Interlocutors, Human Rights Education and Interreligious Dialogue: A South African Perspective

2016 ◽  
pp. 307-321
Author(s):  
Cornelia Roux
Keyword(s):  
Human Rights ◽  
South African ◽  
Interreligious Dialogue ◽  
Human Rights Education ◽  
African Perspective

A South African Perspective of Grade 9 Learners’ Experiences of Children’s Rights

2018 ◽  
Vol 26 (2) ◽  
pp. 278-294
Author(s):  
Lucia Munongi ◽  
Jace Pillay
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Content Analysis ◽  
Secondary Schools ◽  
South African ◽  
Children's Rights ◽  
Children’S Rights ◽  
African Perspective ◽  
Radical Approach

This study aimed to determine children’s experiences of their rights. The sample consisted of 185 Grade 9 pupils (females = 95; males = 90) randomly sampled from 13 secondary schools from Johannesburg, South Africa, from a previous study. The participants were requested to write their responses to an open-ended question: ‘What do you think of children’s rights in South Africa?’ The data were analysed using content analysis since the data from the open-ended question was qualitative in nature. Results indicated that children were aware that they have rights, and that adults were still violating them. Based on the findings and a human rights-basedframework, several recommendations were made, such as, the need to adopt a more radical approach when dealing with children’s rights and the need to encourage schools and families to develop a culture of respecting children’s rights.

The Human Rights Act and JR: A South African Perspective

1999 ◽  
Vol 4 (2) ◽  
pp. 118-122
Author(s):  
Andrew Henderson
Keyword(s):  
Human Rights ◽  
South African ◽  
Human Rights Act ◽  
African Perspective

scholarly journals COVID-19, Rural Livelihoods and Human Rights: A South African Perspective

2021 ◽  
Vol 56 (3) ◽  
pp. 216-228
Author(s):  
Betty Claire Mubangizi ◽  
John Cantius Mubangizi
Keyword(s):  
Human Rights ◽  
South African ◽  
Rural Livelihoods ◽  
Bill Of Rights ◽  
Rural People ◽  
Economic Rights ◽  
Qualitative Research Methodology ◽  
African Perspective ◽  
Human Rights Based Approach ◽  
The Impact

This article describes how the COVID-19 pandemic has exposed and worsened the existing social and economic conditions of rural people in South Africa, how their livelihoods have been affected and how their rights have been violated as a result. The rights considered and discussed include those contained in the South African Bill of Rights with a particular focus on socio-economic rights which, by their very nature, have important social and economic dimensions. The implications of these social and economic dimensions on rural people under the COVID-19 pandemic are discussed. The article partly adopts a qualitative research methodology in which information gathered through interviews, webinar discussions, and workshops with various stakeholders and participants are presented and analysed. The paper also discusses the balance between the need to prevent the spread of the COVID-19 pandemic through lockdown measures, the impact of these measures on rural livelihoods, and the constitutional requirement to protect human rights. The paper concludes with recommendations, including adopting a human rights-based approach to minimize the impact of COVID-19 on rural livelihoods.

Teaching Human Rights in Commonwealth University Law Schools: Approaches and Challenges, With Passing References to Some South African Experiences

Obiter ◽  
2020 ◽  
Vol 41 (1) ◽  
pp. 106-121
Author(s):  
JC Mubangizi ◽  
DJ McQuoid-Mason
Keyword(s):  
Human Rights ◽  
South African ◽  
Informal Education ◽  
Human Rights Education ◽  
Law Schools ◽  
International Commitments ◽  
African Experience ◽  
Education Association ◽  
Human Rights Curriculum ◽  
Core Course

There have been a number of international commitments by members of the United Nations, including Commonwealth countries, to include human-rights education in their formal and informal education programmes. In addition, the Commonwealth Legal Education Association (CLEA), under the auspices of the Commonwealth Secretariat, has produced a Model Human Rights Curriculum for Commonwealth countries. Despite these initiatives, there appears to have been no systematic programme for introducing human-rights education at Commonwealth universities. An increasing number of Commonwealth law schools, however, have introduced human-rights law by integrating it into existing law courses as a “stand-alone” optional or core course, or as a combination of both. In addition, university-based centres for human rights have been established. The importance of the role that universities can play in advancing human rights in countries transitioning from autocracy to democracy is illustrated with passing references to the South African experience.

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