scholarly journals Human Rights Education in India: Perspectives and Practices

2021 ◽  
Vol 58 (1) ◽  
pp. 3044-3049
Author(s):  
K. M. Ashifa
Keyword(s):  
Human Rights ◽  
Human Rights Education ◽  
National Commission ◽  
Environmental Harm ◽  
Protective Mechanism ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The People ◽  
Education In India ◽  
The Media

Human rights education is highly relevant to promote protective mechanism against discrimination and equity among the people. It is a mechanism by which people learn about their rights and the rights of others in participative and immersive learning.“Human rights education in India became more relevant because the public received attention from nongovernmental organisations, the media and litigators of public concern to increasingly violated human rights, cases of custodian abuse, mass detentions without trial, bonded and child labour and environmental harm and the like”(Ashifa,2020). The work of the “National Commission for Human Rights (NHRC)” became more influential and led to this new ethos. The present investigation tried to identify the human rights education initiative by various governmental and non-governmental organizations in India.

Human Rights Education: Imaginative Possibilities for Creating Change

2015 ◽  
Vol 117 (10) ◽  
pp. 1-9
Author(s):  
Monisha Bajaj
Keyword(s):  
Human Rights ◽  
Social Inequalities ◽  
Indian Society ◽  
Human Rights Education ◽  
Structured Interviews ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Teachers And Students ◽  
Education In India

Background/Context Human rights education has proliferated in the past four decades and can be found in policy discussions, textbook reforms, and grassroots initiatives across the globe. This article specifically explores the role of creativity and imagination in human rights education (HRE) by focusing on a case study of one non-governmental (NGO) organization's program operating across India. Purpose/Objective This article argues that human rights education can and should be creative and innovative in its approaches to ensure access and sustainability of programs that seek to transform the learning experiences of marginalized students. Evidence from India contributes to the discussion of HRE by presenting teachers’ and students’ experiences with one particular human rights education program in India that incorporates an array of strategies to secure support and contextually-relevant curricula and pedagogy for poor children. Research questions that guided the larger study from which data are presented here included (a) How have differentiated motivations for, conceptualizations of, and initiatives towards HRE operated at the levels of policy, curriculum and pedagogy, and practice in India? (b) What impact has HRE had on Indian teachers and youth from diverse backgrounds who have participated in one NGO program? Research Design The larger study from which the data are drawn is a vertical case study utilizing primarily qualitative methods. Participants in the larger study included 118 human rights education teachers, 625 students, 80 staff and policy makers of human rights education, and 8 parents. Observations of teacher trainings included hundreds more participants. The majority of student respondents came from ‘tribal’ (indigenous) or Dalit (previously called “untouchable”) communities, both comprising the most marginalized sections of Indian society. Design and Methods This study was primarily qualitative and was carried out from August 2008 to August 2010 (13 months of fieldwork during that period). Semi-structured interviews were carried out with 118 teachers, 25 students, 8 parents, and 80 staff and officials of human rights education in India. 59 focus groups were carried out with an additional 600 students. Observations were also carried out of teacher trainings in human rights and human rights camps for students. Follow up data were collected on subsequent, but shorter, field visits from 2011-2013. Conclusions/Recommendations The study found the following: (a) Human rights education that is creative, contextualized, and engaging offers a meaningful opportunity for educators, families and students to critique and interrogate social inequalities. (b) Non-governmental organizations can provide a unique perspective on human rights education by drawing on diverse creative approaches if they are able to engage effectively with students, communities, educators and schools. (c) Research on human rights education must attend to how local communities, activists, artists and educators make meaning of normative frameworks (like human rights) in order to understand how creativity, imagination and innovation are engaged and ‘indigenized’ in productive and transformative ways. Further attention to creativity and imagination in human rights education can illuminate how HRE influences—and is mediated by—existing community realities and societal structures. I started learning about human rights in class six. I first thought they are giving us more of a burden with yet another subject and more books. But the teachers were so different after they started teaching human rights: human rights teachers talk nicely to us, they don't scold and beat us. They encouraged us to try new things and cultivate different talents like dance, poetry, drama, singing, and everything. Other subject teachers would just teach their subjects and they beat us also. They put the pressure of other people on us. But the human rights teachers release us from that. Through this course, I started writing poems about women's rights and children's issues and my human rights teacher encouraged me to send it to the newspaper when I was in class eight. They liked it and even published it! I had never ever thought something like that would happen. My grandmother can't read–she is a sweeper in someone's home–but I showed it to her in the newspaper and she was so happy. I kept writing poems and made a collection of 125 of them. My teacher encouraged me to put them together in a book and she raised money from teachers and got the publisher to give us a discounted rate. They are putting all the proceeds of the book sales in a bank account under my name so that I can go to college. I can't imagine what my life would be if this human rights class would not have been there. When I grow up, I would like to do a lot more in the field of human rights. —Fatima, 16-year-old human rights student in India1

Human Rights Education

2010 ◽  
Author(s):  
Anja Mihr
Keyword(s):  
Human Rights ◽  
Formal Education ◽  
Human Rights Education ◽  
Governmental Organizations ◽  
United Nations General ◽  
Non Governmental Organizations ◽  
English Speaking ◽  
English Speaking World ◽  
The Right ◽  
Rights Issue

Human rights education (HRE) is a set of educational and pedagogical learning methods aimed at informing people and training them in their human rights. The earliest foundation of HRE is found under Article 26 of the Universal Declaration of Human Rights of 1948, which guarantees the right to education. HRE became a widespread concept in the 1990s with the resolution of the United Nations General Assembly in 1994 on the UN Decade for Human Rights Education from 1995 to 2004. With this decade, all UN member states agreed to undertake measures to promote and incorporate HRE in the formal and non-formal education sectors. However, toward the end of the UN Decade it was clear that only a few governments had complied with these requests. Instead, most of the promotional work for HRE was done by non-governmental organizations (NGOs). NGOs, foundations, academic institutions, and international organizations have edited and published most of the literature in the field of HRE over the past four decades. Publication figures estimate over 2000 publications since 1965, and the number is growing, particularly in the non-English speaking world. Most materials focus on a particular human rights issue such as gender, children, torture, or freedom rights. In the future, HRE is expected to be more local and community based as well as more target group–orientated.

scholarly journals QUALITY EDUCATION IN INDIA: A MISSION REVISITED FOR DISTANCE EDUCATION INSTITUTIONS

2005 ◽  
Vol 1 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Siran Mukerji ◽  
Purnendu Tripathi
Keyword(s):  
Distance Education ◽  
Mode Of Delivery ◽  
Quality Standards ◽  
Governmental Organizations ◽  
Economic Progress ◽  
Non Governmental Organizations ◽  
The People ◽  
Education In India ◽  
The Government ◽  
Quality Control Mechanism

India, one of the largest country in Asian continent, with a population of over one billion has been striving towards achieving sustainable development in all the spheres of the society through scientific and technological, socio-cultural and economic progress. It has been trying to bring about radical changes in the society through various modes and education remains one of the primary tools of accomplishing the developmental objective. In pursuit of this objective, the government has been establishing a number of educational institutions at all levels i.e. at school and at higher education level. It has also been supporting private and non-governmental organizations which are in this sector for reaching education to masses. Data show that distance education institutions are catering to much larger segment of population as compared to conventional mode of institutions. This large enrollment and the added responsibility of reaching education to the people with a diverse mode of delivery puts enormous responsibility on these institutions to maintain quality standards of education through distance mode. In the light of what has been stated above, the article identifies the various dimensions of quality in distance mode of education and proposes strategies for maintaining quality standards and quality control mechanism.

scholarly journals A PROTEÇÃO DOS DIREITOS HUMANOS AOS DENUNCIANTES QUE INVESTIGAM ATOS DE CORRUPÇÃO

2021 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Marcio Bonini Notari
Keyword(s):  
Human Rights ◽  
Citizen Participation ◽  
Freedom Of Expression ◽  
International Treaties ◽  
Public And Private ◽  
The Public ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Media ◽  
Political Objective

RESUMO  A corrupção vem se apresentando no âmbito das instituições privadas e democráticas, assim como, a nível internacional, entre os setores público e privado. No início da década de 90, começam a surgir uma série de estudos por parte dos organismos internacionais, das agências multilaterais e das organizações não governamentais procurando fornecer uma programação globalizada com temas ligados aos direitos humanos. São inúmeras denúncias noticiadas nos meios de comunicação acerca das práticas corruptivas, o que, acarreta no uso de campanhas anticorrupção por parte de governos para repressão a todos aqueles opositores ou críticos da sua gestão. Isso, de certo, modo pode trazer restrições aos direitos dos denunciantes, contribuindo para violação aos direitos humanos de todo e qualquer pessoa identificada como objetivo político, da transparência e publicidade, da liberdade de expressão e pensamento.  O presente trabalho pretende analisar a proteção dos direitos humanos em seus tratados e convenções internacionais, no que diz respeito aos denunciantes e de todos aqueles que investigam casos de corrupção ligados a ilícitos, práticas fraudulentas em organizações de natureza pública e privada. De tal modo que, a participação do cidadão  mediante o livre exercício da liberdade de expressão e do acesso á informação, possibilita o exercício da cidadania, sem censura estatal, como forma de diminuir a incidência dos atos de corrupção e um controle benéfico ao poder público e a iniciativa privada. Palavras chaves: corrupção, direitos humanos e denunciantes.  ABSTRACT Corruption has been taking place within private and democratic institutions, as well as internationally, between the public and private sectors. In the early 1990s, a series of studies by international organizations, multilateral agencies and non-governmental organizations on the subject began to emerge, seeking to provide a globalized programming with themes related to human rights, There are numerous reports in the media about corrupt practices, which leads to the use of anti-corruption campaigns by governments to repress all those who oppose or critically manage them. This, in a way, may bring restrictions on the rights of whistleblowers, contributing to the violation of the human rights of anyone identified as a political objective, transparency and publicity, freedom of expression and thought. This paper aims to analyze the protection of human rights without their international treaties and conventions, with respect to whistleblowers and all those who investigate cases of corruption linked to illicit, fraudulent practices in organizations of a public and private nature. In such a way that citizen participation and access to information make it possible to exercise authentic citizenship as a means of reducing the incidence of acts of corruption and beneficial control of public power and private initiative, and may contain the benefits of corruption to the public. certain privileged groups and sectors. Keywords: corruption, human rights and whistleblowers. 

scholarly journals O(a) pedagogo(a) e a educação não formal: aportes da história e de pesquisas acadêmicas / The pedagogue and non-formal education: contributions from history and academic research

2019 ◽  
Vol 9 (2) ◽  
pp. 68
Author(s):  
María Florentina Lapadula ◽  
Célia Maria Fernandes Nunes ◽  
Odair França de Carvalho
Keyword(s):  
Trade Unions ◽  
Formal Education ◽  
Academic Research ◽  
Western World ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The People ◽  
Bibliographic Search ◽  
The Media ◽  
Object Of Study

Desde o século XX, no mundo ocidental, a educação das pessoas é conduzida por um agente principal, a escola pública. Segundo diferentes autores, este espaço educacional, tem sido o âmbito hegemônico de atuação dos pedagogos e das pedagogas até início do século XXI, época em que o campo de atuação se diversifica. Embora a escola continue sendo o espaço educacional central onde estes se desenvolvem, existem outros como Organizações não Governamentais (ONGs), sindicatos, movimentos sociais, empresas, hospitais, a mídia, instituições culturais, educação especial, etc. Com o intuito de conhecer mais esse campo e assim contribuir na reflexão sobre a formação dos Pedagogos desenvolvemos uma pesquisa que teve como objetivo adentrar na história da educação não formal e na produção acadêmica sobre o tema. Para seu desenvolvimento a metodologia percorreu o seguinte itinerário: realizamos uma pesquisa bibliográfica e logo após um levantamento das produções, com o objetivo de conhecer o que se tem investigado sobre o objeto de estudo. Concluiu-se que esse mapeamento nos proporcionou identificar a incipiência de pesquisas sobre a temática da educação não formal.Palavras-chave: Educação não formal; Formação do pedagogo; Estado da arte. ABSTRACT: Since the 20th century, in the western world, the education of the people is led by a principal agent, the public school. According to different authors, this education space, has been the hegemonic scope of action of teachers and of him until the beginning of the 21st century, at which time the field if diversifies. Although the school remains the central educational space where they develop, there are others such as non-governmental organizations (NGOS), trade unions, social movements, companies, hospitals, the media, cultural institutions, special education, etc. In order to know more about this field and thus contribute to the reflection on the formation of the educators have developed a research that aimed to penetrate in the history of non-formal education and academic production on the theme. For the development of the methodology has traveled the following itinerary: We performed a bibliographic search and soon after a survey of production, with the goal of knowing what has investigated about the object of study. It was concluded that this mapping gave us identify the low of researches about the subject of non-formal education.Keywords: Non-formal education; Training of the Pedagogue; State of the art.

The Role of Religious Force in the Wukan Incident

2013 ◽  
Vol 5 (1) ◽  
pp. 155-175 ◽  
Author(s):  
Hou Yuxin
Keyword(s):  
Human Rights ◽  
Religious Beliefs ◽  
The Political ◽  
The People ◽  
The World ◽  
History Of ◽  
The Media ◽  
Social Management ◽  
The Village

Abstract The Wukan Incident attracted extensive attention both in China and around the world, and has been interpreted from many different perspectives. In both the media and academia, the focus has very much been on the temporal level of the Incident. The political and legal dimensions, as well as the implications of the Incident in terms of human rights have all been pored over. However, what all of these discussions have overlooked is the role played by religious force during the Incident. The village of Wukan has a history of over four hundred years, and is deeply influenced by the religious beliefs of its people. Within both the system of religious beliefs and in everyday life in the village, the divine immortal Zhenxiu Xianweng and the religious rite of casting shengbei have a powerful influence. In times of peace, Xianweng and casting shengbei work to bestow good fortune, wealth and longevity on both the village itself, and the individuals who live there. During the Wukan Incident, they had a harmonizing influence, and helped to unify and protect the people. Looking at the specific roles played by religion throughout the Wukan Incident will not only enable us to develop a more meaningful understanding of the cultural nature and the complexity of the Incident itself, it will also enrich our understanding, on a divine level, of innovations in social management.

Are human rights archives accessible? Challenges and possible solutions to improve access for Dealing with the Past initiatives

Comma ◽  
2021 ◽  
Vol 2020 (1-2) ◽  
pp. 139-150
Author(s):  
Romain Ledauphin ◽  
Claudia Josi ◽  
Rahel Siegrist
Keyword(s):  
Human Rights ◽  
Truth Commissions ◽  
Records Management ◽  
Maturity Model ◽  
Humanitarian Law ◽  
The Past ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Federal Department ◽  
Definition Of

Records and archives containing information relating to grave violations of human rights and international humanitarian law represent a fundamental source for, and can become trustworthy documentary evidence within, Dealing with the Past (DWP) processes including truth commissions, criminal tribunals, reparation programs, vetting processes and outreach projects. Those intergovernmental organizations (IGOs) and international non-governmental organizations (INGOs) working in the fields of human rights and peace and security are themselves important observers and actors in DWP processes and hence their records and archives are highly relevant to DWP initiatives. Such organizations should therefore be transparent and be able to facilitate DWP processes by granting access to their records. Given the International Council on Archives’ definition of “access” as relating to “… the availability of records for consultation as a result both of legal authorization and the existence of finding aids”, and the experience of swisspeace in advising DWP initiatives on collecting evidence and improving records management capacity, swisspeace together with the Swiss Federal Department of Foreign Affairs developed a roadmap which centres on the development of an “archives accessibility maturity model”. This tool will not only improve hands-on access in practice, but will ultimately improve knowledge about the multi-layered complexity of archives’ accessibility, strengthening the capacity of IGOs, INGOs and DWP initiatives to design and implement their access regulations, and thereby improving DWP initiatives’ ability to make successful access requests.

Evolution of artificial intelligence and its impact on human rights: from sociolegal perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sheshadri Chatterjee ◽  
Sreenivasulu N.S. ◽  
Zahid Hussain
Keyword(s):  
Artificial Intelligence ◽  
Human Rights ◽  
Government Agencies ◽  
Unique Contribution ◽  
Content Type ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Government ◽  
Unique Study ◽  
Rights Issues

Purpose The applications of artificial intelligence (AI) in different sectors have become agendas for discussions in the highest circle of experts. The applications of AI can help society and can harm society even by jeopardizing human rights. The purpose of this study is to examine the evolution of AI and its impacts on human rights from social and legal perspectives. Design/methodology/approach With the help of studies of literature and different other AI and human rights-related reports, this study has taken an attempt to provide a comprehensive and executable framework to address these challenges contemplated to occur due to the increase in usage of different AI applications in the context of human rights. Findings This study finds out how different AI applications could help society and harm society. It also highlighted different legal issues and associated complexity arising due to the advancement of AI technology. Finally, the study also provided few recommendations to the governments, private enterprises and non-governmental organizations on the usage of different AI applications in their organizations. Research limitations/implications This study mostly deals with the legal, social and business-related issues arising due to the advancement of AI technology. The study does not penetrate the technological aspects and algorithms used in AI applications. Policymakers, government agencies and private entities, as well as practitioners could take the help of the recommendations provided in this study to formulate appropriate regulations to control the usage of AI technology and its applications. Originality/value This study provides a comprehensive view of the emergence of AI technology and its implication on human rights. There are only a few studies that examine AI and related human rights issues from social, legal and business perspectives. Thus, this study is claimed to be a unique study. Also, this study provides valuable inputs to the government agencies, policymakers and practitioners about the need to formulate a comprehensive regulation to control the usage of AI technology which is also another unique contribution of this study.

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