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Contemporary Issues in Human Rights Education

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Contemporary Issues in Human Rights Education Education Sector United Nations (GXFDWLRQDO6FLHQWL¿FDQG Cultural Organization CONTEMPORARY ISSUES in HUMAN RIGHTS EDUCATION CONTEMPORARY ISSUES in HUMAN RIGHTS EDUCATION Published by the United Nations Educational, Scientifi c and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France © UNESCO 2011 All rights reserved ISBN 978-92-3-104213-3 The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The authors are responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Designed, typeset and printed by UNESCO Printed in France CLD 4414.9 CONTENTS FOREWORD 5 Qian Tang, Assistant Director-General for Education, UNESCO INTRODUCTION 7 1. THE ROLE OF RESEARCH FOR THE PROMOTION OF RIGHTS AND VALUES IN EDUCATION: A COMMEMORATIVE PAPER – 60 YEARS INTO HUMAN RIGHTS EDUCATION 11 Pat Dolan, Jagdish Gundara and Linda King 2. STRANDS: ON THE ROLE OF HUMAN RIGHTS EDUCATION AND THE KEY ELEMENTS FOR IMPLEMENTATION 29 ANNEX I: FROM UNIVERSAL DECLARATION TO WORLD PROGRAMME 1948-2008: 60 YEARS OF HUMAN RIGHTS EDUCATION 39 Liam Gearon ANNEX II: LEARN ABOUT HUMAN RIGHTS EDUCATION: AN EXHIBITION OF LEARNING MATERIALS 105 FOREWORD Human rights education has been at the heart of UNESCO’s work since the Organization was founded in the aftermath of the Second World War. Then, as now, a quality education was considered one that, among other outcomes, addresses the ignorance and mistrust that lead to human confl ict. This can only be achieved through learning that is relevant, pedagogically sound and based on meaningful participation. Indeed, human rights education encompasses a wide range of values, among them peace, non-discrimination, equality, justice, non-violence, tolerance and respect for human dignity. By promoting recognition of and respect for human rights in all societies, it empowers learners so that they might actively contribute to the building of a sustainable and peaceful future. UNESCO’s work on human rights education is framed by the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms, which was adopted by the General Conference in 1974, as well as by major international instruments such as the Universal Declaration of Human Rights. Building on this normative framework, UNESCO contributes to the implementation of the World Programme for Human Rights Education (WPHRE), which began in 2004 as a follow-up to the United Nations Decade for Human Rights Education (1995-2004). In this context, the Organization supports its Member States to design and execute inclusive policies on human rights education through advocacy, targeted actions and the exchange of information. UNESCO also plays a leading role in international initiatives such as, in 2010, the United Nations International Year for the Rapprochement of Cultures, which highlighted the benefi cial effects of cultural diversity and the importance of borrowings, transfers and exchanges between cultures in promoting respect for human rights. Human rights education must constantly evolve in order to respond to the changing needs and circumstances of today’s societies. Furthermore, it is not enough to simply educate children on tolerance and non-violence in the classroom if they are exposed to violent acts or prejudices within their homes or communities. Intercultural dialogue cannot be described as a best practice without being demonstrated and reinforced by educators, parents, the community and wider civil society. Only through a holistic and cooperative approach can human rights education be truly effective in guaranteeing respect for the rights of all. Qian Tang Assistant Director-General for Education CONTEMPORARY ISSUES IN HUMAN RIGHTS EDUCATION 5 INTRODUCTION The format of this publication presents the main strands concerning the role of human rights education as well as the key elements for its implementation. Each strand addresses current issues and challenges faced when incorporating a culture for human rights, also illustrating the collective importance of human rights education as a fundamental base for a peaceful and just society. Under each strand, a list of examples inspired by country initiatives is proposed. The Delors Commission on Education for the Twenty-fi rst Century was established by UNESCO in 1993 to defi ne the emerging orientations of education policy, setting-out four basic pillars of learning essential for the future of education: “Learning to know”; “Learning to do”; “Learning to live together”; and “Learning to be”.1 Of these, the third pillar is arguably the most important in terms of intercultural education and learning. By learning to live together, children “develop an understanding of other people and an appreciation of interdependence-carrying out joint projects and learning to manage confl icts in a spirit of respect for the values of pluralism, mutual understanding …and peace”.2 UNESCO carries out various activities to promote human rights education3 and its action takes place in the following areas: • development and monitoring of international legal frameworks; • support to the development of regional and national capacities; • advocacy and networking. Every four years, UNESCO monitors the implementation of the 1974 Recommendation Co ncerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms. The objective is to monitor Member States’ progress in incorporating human rights materials, teaching tools and principles into the legal, administrative and educational policies which guide the daily practice of education. On the basis of national reports prepared by Member States, UNESCO prepares a synthesis which identifi es general trends, including obstacles, opportunities and policy developments in education for peace, human rights and democracy within national education systems and non-formal settings. 1 Delors, Jacques, 1996, Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the Twenty-fi rst Century. UNESCO, Paris. 2 Ibid. page 97. 3 See the Human Rights Education website for more information: http://www.unesco.org/en/human- rights-education/ CONTEMPORARY ISSUES IN HUMAN RIGHTS EDUCATION 7 The most recent 4th consultation on the implementation of the 1974 Recommendation, conducted from 2008 to 2009, shows that many of UNESCO’s Member States consider the integration of culturally relevant themes in education as fundamental to ensuring the quality of education in responding to the learner’s everyday life challenges, helping them to seize new opportunities. Themes include: bilingual/multilingual education, particularly the needs of indigenous peoples; religious education and education on religions; etc. The question remains of how to integrate teaching and learning of cultures to include not only the acquisition of knowledge about other cultures, but also the development of skills and attitudes which allow learners to take part in intercultural dialogue. This publication summarizes major trends in this regard with proposed examples of action as reported by Member States. The role of research in the promotion of human rights is also discussed. The second phase of the World Programme for Human Rights Education (2010 to 2014) looks at higher education as a target group, emphasising this aspect of research. At the 2009 World Conference on Higher Education, UNESCO organized a roundtable on the role of research networks in promoting rights and values in education. As a follow-up to the discussions, a paper was written by Pat Dolan, Jagdish Gundara and Linda King, which describes key trends, examples and challenges relating to the role of human rights education in addressing key 21st century challenges and issues. In addition, UNESCO’s Education Sector participated in the commemoration of the Universal Declaration of Human Rights by organizing a series of three events based on the theme: “60 years of Human Rights Education” at UNESCO Headquarters in Paris from the 2nd of December 2008 to the 27th of February 2009. Events included: two exhibitions of human rights-related learning materials and posters refl ecting cultural diversity and a Round Table which provided an international forum for the discussion of research, policy, curriculum and partnerships in human rights education across formal and informal contexts. The roundtable brought together delegates, experts, teachers and NGOs to share ideas and lessons learned on the basis of individual country experiences. These examples and discussions provide a wealth of reports on experiences of human rights education and related programming, and further illustrate the range of methods and outcomes that can be utilised when looking at policies and opportunities for development. The full report of this rich exchange prepared by Professor Liam Gearon may be found in Annex I. A related report entitled Learn about Human Rights Education; An exhibition of learning materials provides an overview of human-rights related textbooks, teaching and learning materials, toolkits and multimedia materials
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