MODULE No.

2-Lesson 4
PANGANTUCAN BUKIDNON COMMUNITY COLLEGE
Everlasting Village, Poblacion, Pangantucan, Bukidnon
0997-786-7603
Marecil O. Alfeche, Ed.D.,RGC.

IO 11 Peace Education
Second Semester of A.Y. 2021-2022

Topic/Rationale
Introduction: What is Human Rights Education? According to the UN Office of the
High Commissioner for Human Rights, Human Rights Education is defined as: Training,
dissemination, and information efforts aimed at the building of a universal culture of human Answer the
rights through the imparting of knowledge and skills and the molding of attitudes directed to following
1. strengthening of respect for human rights and fundamental freedoms questions:
2. the full development of the human personality and the sense of dignity
:1.Are human
3. the promotion of understanding, tolerance, gender equality, and friendship among all
rights culturally
nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups
relative? (Do they
4. the enabling of all persons to participate effectively in a free society.
vary from culture
COURSE MODULE

to culture, or are
The Universal Declaration of Human Rights (UDHR) and related international conventions
they universal?)
and treaties form the foundation of Human Rights Education (HRE). HRE seeks to promote
knowledge of the rights within these treaties, ways to promote rights, and the mechanisms 2. When you think
for handling rights violations. Learning about human rights is largely cognitive, and includes of ―human
human rights history, documents, and implementation mechanisms (Flowers, 2000). rights,‖ what first
comes to mind?
Therefore, human rights education is both education for and about human rights. When
HRE is education for human rights, it promotes understanding and embraces the principles
of human equality and dignity and the commitment to respect and protect the rights of all
people (Flowers, 2000). This requires values such as understanding, tolerance, equality, and
friendship. The objectives of education for human rights are more personal and include
values clarification, attitude change, development of solidarity, and the skills for advocacy
and action (Flowers, 2000).Discussion
HRE is education about human rights when students are learning
about the human rights treaties, mechanisms, terminology, and institutions.
Since HRE seeks to promote justice, it involves examining existing power imbalances and
inequalities and seeking to address these through action. HRE, like all of peace education, is
greatly influenced by the work of Paulo Freire and his pedagogies for ending the cycle of Human Rights
oppression. Freire's pedagogies are used widely in HRE. Exercises such as Power Mapping Documents and
(explained below) can be used to examine power relations and find the source of imbalance, Basic Principles
and windows of opportunity for action. HRE emphasizes the reciprocal relationship between
Human rights
rights and responsibilities. We all have rights, and we also have the responsibility to exercise
documents and
our own rights, as well as protect and promote the rights of others.
basic principles
Intended Learning Outcomes
are the key
At the end of this section, the students will: component of
1. Be able to define Human Rights Education (HRE) knowledge
2. Describe the key principles of human rights education development in
3. Understand the key documents related to human rights education HRE. Universal
4. Understand ways to integrate human rights education in the classroo Declaration of
Activity Human Rights
(UDHR) The UDHR
is the primary document of human rights education.

It was adopted by the United Nations General Assembly in 1948 in the aftermath of the horrible human rights
violations and atrocities that took place during World War II. It is important for peace educators to be familiar with
this document and apply it practically to HRE. (Please see the Appendix for the full text)

According to Nancy Flowers (1999), the foundational principles of the UDHR include:

 Equality- Article 1 of the UDHR proclaims that ―all human beings are born free and equal in dignity and rights‖.
 Universality - Human rights are universal; they are based on certain moral and ethical values that are shared by
all regions of the world. Governments and communities have the responsibility to recognize and uphold them.

1
 MODULE No. 2-Lesson 4
However, this does not mean that human rights cannot change or that they are experienced in the same way by
all people.

 Nondiscrimination - Human rights apply equally to all people, regardless of any aspect of their identity or role.

 Indivisibility - Human rights should be addressed as an indivisible body, including civil, political, social, economic,
cultural and collective rights.

 Interdependence - Human rights are connected, much like petals of one flower, or beads on one necklace. The
rights of one person are connected to the rights of others. Violation of one right detracts from other rights.
Conversely, promotion of one right supports other rights.

 Responsibility - responsibility falls upon governments and individuals. Governments have the responsibility to
respect and protect the human rights of all citizens. Individuals also have the responsibility to uphold human
rights, and to hold violators accountable (including governments and other institutions).

The Convention on the Rights of the Child (CRC)

The Convention on the Rights of the Child (CRC) is the key human rights document, in addition to the UDHR, that
explicitly outlines the rights of children (UN General Assembly, 1989). While the UDHR equally applies to children,
COURSE MODULE

children remain one of the most vulnerable groups in terms of rights violations. This is why a convention that
explicitly states their rights was necessary. It is important for peace educators to be familiar with the complete
text of this convention. (Please see the Appendix for the full text).

The Convention on the Rights of the Child can be divided into 3 categories: survival and development rights,
protection rights, and participation rights. Survival and development rights ensure access to the resources, skills
and contributions necessary for the full development of the child. Protection rights include protection from all
forms of abuse, neglect, and cruelty. Participation rights protect children's right to free speech and right to
participate in matters affecting their social, cultural, religious, political, and economic life.

The Convention on the Rights of the Child is an important tool in human rights education. It is very important for
children to know and understand their own rights, and to begin to develop a sense of responsibility for the rights
of others.

Education as a Human Right

Education itself is a human right. The human right of education has three aspects: access, quality, and a respectful
learning environment (UNESCO, 2007). First and foremost, everyone has the right to access education.
Furthermore, everyone has a right to quality education, which includes a broad, inclusive, relevant curriculum and
a healthy, child-friendly learning environment (UNESCO, 2007). Additionally, all learners have the right to respect
in the learning environment. Using these principles and the other human rights principles as a framework for
education is called the human rights-based approach to education. The goal of the human rights-based approach
is ―to assure every child a quality education that respects and promotes her or his right to dignity and optimum
development‖ (UNESCO, 2007, p.1).

Pedagogy Example: Power Mapping:

Power mapping is an interesting tool that can be used to examine the power relations in a given situation. This
exercise involves looking at a problem or issue, and examining the institutions and individuals connected to the
issue, and the power relations between them. While this activity.

For this exercise, you will need a white board/black board or large paper and markers. The idea is to start with a
circle in the center, and then add each step moving outward in concentric circles.

1. Identify a key issue or problem that you would like to solve, or a person or institution that you think can solve
the problem. Place this issue/person/entity in the center (on a flip chart, on a blackboard).

2. Identify the key institutions or associations related to that issue/person/entity;

3. Place these institutions in a ring around the item in the center.

4. Map individuals associated with the institutions in #2. Place these individuals in a ring outside the second ring.

5. Map all other associations with the individuals in the second ring (for example, connections that group
members might have to the individuals, etc.).

2
 MODULE No. 2-Lesson 4
6. Determine power relations – draw lines connecting individuals and institutions that have relations to one
another.

7. Target priority relationships – looking at the power relations, look at the paths that are easily accessible, or
paths that have the most potential for impact.

8. Make an action plan.

This exercise helps learners to understand the interconnectedness of an issue, and helps to clarify the power
relations that are operating. Furthermore, this exercise is very helpful in creating a strategic action plan. While this
exercise is very useful for students, it is also very useful for adult learners. Try it out with a group of fellow
teachers or community members!
COURSE MODULE

3
 MODULE No. 2-Lesson 4
Assessment

Module output 2.4:

Instructions:
In a clean A4 bond paper…Write your reflections:
Recall some activities in school that allowed to exercise your rights as a student.
 Do you think there are incidents that you were prevented from exercising those rights? Why?

 Give your insights on these experiences.

Resources and Additional Resources

Flowers, N., (Ed.). (1999). Human Rights Here & Now: Celebrating the Universal Declaration of Human Rights.
Minneapolis: Human Rights Educators' Network of Amnesty Intarnaional USA, Human Rights Resource Center,
Stanley Foundation. Retrieved from
COURSE MODULE

http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Default.htm

Flowers, N. et. al. (2000). The Human Rights Education Handbook. Minneapolis: University of Minnesota Human
Rights Resource Center. Retrieved from
http://www1.umn.edu/humanrts/edumat/hreduseries/hrhandbook/toc.html

Reardon, B. A. (1999). Peace Euducation: A Review and Projection. Peace Education Reports: Department of
Educational and Psychological Research. School of Education, Malmo University. August, No. 17.

Reardon, B. A. & Cabezudo, A. (2002). Book 2: Sample Learning Units. Learning to Abolish War: Teaching Toward
a Culture of Peace. New York: Hague Appeal for Peace.

UN General Assembly. (1948). Universal Declaration of Human Rights. Retrieved from

http://www.ohchr.org/EN/ProfessionalInterest/Pages/InternationalLaw.aspx

UN General Assembly. (1989). Convention on the Rights of the Child. Retrieved from
http://www2.ohchr.org/english/law/crc.htm

UNESCO. (2007). A Human Rights-Based Approach to Education For All. New York:

UNESCO. Retrieved from: http://www.hrea.org/erc/Library/display_doc.php?url=http%3A%2F%2Funesdoc.

unesco.org%2Fimages%2F0015%2F001548%2F154861E.pdf&external=N Embedded Content Mark this item
complete Additional Resources Human Rights Education Associates: http://www.hrea.org This international
organization has an extensive online database of peace education materials, and also offers online courses on
HRE. They also have a listserv that educators can su