The example of many educators for social justice has inspired and informed this handbook: Mahnaz Afkhani, Florence Butegwa, Margot Brown, Richard Pierre Claude, Lindley Couronne, Astrit Dautaj, Clarence Dias, David Donahue, Krishanti Dharmaraj, Sushanna Ellington, Lea Espillardo, Bill Fernekes, Susan Fountain, Anette Faye Jacobsen, Todd Jennings, Dan Jones, Helen Kijo-Bisimba, Jana Kviecinska, Cheryl Law, Ed Markarian, J. Paul Martin, David McQuoid- Mason, Abraham Magendzo Kolestrein, Uki Maroshek-Klarman, Peggy McIntosh, Julie Mertus, Piret Multer, Edward O'Brien, Usa Ratana-Olarn, Betty Reardon, Loretta Ross, Elena Rusakova, Marge Schuler, Cristina Sganga, Pacharin Sinlawan, Marie-Louise Strom, Emily Style, Claire Thomas, Cosette Thompson, Felisa Tibbitts, Sulev V‡aldmaa, Nick Wilson, Felice Yeban.

In particular I am indebted to the creativity and rich experience generously shared by participants at three gatherings of human rights educators:

1) The March 1999 retreat in Bolinas, California, sponsored by the Human Rights Resource Center and Global Youth Connect: Marcia Bernbaum, Lesley Carson, Chris Cavanaugh, Arn Chorn Pond, Mona Chun, Tad Hargrave, Antonio Medrano, Eva Morales, Simon Norton, James O'Dea, Kristi Rudelius-Palmer, Judith Thompson, Joel Tolman, Jonah Whitkamper, Hameed Williams.

2) The April 1999 "best practices" workshop in Minneapolis, sponsored by the Special Initiatives Fund of Amnesty International USA and the Human Rights Resource Center: Kris Belisle, Tania Bernath, Tracey Holland, BJ Jones, Margaret Manderfeld, Patrick Manson, Rita Maran, Antonio Medrano, Ellen Moore, Kristi Rudelius-Palmer, Rahim Sabir, Laura Sayles, Janet Schmidt, David Shiman, Lisa Sock, Suwimol Taewasillachaikul, Joel Tolman, Julianne Cartwright Traylor, David Weissbrodt.

3) The August 2000 National Training of Trainers for Human Rights Education sponsored by the Stanley Foundation and the University of Minnesota Human Rights Resource Center: Harold K. Adisenu-Doe, Louise Cainkar, Lesley Carson, Steven Chase, Elizabeth Clifford, Charmaine Crockett, Carrie Cuthbert, Jane Dalton, Joy DesMarais, Curtis F. Doebbler, Larry Dohrs, Jan Marie Fritz, Lisa Garrett, Jill Goldesberry, Laura Grenholm, Consuelo Gutierrez-Crosby, John L. Hammond, Lue Her, Andrea Holley, Karyn Kaplan, Ted Leach, Leland Little Dog, Tenzin Mamgyal, Margaret Manderfeld, Antonio Medrano, Charity T. Mentan, Ellen Moore, Robert Munson, Sister Eileen Reilly, Kristi Rudelius-Palmer, David Shiman, David Shorr, Stephanie Smith, Jacqueline Miles Stanley, Rachelle Taylor, Valerie Tremelat, S.P. Udayakumar.

Joel Tolman of Global Youth Connect contributed the foundation chapter on essential components for human rights education, and Kristi Rudelius-Palmer her vision of a Human Rights Learning Community. Marcia Bernbaum graciously agreed to write the chapter on evaluation, bringing her wide experience to bear on the subject of human rights education.

Completing this manual called for more compiling than creating, searching out and extracting from the excellent materials from many countries. In particular I have benefited from these sources:

Andrepoulos, George J., and Richard Pierre Claude, eds. Human Rights Education for the Twenty-First Century. Philadelphia: University of Pennsylvania Press, 1997.

Amnesty International. Evaluation: A Beginner's Guide (AI Index POL32/03/99). London : Amnesty international, International Secretariat, 1999.

Amnesty International. First Steps: A Manual for Starting Human Rights Education. London: Amnesty International, 1996.

Asian Regional Resource Center for Human Rights Education (ARRC). Human Rights Education Pack. Bangkok: ARRC, 1995.

Claude, Richard Pierre. Methodologies for Human Rights Education. New York: Peoples Decade for Human Rights Education, 1997.

Claude, Richard Pierre. The Bells of Freedom. Addis Ababa: Action Professionals Association, 1995.

Fountain, Susan, Education for Development: A Teacher's Resource for Global Leaning. London: UNICEF, 1995.

Instituto Peruano de Educaci¤n en Derechos Humanos y la Paz (IPEDEHP). T»cnicas participativas para educar en derechos humanos y en democracia. Lima: Instituto Peruano de Educaci¤n en Derechos Humanos y la Paz, 1998.

KviecinskÝ, Jana. Human Rights Album. Bratislava: Milan Simecka Foundation, 1996.

Martin, J. Paul. Self-Help Human Rights Education Handbook. New York: Center for the Study of Human Rights, Columbia University, 1996.

McQuoid-Mason, David. "Methods of Teaching Human Rights" in Human Rights Theories and Practices. ed. Lalaine A. Sadiwa. South Africa: HURSA Publications, 1997.

People's Decade for Human Rights Education. Learning, Reflecting and Acting: 149 Activities Used in Learning Human Rights. New York: People's Decade for Human Rights Education, forthcoming.

Reardon, Betty A. Educating for Human Dignity: Learning about Rights and Responsibilities. Philadelphia: Univ. of Pennsylvania Press, 1995.

Tibbitts, Felisa. Evaluation in the Human Rights Education Field: Getting Started. The Hague: Netherlands Helsinki Committee, 1997.

Women, Law and Development International and Human Rights Watch Women's Rights Project, Women's Human Rights Step by Step: A Practical Guide to Using International Human Rights Law and Mechanisms to Defend Women's Human Rights. Washington, DC: Women, Law and Development International, 1997.

Special thanks goes to those hearty souls who read and commented on the manuscript, especially Bridget Coggins, David Donahue, Todd Jennings, Patrick Manson, Kristi Rudelius-Palmer, Janet Schmidt, Christina Sganga, and Felisa Tibbitts. Ted Andersson provided patience and proof reading of the highest order.

I wish to thank the Special Initiatives Fund committee members of Amnesty International USA for their support of this handbook, which evolved and expanded during the past two years.

Appreciation also goes to Jill Goldesberry and The Stanley Foundation for their continuing partnership in providing resources and training for the ever-growing body of educators and activists working to build a global culture of human rights, especially in the United States.

I especially wish to acknowledge the inspiration I have drawn from human rights educators around the world. However different the circumstances of our work, we hold in common the same human rights values. I hope this handbook will prove of service in our shared endeavor to build a culture of human rights for the whole human family.

Nancy Flowers Woodside, California Fall 2000