GCED at the principles for GCED, EIU importance of using the local, national, regional and ESD – using exercises, educational component of and global levels in the observation, discussion Social Development Goals context of SDGs. a n d r e fl e c t i o n o n (Target 4.7) and the bases of democratic dialogue and The plenary sessions included people’s participation on the communication; keynote speeches on GCED for link between development and 3. Designing and developing sustainable and peaceful human rights. Sustainable activities for GCED, EIU societies; panel discussion: development, in relation to a n d E S D i n t h e What does it mean to be a Global Citizenship, requires the participants’ schools and global citizen?; GCED Talks: active role of people and should communities; Learning to live together; Way be based on the fulfilment of Forward: Building sustainable human rights as provided for in 4. Discussing the way forward solidarity. UN declarations. b y s h a r i n g i d e a s o n effective implementation The Concurrent Sessions strategies for GCED, EIU included the following: National-level Implementation of the GCED and ESD in Bhutan. 1. Actors of GCED The application of GCED in In December 2016, the APCEIU school setting was presented • Innovative teacher and the Ministry of Education of through the GCED program of education approaches to Bhutan jointly held a national an upper secondary school in GCED workshop in Thimphu that eastern Bhutan.5 The Dungtse • Whole-school approach to aimed primarily to “strengthen Central School in Phongmey GCED capacities of local education county in Trashigang district • Youth engagement as professionals by improving their acts as a feeder school for the change makers knowledge on the key concepts students who come from remote 2. Thematic Approaches to and pedagogical principles for schools (Sag steng Lower GCED GCED, EIU and ESD in line with Secondary School, Me Rag SDG 4.7.”4 • Building a culture of Primary School, Jöenkhar peace Primary School, Yarbrang

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Primary School, Thöngrong constitute one of the major Endnotes Primary School, Tökshimang pillars of the UN, they must be 1 Sustainable Development 4, Primary School, and Pakaling essential components of any Sustainable Development Primary School) in the district. educational initiative of the Knowledge Platform, https:// institution. sustainabledevelopment.un.or In 2013, Dungtse Central g/sdg4 School started the “Embracing The teaching and learning of 2 UNESCO, Global Citizenship GCED with GNH Curriculum (A human rights in the context of Education, http:// Whole School Approach to GCED are supported by en.unesco.org/gced/approach. GCED)” program. Its diversity numerous UN declarations that 3 Incheon Declaration for component highlights the guide UNESCO and its affiliated E d u c a t i o n 2 0 3 0 , cultures and traditions of the institutions including APCEIU. www.unesco.org/new/ different ethnic groups in the fileadmin/MULTIMEDIA/HQ/ region through the activities of The national workshop in ED/ED/pdf/ students belonging to these T h i m p h u p r o v i d e d a n FFA_Complet_Web-ENG.pdf. groups. opportunity to clarify the 4 Concept Note, National common link of the different Workshop on Implementing This national workshop is a UN educational initiatives Global Citizenship Education good example of making GCED including GCED that address in Bhutan, APCEIU, November better appreciated by educators various concerns including 2016. who are at the forefront of development, environment, 5 Yeshi Dorji, Head of the facilitating the education of human rights and peace. It English Department of people. Such workshop should provided the opportunity to Dungtse Central School be an opportunity for dialogue discuss the defining role of presented the school program. among the educators at both human rights in pursuing these He was also one of the key conceptual and practical levels. educational initiatives, GCED in persons in the Ministry of particular. Education team (headed by Wangchuk Bidha) that Human Rights and GCED organized the national workshop. There is a need to emphasize For further information, please the human rights component of contact HURIGHTS OSAKA. GCED. Since human rights

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Osaka City Ordinance Against Hate Speech

HURIGHTS OSAKA

he Osaka City legislature purpose is explicitly (c) any other activities that Tenacted the Osaka City acknowledged). disseminate other acts of Ordinance on Dealing with (b) that its content or style expression. Hate Speech on 18 January falls under any of the 2016, which took effect on 1 following Measures to Curb Hate Speech July 2016. The national law on i. it amounts to significant elimination of hate speech was contempt or slander The Ordinance provides for two enacted several months later, targeting particular measures to curb hate speech in but it took effect earlier on 3 individuals or groups; or, the city. One is an awareness- June 2016.1 ii. it threatens particular raising measure that aims to increase the interest and The city ordinance was a i n d i v i d u a l s o r a understanding of the general response to the series of public significant number of the public regarding the human gatherings attacking Korean i n d iv i d u a l s o f s u ch rights abuse caused by hate residents in Osaka city. groups; speech. (c) that it is undertaken at a Hate Speech Defined place or in a manner that The second measure is a public makes it possible for the announcement by the City The Ordinance defines hate public to know its content. Mayor declaring a “particular speech as2 act of expression as hate The activities involved include 3 speech, along with the summary an act of expression that any of the following: of its content, the measures that meets all the following have been taken to prevent its criteria: (a) selling, distributing or putting on the screen dissemination and the name of (a) that it is undertaken for the printed materials, optical the persons or organizations purpose of any of the disks (including the who were involved in the act of following mediums that can securely expression.” The City Mayor i. to exclude individuals record certain matters in a should avoid disseminating the with particular racial or similar way) or other content of the hate speech ethnic attributes or m a t e r i a l s t h a t h a v e involved in making the public g r o u p s o f s u c h recorded other acts of announcement. individuals (hereafter expression; The public announcement referred to as “particular (b) making the documents or measure requires the following individuals or groups”) drawings or pictorial steps: from society; images that have recorded ii. to restrict the rights or other acts of expression a. Filing of complaint - citizens freedoms of particular accessible to, or viewable or members of relevant individuals or groups; or, by, the public by using the organizations who consider iii. t o i n c i t e h a t r e d o r Internet or any … other that hate speech has discriminatory attitudes a d v a n c e d occurred can file a complaint o r v i o l e n c e a g a i n s t t e l e c o m m u n i c a t i o n with the office of the City particular individuals or [system]; or, Mayor to stop the act; groups (when such a b. Determination of existence of hate speech – before

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taking action, the City Mayor attributes.” Other non-Japanese Ordinance will have a positive will seek the views of an residents would likewise be impact on the situation of other auxillary Council on whether covered by this definition. communities or organizations in or not the act complained Osaka city with “particular about is covered by the On the day (1 July 2016) the racial or ethnic attributes,” ordinance. However, the City Ordinance took effect, a which also face the threat of Mayor can also act on an “Korean residents group in being targeted for hate speech “ex-officio basis on an act of Osaka filed a complaint ... by groups of similar orientation hate speech when deemed against eight individuals and as . necessary;” one group who have uploaded hate speech footage to video c. Decision on the complaint – websites such as YouTube or For further information, please the City Mayor will make an r e p e a t e d l y p o s t e d contact HURIGHTS OSAKA. announcement through the discriminatory remarks on internet or other means social media such as .”5 a l l o w e d b y t h e c i t y regulations. In September 2016, the Osaka Endnotes District Court ruled against a The auxiliary Council under the member of a group that has 1 See “Japan's Hate Speech Ordinance expresses its views been staging public rallies to Elimination Law,” FOCUS Asia- on the City Mayor’s inquiries. It attack the Korean residents. The Pacific, issue 85, September also has the “competence to news report explains:6 2016, www.hurights.or.jp/ inquire into and consider other archives/focus/section3/2016/09/ important matters concerning Freelance writer Lee Sin Hae, -hate-speech-elimination- the implementation of the 45, filed the lawsuit against law.html. present Ordinance, in response "Zainichi Tokken o Yurusanai 2 Article 2 of the Ordinance. This to the [City] Mayor’s inquiries, Shimin no Kai" (literally, text and other texts of the and to express its views to the "citizens' group that [oppose] Ordinance are based on [City] Mayor on such matters.” special rights for Korean unofficial translation of the residents of Japan," or Ordinance by HURIGHTS The members of the Council are OSAKA. See full text of the "Zaitokukai") and its former appointed by the City Mayor Ordinance at http:// chairman Makoto Sakurai, 44, from “among persons with www.hurights.or.jp/archives/ demanding 5.5 million yen in relevant knowledge and racism-elimination/ compensation for defamation experience, or other appropriate osaka_city_hate by fueling discrimination persons,” and they “should not %20speech_ordinance_english.p against Korean residents be officers of a political party or df. t h r o u g h h a t e s p e e c h other political organization, or 3 Article 2 (2), ibid. campaigns. actively engage in political 4 Ibid. 4 activities, while in office.” *** *** *** 5 XINHUA, “Korean residents file complaint against hate speech Presiding Judge Tamami in Japan's Osaka,” 1 July 2016, Korean Residents in Osaka Masumori acknowledged that www.shanghaidaily.com/article/ article_xinhua.aspx?id=330577. The Ordinance does not some of the things Sakurai had mention any specific group of said and tweeted invaded her 6 The Mainichi, "Court orders anti- people whose rights it aims to personal rights and concluded Korean group to compensate woman over hate speech," 28 protect. But the Korean residents such actions constituted insults September 2016, http:// in Osaka, who have been the banned under the U.N. International Convention on mainichi.jp/english/articles/ target of several “hate speech” 20160928/p2a/00m/0na/ the Elimination of All Forms of public gatherings, would fit the 003000c#csidx69617aa1ac377d definition of “citizens or the Racial Discrimination. 89b57d93b680900da. m e m b e r s o f r e l e v a n t Curbing these hate speech organizations” who have activities by implementing the “particular racial or ethnic

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HURIGHTS OSAKA Publications 2016

Business, Human Rights and Human Rights Education in Creating a Rights Respecting Northeast Asia - A Facilitator's Asia-Pacific, volume 7 Society in India: The Human Training Manual Rights Education Program of I. SECTORAL EDUCATION Amnesty International India - Business and Human Rights: The HRE Team, Amnesty Be-Free Program - Bahrain Concepts and Terms International India Women Association for Human Training Modules Development “Imagining Transitional Justice in Israel/Palestine”: Experiential • Context of the Northeast Using Theater and Other Collaborative Learning at Tel Asian Subregion – Human Creative Methods to Educate on Aviv University’s Minerva Rights Issues and Business the Human Rights of Women Center for Human Rights - Sigall • Context of the Northeast and Girls - The Garden of Hope Horovitz Asian Subregion – National Foundation Development Policies and Teaching LGBT Rights in Japan: Empowering Migrant Women - Business Learning from Classroom KALAKASAN Migrant Women • Implementing the United Experiences - Sonja Pei-Fen Center for Empowerment Nations Initiatives - UN Dale “Protect, Respect and Empowering Burmese Migrant Remedy” Framework, UN IV. SURVEYS AND RESEARCH Workers - Htoo Chit Global Compact Morals and Market: Changing • Enforcing Labor Standards Legal Aid and Human Rights Attitudes toward Minorities - • Using International Education: A Grassroots NGO’s Mariko Akuzawa Corporate Standards and Approach to Empowering the Frameworks Poor in Jordan - Justice Center Raising Consciousness on • Principles of Human for Legal Aid Gender Equality and Women’s Rights-based Approach to Rights: Did It Make a Access to Justice Overview of AIHK’s Human Difference? - Rhodora Masilang • Corporate Mechanisms and Rights Education Work in Hong Bucoy and Flora Generalao Access to Justice Kong - Debbie Tsui/Amnesty • Administrative and Judicial International Hong Kong Human Rights Education in Mechanisms and the UN China: Motivations and I I . T R A I N I N G F O R Framework Difficulties - Songcai Yang • Resorting to Mechanisms of PROFESSIONALS International Institutions Back to School: Human Rights Journalists’ Professional Education in the Asian School Organizations and Human Human Rights Documents Systems - Jefferson R. Plantilla Rights Education in North • Universal Declaration of Sumatra - Majda El Muhtaj APPENDIX Human Rights • Guiding Principles on Human Rights Education in Kawasaki City Ordinance on the B u s i n e s s a n d H u m a n Pakistan - Samson Salamat Rights of the Child Rights: Implementing the United Nations “Protect, III. FORMAL EDUCATION Respect and Remedy” Education for Global iEARN Framework Family: Challenges of JEARN - Other Suggested References Yoko Takagi

15 HURIGHTS OSAKA Calendar

The 7th volume of Human Rights Education in Asia-Pacific has now been printed. The publication will also be available online through the website of HURIGHTS OSAKA.

DE AU P E O

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U OSAKA T

B JAPON TAXE PERCUE

PRINTED MATTER AIR MAIL May be opened for inspection by the postal service.

HURIGHTS OSAKA, inspired by the Charter of the United Nations and the Universal Declaration of Hu- man Rights, formally opened in December 1994. lt has the following goals: 1) to promote human rights in the Asia- Pacific region; 2) to convey Asia-Pacific perspectives on human rights to the international community; 3) to ensure inclusion of human rights principles in Japanese international cooperative activi- ties; and 4) to raise human rights awareness among the people in Japan in meeting its growing interna- tionalization. In order to achieve these goals, HURIGHTS OSAKA has activities such as Information Han- dling, Research and Study, Education and Training, Publications, and Consultancy Services. FOCUS Asia-Pacific is designed to highlight significant issues and activities relating to human rights in the Asia-Pacific. Relevant information and articles can be sent to HURIGHTS OSAKA for inclusion in the next editions of the newsletter.

Sender: HURIGHTS OSAKA (Asia-Pacific Human Rights Information Center) 8F, CE Nishihonmachi Bldg., 1-7-7 Nishihonmachi, Nishi-ku, Osaka 550-0005 Japan Phone: (816) 6543-7002 Fax: (816) 6543-7004 E-mail: [email protected] Website: www.hurights.or.jp HURIGHTS OSAKA