A Peace Education Unit: Human Rights, Access and Gender

Preparatory Readings for Students Human Rights instruments: Universal Declaration of Human Rights, UN A Declaration of Human Rights in a Gender Perspective, UN Security Council Resolution 1325 (2000), UN Convention on the Elimination of all forms of Discrimination Against Women, UN Introduction: We have discussed violence and conflict in our lives and around the world. Violence is an affront to our human dignity and often a violation of our human rights. In 1948 the United Nations drafted and adopted the Universal Declaration of Human Rights (UDHR) as a set of common goals to guide all the nations of world society, and to ensure the fundamental social, cultural, economic, and political conditions necessary to protect the life, needs, and dignity of all people. Level: High School and Undergraduate courses Core Subject: Social Sciences, History, Geography, English, Economics, Arts, Peace and Conflict Studies Materials: Currency, candy/goods to trade Timeframe: Approximately 3.5 hours Theme: A unit addressing: Multiple forms of Violence Awareness of global inequities Access to goods Human Rights tools Gender and Human Rights Core Concepts: Various forms of violence in our lives Impact of violence on our lives Instruments for mitigating violence International documents concerning the role of gender in pre- and post-conflict situations Global inequities as violence Alternatives to violence Envisioning better futures

Objectives: Students will do the following by the end of the lesson: Promote empathy, compassion and love Build democratic societies that are just and participatory Assess violations of international human rights instruments Discuss the role of gender in conflicts Reflect on the importance of decision-making and cooperation Contemplate negotiation techniques Guiding Inquiry: What are multiple types of violence? How do international human rights documents ensure fairness, livelihood, and dignity for all people? What are weaknesses concerning the enforcement of these documents? Who has/receives access to resources? How does gender influence privileges and access? What are ways individuals and communities can get involved in peace initiatives? Facilitation strategies: The facilitator will use the following critical and cooperative learning methods: Short introduction by teacher, Brainstorming, Group discussions, Assessing violations of international normative documents, Role-play, and Group reflection. The timeframe of activities and discussions is open to the teachers discretion to allow for the issues to be addressed in a proper manner (though this unit is estimated at 3.5 hours). Suggested Readings for Educators Declaration and Resolution on a Decade for a Culture of Peace, UN The Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy, UNESCO Educating for Human Dignity (A teaching resource for educating about human rights and responsibilities), Betty Reardon

PROCEDURES FOLLOWED Warm-up Activity

Brainstorm the multiple forms of conflicts in our lives under the following headings. Examples include personal, interpersonal, corporate, governmental, and international. These are not merely personal acts of conflict but also government enforcements as well as corporate-based injustices. Record the responses on the whiteboard, poster paper, etc. Violence in our town/community Violence against children Violence against women/men Violence in schools Violence in homes 2

Violence between countries Corporate-based violence Government-based violence Religious-based violence Discuss responses to the headings. Why does this violence occur? Who is responsible? What can we do to mitigate the conflict?

Activity 1
In groups, look at the following simplified excerpts from UDHR and decide which human rights were violated in the previous discussion on violence. On paper, students will illustrate the act(s) of violence and human right(s) being violated (example shown below). Have students share their thoughts in groups of 4. Then lead the contextual discussion that follows hereafter.
UNIVERSAL DECLARATION OF HUMAN RIGHTS, excerpts 1. All Human beings are born free and equal. We are all the same in dignity and rights, and each has the same rights as anyone else. This is because we are all born with the ability to think and to know right from wrong, and so we should act toward others in a spirit of friendliness. 2. Everyone should have the same rights and freedoms, no matter what race, sex, or color he or she may be. It shouldnt matter where we were born, what language we speak, what religion or political opinions we have, or whether we are rich or poor. 3. Everyone has the right to live, to be free, and to feel safe. 6. Everyone has the right to be accepted anywhere as a person, according to law. 18. You may believe what you want to believe, have ideas about right and wrong, and believe in any religion you want, and you may change your religion if you want. 19. You have the right to tell people about the way you feel about things without being told to keep quiet. You may read the newspapers or listen to the radio, and you have the right to print your opinions and send them anywhere. 26. You have the right to free, basic education. Education should be directed to the full development of the human personality and to the strengthening of respect for human rights and freedoms. It should promote understanding, tolerance, and friendship among all nations and racial or religious groups, and should further the activities of the United Nations for the maintenance of peace. Parents have the right to choose the kind of education that is given to their children. 29. You have not only rights, but also responsibilities within your community. 30. The exercise of your rights must be aimed at promoting, not destroying, the rights in the Universal Declaration of Human Rights.

Ex. mapping: Act of Violence

Violation of Human Right Violation of article 2 and 18 Violation of article 26

1. A person is denied entrance to a shop because of being Jewish 2. A young child is denied the opportunity to go to elementary school

Contextual discussion: Do we live in peace? Is [your country] at peace? In what ways is [your country] more peaceful than other nations? In what ways is [your country] less peaceful than many people and nations believe? What does our country need to change?

How can our country make these changes? How can we as individuals and engaged citizens be a positive factor in the transformation?

Activity 2

Role-play for empathy building and awareness of gender issues and human rights1 The Security Council1. Urges Member States to ensure increased representation of women at all decision-making levels in national, regional and international institutions and mechanisms for the prevention, management, and resolution of conflict. UN Security Council Resolution 1325 (2000) Stages of role-play: Step 1: Divide the class into groups of students according to real world populations (i.e. Asia should have the most group members) denoting the following country-blocks: 1. United States & Canada 2. Latin America 3. Western Europe 4. Eastern Europe, including Russia 5. Middle East 6. Africa 7. Asia, excluding Japan 8. Japan 9. Australasia/Oceania Put the majority of male students automatically in the leading nations, United States & Canada, Western Europe, Japan, and, for religious discussion, the Middle East and Africa. Put all female students in groups at random (i.e. alphabetically, flipping a coin) to stress the lack of choice in our place of birth. Step 2: Have each group elect a leader. This is important for later discussions of gender and power. The leader of each group receives immunity from death. Step 3: Allot each group currency according to its current role in the political, religious, and economic world. Roughly speaking, the order of the blocks would be in the order of US & Canada, Japan, Western Europe, Australasia, Middle East, Asia, Latin America, Eastern Europe, and Africa. (World Bank, 2005). Online at http://siteresources.worldbank.org/ICPINT/Resources/Atlas_2005.pdf). Step 4: Each group will purchase goods (candy and drinks) with the currency allotted each nation-block. Preference should be given to the leading nations by giving them the first choice enabling them to choose the best goods. This will cause the students to
1

This role-play may also be found, in adapted version, in Vandana Shiva, Kevin Kester, and Shreya Jani (2007), The Young Ecologist Initiative Water Manual: Lesson Plans for Building Earth Democracy, N. Delhi: Navdanya. 4

realize that some violations of human rights and gender inequalities are structured and institutionalized, not necessarily a tribute to the best and most deserving people. Step 5: Groups should distribute goods to each member of the group. If there is not enough food for each member, the members without food exit the simulation, die. After the initial deaths due to poverty and the lack of food, other nation-blocks can elect to help by offering their excess foods. The leaders discuss with their group members on whether or not they would like to offer food to other groups. If so, the leader consults with other group leaders to finalize the transaction of goods. Step 6: Discussion Post-simulation topics to discuss (could also be distributed as a worksheet): I. Gender discrimination in power roles (leading nations). Why were the men automatically given the role of leading nations thereby receiving the power and wealth? Why were men elected as the leaders of the groups? II. How institutions harbor gender discrimination, Middle East theocracy as an example III. Preferential treatment of men in the workforce and income gaps. Women and the poor dont receive equal access to goods alongside men. IV. The United States and Japan have an enormous amount of wealth yet larger nations have very little. Is this structural inequality or fairness due to capitalism? V. How does the Human Rights violation of gender equality lead toward further national insecurity? Pedagogy of Change: After discussing the negative aspects of the simulation, enable students to creatively problem-solve through the pedagogy of engagement (from Reardon and Cabezudo, 2002) thereby working actively to change the process of the simulation for the next class period. Outline the pedagogy of engagement for the students and challenge them to think and prepare for the next meeting: (a) Students should envision a preferred future (b) Students should design the values and description of their preferred future (c) Students simulate their preferred future (d) Students strategize and practice the preferred future Step 7: Repeat the simulation with the changes suggested by the students. At the end of the simulation start a dialogue about the similarities and differences in each of the simulations and whether the students believe their alterations to the activity made a difference in the outcome, or their affective dimension, of the simulation.

Reflection wrap-up
Making a difference occurs at all levels of society, governments, corporations, and organizations. The motor of change is civil society. The United Nations is working steadfastly toward improving gender and human rights relations in its Member States. One channel through which the UN is working is civil organizations. The UN works 5

with civil organizations to accomplish a number of its missions, e.g., The Millennium Development Goals (MDGs, 2000) (including goal 3to Promote gender equality and empower women, which is according to many a prerequisite for accomplishing the other goals set forth). Describe to students how others are involved and challenge them to become active as well. Encourage students to join and organize clubs in school to make changes, one example being student leadership bodies such as Student Council. Also, challenge the students to become involved outside of school: 1.) Watch news programs and keep abreast of issues, 2.) Join organizations for community action such as youth clubs, volunteer programs, or local NGOs. Even if the students do not become involved immediately they now know the channels exist if they wish to become involved in the future. Students that do take the initiative will develop more wholly. The State Parties to the present ConventionArticle 8, States Parties shall take all appropriate measures to ensure to women, on equal terms with men and without any discrimination, the opportunity to represent their Governments at the international level and to participate in the work of international organizations. CEDAW (1981)

Supporting Documentation I. United Nations Resolution 1325 (2000): The Security Council1. Urges Member States to ensure increased representation of women at all decision-making levels in national, regional and international institutions and mechanisms for the prevention, management, and resolution of conflict. II. The Universal Declaration of Human Rights (1948): Article 1, All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 2, Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. The Declaration of Human Rights from a Gender Perspective (1998): Article 1, All women and men are born free and equal in dignity and rights. Convention on the Elimination of all forms of Discrimination Against Women (1981): The States Parties to the present Convention Article 3, States Parties shall take in all fields, in particular in the political, social, economic and cultural fields, all appropriate measures, including legislation, to ensure the full development and advancement of women, for the purpose of guaranteeing them the exercise and

III.

IV.

enjoyment of human rights and fundamental freedoms on a basis of equality with men. Suggested Evaluation Procedures Have students keep a reflective journal throughout the course of the peace module and on the final day of the course, give students the choice to share a reflection that they are proud of with their classmates. Or a more intensive evaluation procedure may be the development of a portfolio that includes reflections, research articles, and the development of a peace-oriented project, which may be carried out as individuals or in groups. If school structures require an examination, tests may be constructed with open-ended questions and/or an evaluation of the use of human rights instruments to address violations of human rights, modeled after the Activity 1.

Instructors reflection:
What worked

What didnt

Suggestions for next time

References Reardon, Betty A. (1995). Educating for Human Dignity. Learning about rights and responsibilities. Philadelphia: University of Pennsylvania Press. Shiva, Vandana, Kester, Kevin, and Jani, Shreya (2007). The Young Ecologist Initiative: Water Manual. Lesson Plans for Building Earth Democracy. New Delhi, India: Navdanya. UNESCO (1995). Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy. Paris: UNESCO.

United Nations (1948). Universal Declaration of Human Rights. General Assembly resolution 217A (III). Downloaded from www.un.org. Public Domain. United Nations (1981). Convention on the Elimination of all forms of Discrimination Against Women. General Assembly resolution 34/180. UN Doc A/34/46. United Nations (1998). A Declaration of Human Rights from a Gender Perspective. UN DOC. E/CN.4/1998/NGO/3. United Nations (1999). Declaration and resolution on a decade for a culture of peace and nonviolence for children of the world. Downloaded from www.un.org. Public Domain. United Nations (2000). Millennium Development Goals. Available online at http://www.un.org/millenniumgoals/. United Nations (2000). Security Council resolution 1325. Downloaded from www.un.org. Public Domain. World Bank (2005). GNI per capita 2005. Available online at http://siteresources.worldbank.org/ICPINT/Resources/Atlas_2005.pdf.

Kevin Kester, Peace Education consultant, graduated from United Nations University for Peace, Teachers College Columbia University, and University of Louisville. He conducts Peace Education workshops globally, and teaches sessionally with the Civic Education Project of Northwestern University. His most recent publications include Peace Education: Experience and Storytelling as Living Education in Peace and Conflict Review (2007), and co-authored with Vandana Shiva and Shreya Jani The Young Ecologist Initiative: Water Manual. Lesson Plans for Building Earth Democracy (2007).