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© Illustration by Marlies Pöschl

© Illustration by Marlies Pöschl

Edito

By Mark E. Taylor

On behalf of the Coyote editorial team

02/10/2017

 

Hello readers!

Or should I write “hello citizens”? Do you see yourself as a citizen? If so, what makes you a citizen? How did you become one? What rights do you have?  Where do your responsibilities for other citizens start and where do they end? And where does learning fit into all this, particularly for young people?

For this issue on Citizenship Education Revisited, a suitably experienced editorial team dove into the Conference “Learning to live together: a shared commitment to democracy” at the Council of Europe in June 2017 and came up with lots of material and contacts for possible authors. So much so that this is the biggest issue of Coyote ever!

You will find a rich assortment of articles here, as we have really tried to cover the essentials, such as:

  • what differences and convergences are there between Human Rights Education (HRE) and Education for Democratic Citizenship (EDC)?
  • young peoples’ experiences of putting their learning into action
  • different European institutions’ and agencies’ policies and actions to support human rights and citizenship education for and with young people – and what are prospects for the future?
  • the stance of an educator in these fields
  • NGO  viewpoints and practice
  • Vocational Education and Training (VET), how far does it contribute?
  • work at the local level by schools and municipal authorities
  • what’s LOVE got to do with it all?
  • and knowing that we cannot cover everything – we list resources which are readily available to explore further

Technical note:
Although we do not have a printed edition of Coyote anymore, we do realise that some people like to be able to read articles on paper – so just click on the pdf icon at the top right of each page and you will be able to obtain a pdf of the relevant article.


Looking forward to reading your feedback on both the contents and format of this issue! Use the feedback form to give your comments and/or visit our Facebook page!

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Issue 25

Citizenship Education
Revisited

 

Back Amnesty International, global perspective on HRE

© Illustration by Coline Robin

© Illustration by Coline Robin

Amnesty International, Global perspective on HRE

by Barbara Weber

13/10/2017

 

What are, in your opinion, the biggest challenges to HRE from a global perspective?

 

A big challenge around the world is that the space for civil society to claim and enjoy their rights is shrinking. Human rights are perceived as an obstacle rather than the foundation of our societies. Narratives such as national security over civic freedoms, economic growth over access to economic, social and cultural rights (corporate abuses, land rights, human rights defenders, etc.), national security and economic growth over equality and rights for all (refugees, migrants, internally displaced people, etc.), discrimination, homophobia, Islamophobia and religious extremism are dominating the discourse in many places. This leads to a lack of legitimacy for the work of human rights defenders on the ground.

Marginalised and discriminated groups – including women, refugees, migrants, indigenous peoples, LGBTI, etc. – face difficult to life-threatening conditions when they speak out for their rights and rights of others. They are subject to various forms of discrimination and smear campaigns.

The foundation for a society to promote and protect human rights is an adequate educational experience – formal and non-formal. People need to know their rights in order to claim them; students need to grow up in an environment where human rights are respected.

 

Where are we with HRE in the world nowadays? Is there anything urgent to be done?

 

There is great urgency to reach out with human rights education in a coherent, systematic and sustainable way. Last year Amnesty has reached about 800 000 people in more than 190 countries with HRE. Our experience shows that learning and teaching human rights is in many countries still focused on knowledge and not on building skills and challenging attitudes. There is also a big gap between policies and practice. Even in countries where HRE is integrated in policies, the actual effect on people’s lives is very limited. In many parts of the world quality teacher training is missing as well as resources and an adequate learning environment. Even in well-resourced countries like in Europe a closer look reveals that text books are full of stereotypes and prejudices. There is a need to look more closely into the way HRE is actually implemented.

HRE should aim at addressing issues that are relevant for people in their everyday life, online as well as offline. We have to influence in a comprehensive way our educational systems – to fundamentally shift the discourse and the narratives that can address the backlash we are facing in human rights protection.

There is a need for a solid monitoring and impact assessment of HRE initiatives. We need more information about long-term effects of HRE efforts. What does work/what does not? Where do we achieve impact and bring about positive change?

We need a variety of approaches with high-quality HRE to reach and connect people on all levels from local to global.


© Illustration by Coline Robin

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