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HUMAN RIGHTS EDUCATION: THEORY, METHODOLOGIES,
AND CURRICULA
Andrepoulos, George J., and Richard Pierre Claude,
eds. Human Rights Education for the Twenty-First Century. Philadelphia:
University of Pennsylvania Press, 1997.*
A comprehensive overview of human rights education,
including sections on theories and contexts, approaches to teacher
training, college and adult education, specialized training for professionals,
community-based and non-formal human rights education, as well as
resources and funding.
Amnesty International. First Steps: A Manual
for Starting Human Rights Education. London: Amnesty International,
1996.
The full text of this comprehensive primer for
human rights education and its African version, Siniko (1998),
are available on line in French and English: erc.hrea.org/Library/First_Steps/index.html.
Amnesty International Educators' Network. Amnesty
International Educators' Network Human Rights Education Resource Notebooks.
New York: Amnesty International Educators' Network, 1997.*
A collection of human rights education curricula
in specific topic areas, including Women's Human Rights; Children's
Rights; Religion, Race, and Ethnicity; Indigenous Peoples; Death Penalty;
Teaching Young Children about Human Rights; Conflict Resolution and
Peace; and Teaching Human Rights through Literature. Three notebooks
are specific to teaching human rights to elementary, middle, and high
school students. Two notebooks compile syllabi of college human rights
courses and agendas of human rights workshops.
Brown, Margot. Our World, Our Rights: Teaching
about Rights & Responsibilities in the Elementary School. London:
Amnesty International UK and Education in Human Rights Network, 1996;
rev. Janet Schmidt et al. New York: Amnesty International USA, 2000.*
A curriculum that offers innovative strategies
and activities for teaching about the UDHR in elementary school. Activities
address human rights in the family, the classroom, the school, and
the wider community.
Claude, Richard Pierre. Methodologies for Human
Rights Education. New York, NY: Peoples Decade for Human Rights
Education, 1997.
A practical introduction to human rights education
pedagogy, including an essay on the right to know one's right, a guide
to curriculum planning, suggestions for educating for empowerment
and targeting user-groups, and methodologies for evaluation. Text
available on line: http://www.pdhre.org.
Claude, Richard Pierre. The Bells of Freedom.
Addis Ababa: Action Professionals Association, 1995.
A resource curriculum with resource material
for facilitators of non-formal education and twenty- four human rights
"echo sessions." Available in English, French, Japanese, Amharic,
and Creole. Text available on line: http://hrlibrary.law.umn.edu.
Dupont, Lori, Joanne Foley, and Annette Gagliardi.
Raising Children with Roots, Rights, & Responsibilities: Celebrating
the Convention on the Rights of the Child. Minneapolis, MN: Human
Rights Resource Center, 1999.*
An interactive curriculum to introduce both
parents and their pre-school children to the rights of the child.
Emphasizes problem solving, critical thinking, and citizenship skills
and builds ethical awareness and self-confidence in both children
and families.
Flowers, Nancy, ed. Human Rights Here and Now:
Celebrating the Universal Declaration of Human Rights. Minneapolis:
Human Rights Resource Center, University of Minnesota, 1997.*
A primer for human rights education that includes
background information, strategies for teaching human rights, and
activities for a variety of ages and situations. Text is available
on line: http://hrlibrary.law.umn.edu/edumat/hreduseries/hereandnow/Default.htm/default.htm
Freire, Paulo, Pedagogy of the Oppressed.
New York, NY: Seabury Press, 1970.
A foundation text for human rights education:
Freire's work examines the intersection of education and social justice.
His pedagogy seeks to enable the oppressed to understand that oppressive
forces are not part of the natural order but the result of historical
and socially constructed forces that can be changed.
Instituto Peruano de Educaci—n en Derechos
Humanos y la Paz (IPEDEHP). TÈcnicas participativas para educar en
derechos humanos y en democracia. Lima: Instituto Peruano de Educaci—n
en Derechos Humanos y la Paz, 1998.*
A Spanish-language curriculum for popular education
in democracy, human rights, and peace that combines the affective
with the cognitive. Sections on pedagogy and two board games are available
in English.
Martin, J. Paul. Self-Help Human Rights Education
Handbook. New York, NY: Center for the Study of Human Rights, Columbia
University, 1996. Center for the Study of Human Rights, 1108 International
Affairs Building, Columbia University, New York, NY 10027; 212-854-2479;
212-316-4578 (fax); cshr@columbia.edu.
A practical guide to program planning and curriculum
development for human rights. Available on line: http://www.columbia.edu/cu/humanrights/.
McQuoid-Mason, David. "Methods of Teaching Human
Rights" in Human Rights Theories and Practices. ed. Lalaine A.
Sadiwa. South Africa: HURSA Publications, 1997.
A concise survey of methods for participatory
education.
Mertus, Julie, with Nancy Flowers and Mallika
Dutt. Local Action, Global Change: Learning About the Human Rights
of Women and Girls. New York, NY: United Nations Development Fund
for Women (UNIFEM) and The Center for Women's Global Leadership, 1999.*
An interactive and comprehensive training manual
that introduces human rights in terms of the life experiences of women
and girls.
O'Brien, Edward, Elena Green, and David McQuoid-Mason.
Human Rights for All. St. Paul, MN: West Educational Publishing,
USA, 1996. West Publishing Company, 610 Opperman Drive, P.O. Box 64526,
St. Paul, MN 55164-0526.
An innovative and comprehensive curriculum for
high school students that lays a foundation in human rights law and
concepts and challenges students with difficult questions.
Office of the High Commissioner for Human Rights.
ABC, Teaching Human Rights: Practical Activities for Primary and
Secondary Schools. New York, NY: United Nations, 2000.
The new edition of this introduction to human
rights education emphasizes the UDHR and the Convention on the Rights
of the Child. This booklet will be available in all official UN languages.
Full English text is available on line: www.unhchr.ch/html/menu6/2/abc.htm#II.
Nuclear Age Peace Foundation. Your Place in
the World: Human Rights and Responsibilities. Santa Barbara, CA:
Nuclear Age Peace Foundation, 1998.*
A curriculum that addresses issues of tolerance
affecting high school students in their communities by guiding students
to define human rights and formulate their own ideas of rights and
responsibilities.
People's Decade for Human Rights Education.
Learning, Reflecting and Acting: 149 Activities Used in Learning Human
Rights. New York, NY: People's Decade for Human Rights Education,
forthcoming. People's Decade for Human Rights Education, 5226 West 111th
Street, New York, NY 10025; 212-749-3156; 212-666-6325 (fax); pdhre@igc.org.
A compilation of activities from training programs
around the world emphasizing popular education techniques for social
change.
Reardon, Betty A. Educating for Human Dignity:
Learning about Rights and Responsibilities. Philadelphia, PA: University
of Pennsylvania Press, 1995.*
Taking a developmental approach to human rights
education, each chapter discusses the learner's skills and conceptual
level at a particular age and offers examples of age-appropriate lessons.
The introduction provides a theoretical basis for education for human
rights and civic responsibility. Also available in Arabic.
Rethinking Schools. Rethinking Our Classrooms:
Teaching for Equity and Justice. Milwaukee, WI: Rethinking Schools,
Ltd., 1994. Rethinking Schools, 1001 E. Keefe Ave., Milwaukee, WI 53212;
1-800-669-4192; 414-964-722(fax); RSBusiness@aol.com;
www.rethinkingschools.org.
A collection of articles describing successful
classroom practices in teaching about social justice issues. Includes
a useful resource section of curricula, books, videos, and journals.
Shiman, David. Teaching Human Rights. Denver,
CO: Center for Teaching International Relations, 1999.*
Now in a new edition, this thought-provoking
activity book makes students aware of issues of justice and rights
in the USA and abroad, encourages cross-cultural comparisons, and
challenges students to define their own values and consider how they
could contribute to a better world.
ECONOMIC AND SOCIAL RIGHTS
Center for Economic Conversion. Sustainable
Economics: A Supplementary Curriculum for High School Economic Courses.
Mountain View, CA: Center for Economic Conversion, 1999.*
An innovative curriculum supplements high school
economics courses by introducing and explicating concepts of sustainability
and sustainable economic development.
Mittal, Anuradha, and Peter Rosset. America
Needs Human Rights. Oakland, CA: Food First/ Institute for Food
and Development Policy, 1999.*
Millions of people are left out of American
prosperity. This book and its companion video makes a powerful case
that both the letter and spirit of universally recognized human rights
are routinely violated by US government policies that safeguard corporate
profits rather than people. Topics include understanding human rights,
the new American crisis, poverty in America, welfare reform and human
rights, and movement building. 23-minute video.
Sanders, Amy and Meredith Sommers. Child Labor
is Not Cheap. Minneapolis, MN: Resource Center for the Americas,
1997.*
An innovative curriculum that focuses on the
more than 250 million children who spend most of their days on the
job, including hundreds of thousands in maquiladoras across
the Americas where they sew clothing and other goods for the US market.
Comes with the video Zoned for Slavery.
Shiman, David. Economic and Social Justice:
A Human Rights Perspective. Minneapolis, MN: Human Rights Resource
Center, University of Minnesota, 1999*
Topic Book 1 in the Human Rights Education Series
and a companion to Human Rights Here and Now: Celebrating the Universal
Declaration of Human Rights, this resource curriculum treats economic
and social rights as inalienable human rights. The book gives both
a local and global perspective on social and economic rights, illustrating
their interdependence with civil/political rights. Intended for adults
as well as young people, it provides a brief history and explanation
of these rights and nine activities for further learning.
EVALUATION
Amnesty International. Evaluation: A Beginner's
Guide. AI Index POL32/03/99. London: Amnesty International, 1999.
A user-friendly primer for evaluating human
rights education projects.
Patton, Michael Quinn. Utilization Focused
Evaluations. Thousand Oaks, CA: Sage Publications, 1997.
Describes a pragmatic approach to evaluation
especially effective for programs addressing on-going social problems.
Tibbitts, Felisa. Evaluation in the Human Rights
Education Field: Getting Started. The Hague: Netherlands Helsinki
Committee, 1997.
A technical assistance guide for evaluation
in the field of human rights education and training. It presents different
methods and data collection techniques for human rights education
program evaluation, classroom-based assessments, teacher trainings
and text field testing, including sample instruments and a bibliography
of sources. Text available on line: http://www.hrea.org/pubs/EvaluationGuide/index.html.
GLOBAL STUDIES
Mattson, Alexandra, Octavio Ruiz, and Meredith
Sommers. Translation by Manuel Fern·ndez. Buen Viaje: Mutually Beneficial
Tourism. Minneapolis, MN: Resource Center of the Americas, 1999.*
A bilingual curriculum for grades 2-12 and adults
about traveling with care in Mexico. Creates curiosity for travel
while examining the impact of tourism on visitors, the host community,
and the environment.
Resource Center of the Americas. Central American
Children Speak: Our Lives and Our Dreams. Minneapolis, MN: Resource
Center of the Americas, 1999.*
Winner of the National Educational Media Network's
Bronze Apple Award, this video opens in a Minneapolis classroom where
fourth-graders ask questions about their peers in Central America.
It then shows the daily lives of children in Guatemala and Nicaragua,
beautifully illustrating that all kids have similar dreams, fears,
and hopes. 40-minute video and 28-page educator's guide. Available
in English or Spanish.
Resource Center of the Americas. Rigoberta
Menchu: The Prize That Broke the Silence. Minneapolis, MN: Resource
Center of the Americas, 1992.
This education packet profiles the Guatemalan
indigenous human-rights leader who won the 1992 Nobel Peace Prize.
It incorporates photographs, journal exercises, maps, a simulation
about family life, and group decision making to help participants
examine relationships between indigenous and non-indigenous peoples.
Ruiz, Octavio, Amy Sanders, and Meredith Sommers.
Many Faces of Mexico, 2nd Edition. Minneapolis, MN: Resource
Center of the Americas, 1998.*
An interdisciplinary guide to teaching about
contemporary Mexico and the rich diversity of the Mexican people,
this curriculum contains background, primary source materials, clearly
designed lesson plans, maps, 250 pages of reproducible handouts, and
dozens of activities for the classroom.
MULTICULTURAL EDUCATION
Lee, Enid and Deborah Menkart and Margo Okazawa-Rey,
eds. Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist,
Multicultural Education and Staff Development. Washington, DC: Network
of Educators for Central America, 1998*
Offers classroom lesson plans, staff development
activities, reflections on teaching, and an extensive resource guide
for any educator who wants to to include more than the "heroes and
holidays" approach as they address multicultural education in their
school.
REFERENCE AND BACKGROUND RESOURCES
Amnesty International. Amnesty International
Annual Report. New York, NY: Amnesty International USA.*
This report details human rights violations
in over 142 countries and territories during the past year, including
the imprisonment of prisoners of conscience, torture, unfair trials,
and the death penalty. It shows that abuses by governments and armed
political groups are still continuing in all regions of the world.
It also shows what Amnesty International members have done to expose
and prevent those abuses.
CondÈ, H. Victor. A Handbook of International
Human Rights Terminology. Lincoln, NE: University of Nebraska, 1999.*
A useful guide to the specialized language of
international human rights law. Also contains text of the International
Bill of Rights documents.
Lauren, Paul Gordon. The Evolution of International
Human Rights: Visions Seen. Philadelphia, PA: University of Pennsylvania,
1998.*
A comprehensive survey of the history and development
of the human rights movement that includes not only the contributions
of governments and global institutions, but also of ordinary women
and men toward the building of a global culture of human rights. An
excellent reference resource for educators.
TAKING ACTION FOR HUMAN RIGHTS
Elliott, RoAnne. WE: Lessons on Equal Worth
and Dignity, the United Nations and Human Rightsó Upper Elementary and
Middle School. Minneapolis, MN: United Nations Association of Minnesota,
1992.*
Provide opportunities for students to develop
awareness concerning issues and events of inter-group relations and
the dynamics of intolerance.
Gonzalez, Susan. WE: Lessons on Equal
Worth and Dignity, the United Nations and Human RightsóPrimary Edition.
Minneapolis, MN: United Nations Association of Minnesota, 1999.*
The lessons in this curriculum focus on the
classroom environment, respect for self and others, looking at one's
own behavior, the United Nations story and the role of human rights
in local and global communities.
Partners in Human Rights Education. Good Things
Happen When Students Take Action. Minneapolis, MN: Minnesota Advocates
for Human Rights, 1997.*
A three-part curriculum to motivate students
to take action on local human rights concerns. Each section contains
lesson plans, classroom activities, bibliographies, and background
information necessary to prepare students for a lifetime of social
involvement and activism.
Simon, Ken. WE: Lessons on Equal Worth and
Dignity, the United Nations and Human RightsóMiddle and Secondary Grades.
Minneapolis, MN: United Nations Association of Minnesota, 1993.*
Challenges student to define tolerance, reflect
on the positive and negative power of words and symbols, and examine
intolerance in their own personal and school environments, as well
as on a global level.
United Nations Association of Minnesota. Understanding
the United Nations. Minneapolis, MN: United Nations Association
of Minnesota, 1999.*
This resource helps students to understand the
major problems facing today's world and encourages them to explore
the role that the United Nations might play in resolving them. The
resource includes lessons about the origin, purpose and principles
of the UN, the UN's membership and system, and a Model UN activity.
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