How You Teach Is What You Teach
FOR HUMAN EDUCATION
what the setting whether
a classroom, a senior citizens
center, or a religious organization
common principles inform
the methods used to teach human
rights. These principles should
be communicated through every
aspect of good human rights education:
of human rights concerns with
opportunities for participants
to arrive at positions different
from those of the facilitator.
an INTERNATIONAL/GLOBAL DIMENSION
to the human rights theme being
examined, (e.g. how it manifests
itself both at home and abroad).
- Avoid too
much focus on human rights abuses.
Emphasize human rights as a
POSITIVE VALUE SYSTEM and
a standard to which everyone
the belief that the INDIVIDUAL
can make a difference and
provide examples of individuals
who have done so.
an ACTION DIMENSION that
provides participants with opportunities
to act on their beliefs and
understanding. These actions
should address problems both
at home and elsewhere in the
- Link every
topic or issue to relevant articles
of the UNIVERSAL DECLARATION
OF HUMAN RIGHTS. Make this
connection explicit rather than
implicit or assumed.
- Be responsive
to concerns related to CULTURAL
DIVERSITY. Activities should
reflect a variety of perspectives
(e.g., race, gender, religion,
- Be concerned
with both CONTENT AND LEARNING
PROCESS. It is difficult
to engage participants in examining
issues related to rights and
justice if the learning environment
does not demonstrate respect
for justice and human dignity.
- Keep lecturing
to a minimum. Instead use PARTICIPATORY
METHODS for learning such
as role plays, discussion, debates,
mock trials, games, and simulations.
peoples LIVED EXPERIENCE
directly to abstract concepts
and legal documents.
Nancy Flowers and David
Shiman, Human Rights Educators
Network, Amnesty International
USA, with additions from
Edward O-Brien, Street Law,