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Different but equal

 

 

Let there be justice for all.

Let there be peace for all.

Let there be work, bread, water and salt for all.

Let each know that for each the body, the mind and the soul have been freed to fulfill themselves.

Never, never and never again shall it be that this beautiful land will again experience the oppression of one by another and suffer the indignity of being the skunk of the world.

Let freedom reign...

 

(Statement of Nelson Mandela at his Inauguration as President - 10 May 1994, Pretoria)

Mandela mural

  

The school is a community where we experiment everyday several relationships, among students, between students and teachers, among teachers, with all collaborators involved in the structure.


Many people share a large part of the time and each person brings its own habits, its own characteristics, its own needs.


The school is a real community where we learn how to coexist, respecting each one's rights.


The school offers interesting opportunities in terms of active global citizenship.


Think about the school activities which complete normal lessons in class, as for example:

  • events and sports competitions,
  • musical events,
  • theatre shows,
  • workshops,
  • school trips,
  • exhibitions.
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Are you sure that while organizing these activities you respect the main human rights?

Involve the students of your school to understand how to make these activities more inclusive.

 

  1. Discover The Universal Declaration of Human Rights (1948) and The Convention on the Rights of the Child (1989) of the United Nations
  2. Read the last Amnesty International Reports and Human Rights Watch Reports and research in local, national and international newspapers in order to find news concerning the issue of Human Rights.
  3. Compare the Universal Declaration of Human Rights with real situations that you find in the press and in the sector reports, which often denounce exclusion and discrimination situations.
  4. Now, think about your school and your daily experiences: do you think that human rights are always fully respected or could you do better?
  5. Prepare a list of questions with the aim to understand which kind of situations may be discriminatory and which kind of choice may exclude some people from school activities, for reasons connected with disability, or for cultural and economic reasons, or for different religion.Interview the students of your school and collect their opinions.
    • Remember: this is a very delicate issue and, since your goal is inclusion, it is important to focus on situations and not on single persons.
  6. Interview the students of your school and collect their opinions.
  7. Take a look at this video concerning several good practices of inclusion in the school community. The video shows some creative workshops (music, theatre, arts) carried out in the Institute Elsa Morante based in Sassuolo (Modena, Italy), aimed at promoting the respect of each student, with specific attention to the situations which could create discrimination.
  8. Invite the representatives of an NGO active in your territory to talk about the issue of Human Rights in the local community and to share good practices of social inclusion.
  9. Organize and event or a permanent activity (events and sport competitions, musical events, theatre shows, workshops, school trips, exhibitions) with the aim to improve the level of inclusion in your school.

 

Resources

Links

Universal Declaration of Human Rights
http://www.un.org/en/documents/udhr/
UN Convention on the Rights of the Child
http://www.unicef.org.uk/UNICEFs-Work/UN-Convention/ 
Amnesty International Reports
http://rapportoannuale.amnesty.it/2013/introduzione
Amnesty International
http://www.amnesty.org/ 
Human Rights Watch: World Report
http://www.hrw.org/world-report/2013 

 

Videos

     

  

 

Learning outcomes

  • Know the main international documents about Human Rights
  • Know how press deals with the issue of Human Rights
  • Think about the level of inclusion in the school and in the local community
  • Improve the level of inclusion in the school community

Skills acquired

Competences acquired

Knowledge acquired

  • He/she can use the concept of Human Rights
  • He/she is able to recognize situations of inclusion/discrimination in the local, national and international press.
  • He/she can organize activism initiatives in its local community.
  • He/she is aware of existing Civil Society Organizations dealing with Human Rights on the territory

 

  • He/she is able to recognize discrimination and exclusion signs in daily situations
  • He/she can connect global challenges concerning Human Rights with local solutions.
  • He/she is able to establish contacts with local Civil Society Organizations dealing with issues concerning Human Rights.
  • He/she can experiment active citizenship, engaging in activities aimed at promoting Human Rights.
  • He/she can collaborate with other students.

 

  • He/she knows the main Human Rights
  • He/she knows the main international documents concerning Human Rights
  • He/she knows situation of exclusion and discrimination in the world
  • He/she knows how national and international press deal with the issues of human rights and discrimination

 

 

 

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