Two-Column Notes

Date: Name: Cassie Brown Class/Subject: EDTL 6940

6/9/2017
Topic or Chapter
Working With Human Rights
Page # The Text Says I Say
Notes (key concepts, direct quotes, etc.) My notes, commentary

Pg. 61 Students are able to learn about the history of
HR, about particular laws and the way those
laws are classified. There is no time, however, for
broadening the subject by showing how we may
act (in practice) for the benefit of people whose
rights were broken.
Pg. 62 The question of how to educate others on the
topic of human rights is the subject of annual
plans before each expedition.
Based on the descriptions of the text, students get a
baseline knowledge of human rights, but they are
never given the opportunity to learn how to actively
advocate for those whose rights have been broken.
So what kind of system is this creating? Basically what
it will come down to is citizens taking an active
interest in the protection of human rights. If we were
to better integrate it into public curriculum, the
average citizen would then have the skills to be an
advocate for human rights. It also would better
prepare citizens to find the warning signs if their own
human rights are violated.
Human rights I feel is a topic that is so broad and
encompasses so many different rights that it may be
difficult to narrow how to best educate others. It also,
like any other subject to be taught, should likely be
taught in different ways to accommodate different
learners. Most likely, however, in the situation of
human rights it would be beneficial to utilize real life
scenarios as most of the situations of HR violation
may take place outside a classroom.
Pg. 63 After the first part during which the participants
get to know something about human rights and
its philosophy, there comes time for real action.
Pg. 63 That goal is supporting people in the
development of: tolerance, a stereotype free
vision of the world, responsibility for the
surrounding world and the ability to conduct
real action in order to improve that world.
This is perhaps part of the problem with the lack of
time to dedicate to human rights in the education
process. If we want students to actively take action
against the violation of human rights, how can we
expect them to do so with a lack of education and
practice in the subject? While students may be willing
to fight back against the violation of HR, they need to
help of teachers and mentors to educate them on
how to start such a process.
Each of the qualities listed in this quote promote
stopping the continuation of violation to HR. If we
encourage people to develop these qualities, there
may eventually be less of a battle within society to
stop those that lack tolerance or promote
stereotypes.

Connections In MR 2, there was a strong focus on cultural context and benefits of acknowledging one anothers
to previous culture. With the discussion on human rights, I feel that it is related in some ways. Culture is among one
reading (s) of the things that make up a person and it is within their human rights to not only identify with that
culture but to continue to carry it out and it be respected in the process. In terms of education, I believe
each of these share the similar quality of how beneficial it is to not only teach these topics but to use
them in practice. It is well known in the field of education that students often learn well by acting out a
concept rather than simply reading about it in a textbook. A concept such as this could go even further
to support expeditionary learning.