following questions help to put written material in a human
rights perspective. Included are formal literature (e.g.,
poetry, fiction, non-fiction); educational texts (e.g.,
textbooks, manuals); media (e.g., print, electronic images,
magazines, films, television); advertising (e.g., jingles,
slogans), and commercial publications (e.g., promotional
literature, pamphlets, logos, slogans).
What human rights themes appear in this work?
rights are enjoyed?
human rights in conflict?
human rights denied? Who is responsible for this human
acts to defend human rights? How? Why?
does not act to defend human rights? Why not?
specific articles of the Universal Declaration of Human
Rights (UDHR) are involved?
If human rights are defended in this work, what action is
the act of defending a human right itself violate someones
the action effective?
the action violent? Could a non-violent response have
might the outcome have been different if a different kind
of action had been taken?
the action make a long-term change in individual lives?
What does this work say about human dignity?
what ways is human dignity affirmed? Undermined?
any character especially embody human dignity?
What does this work say about individual responsibility
for human rights? About the relationship between rights
What role do the following factors play in this work, especially
as a means to bring about transformation:
able to express oneself?
with the perpetrator(s) or victimizer(s)?
with the defender(s) of rights?
access to information and/or education?
of and/or empathy with people with different values or
ways of life?
Does this work contrast the needs of the individual with
the needs of the majority and/or society?
does this work say about the relationship between the
individual and society? The individual and the state?
Are there similar human right issues in your country? your
community? your neighborhood? your school or classroom?
rights are enjoyed?
rights are in conflict?
rights do you feel need protection?
specific articles of the UDHR are involved?
How can you act to defend rights in your community?
whom would you speak? What would you say?
kinds of actions would be effective and appropriate? Which
such action already being taken?
it possible to form alliances to address these problems?
Part IV, Taking Action for Human Rights, for more on community
B: Suggestions for Activities
Research one of the authors. Are there particular events,
people, or places that may have shaped their opinions on
Have a film discussion group.
Nancy Flowers, Human Rights Educators Network, Amnesty
SHORT BIBLIOGRAPHY OF HUMAN RIGHTS LITERATURE
||"The Unknown Citizen"
||"They Cut Me in Two"
||"From a Man in Solitary"
||"Solidarity with Mozambique"
||"Confidential Data on the
Loyalty Investigation of Herbert Ashenfoot"
||The House of the Spirits
|Mulk Raj Anan
||One Day of Life
||The Handmaids Tale
||A Clockwork Orange
||Waiting for the Barbarians
||My House Is on Fire
|Nawal El Saadawi
||God Dies by the Nile
||Memory of Fire Trilogy
||When Rain Clouds Gather
||Brave New World
||Darkness at Noon
||One Day in the Life of Ivan
||The Grapes of Wrath
||Roll of Thunder, Hear My Cry
||A Dry White Season
||I Know Why the Caged Bird Sings
||Life and Death in Shanghai
||To Destroy You Is No Loss:
The Odyssey of a Cambodian Family
|Carolina Maria De Jesus
||Child of the Dark
||Letters to Olga
||Long Walk to Freedom
||I, Rigoberta Menchu
||Nobel Prize Acceptance Speech:
"Toward the Splendid City"
||The Little School
||Grey is the Color of Hope
||The Stones Cry Out, A Cambodian
||Prisoner without a Name, Cell
without a Number
||The Autobiography of Malcolm
See "Teaching Human Rights through Literature,"
in Amnesty International USAs Human Rights Education
Resource Notebook Series for an extensive annotated list
of literature for teaching human rights.