scholarly journals Medir progresos en educación en derechos humanos: Una experiencia interamericana en marcha

2008 ◽  
Vol 5 ◽  
Author(s):  
Diego Iturralde ◽  
Ana María Rodino
Keyword(s):  
Human Rights ◽  
Formal Education ◽  
National Level ◽  
Human Rights Education ◽  
Access To Justice ◽  
San Salvador ◽  
Derechos Humanos ◽  
Methodological Considerations ◽  
New Research ◽  
Year 2000

Since the year 2000, the Inter-American Institute of Human Rights (IIHR) has been developing a new research methodology on human rights based on a system of progress indicators about three groups of rights: access to justice, political participation and human rights education. The approach was initially applied in 6 countries of the region, and produced the Progress Maps on Human Rights. This experience set the foundations for the annual preparation of the Inter-American Report on Human Rights Education, which IIHR distributes every December 10th, since 2002. The paper explains the oldest and more widely used approaches for research on human rights: (i) the registration of violations and (ii) the analysis of human rights situations. Then, it introduces the approach of measuring progress, its tools (progress indicators), the main methodological considerations, and the application of this approach, up to date, in 19 countries of the American continent that subscribed and/or ratified the San Salvador Protocol. Such application constitutes the first two Inter-American Reports on Human Rights Education, which are part of a series of 4 reports. El main objective of the series is to investigate the variations produced regarding the incorporation of Human Rights Education in formal and non-formal education, in the selected countries, during the period 1990-2002/03. The I Report (2002) focused on the legal developments of Human Rights Education at the national level, and the II Report (2003) examined the advanced in the curriculum and the textbooks in the elementary and high school levels of the formal education system. The conclusions and recommendations of both Reports are transcribed in the appendices.

scholarly journals «Good training for good judgments». El programa HELP (Human Rights Education for Legal Professionals) de formación en derechos humanos del Consejo de Europa

2019 ◽  
pp. 527
Author(s):  
Rafael Bustos Gisbert ◽  
Eva Pastrana
Keyword(s):  
Human Rights ◽  
National Level ◽  
Human Rights Education ◽  
Council Of Europe ◽  
Legal Professionals ◽  
Legal Standards ◽  
Derechos Humanos ◽  
Training Courses

El presente trabajo pretende exponer los aspectos esenciales conformadores del programa HELP del Consejo de Europa. Programa que pretende la formación en los estándares europeos en derechos humanos de los profesionales jurídicos con la finalidad de asegurar su cumplimiento en el nivel nacional sin necesidad de acudir a las instancias europeas. El programa es simultáneamente una red, una metodología y una oferta de formación dirigido a asegurar que a través de una buena formación (good training) se consigan unas buenas decisiones judiciales (good judgements) en materia de derechos humanos.This essay exposes the essential features of the HELP program (Council of Europe). HELP (Human Rights Education for Legal Professionals) aims to train European legal standards on human rights to legal professionals in order to ensure its compliance at the national level, avoiding the resort to European bodies. The program is simultaneously a network, a methodology and an offer of training courses. The final objective is to ensure that through good training it may be possible to reach good (respectful) judgments in human rights.

scholarly journals O método educativo de Dom Bosco (Sistema Preventivo) e os princípios da Declaração Universal dos Direitos Humanos

2017 ◽  
pp. 147-183
Author(s):  
Jose Kuttianimattathil
Keyword(s):  
Human Rights ◽  
Comparative Analysis ◽  
Universal Declaration ◽  
Human Rights Education ◽  
Derechos Humanos ◽  
Palabras Clave ◽  
El Sistema

O artigo aborda as relações possíveis de serem estabelecidas entre o Sistema Preventivo, como idealizado por Dom Bosco, e a Declaração Universal dos Direitos Humanos. O autor esclarece que não se trata de uma análise comparativa, mas de apontar como o Sistema Preventivo e a Declaração Universal dos Direitos Humanos se enriquecem e se apoiam. A argumentação traz ainda os desafios que o Sistema Preventivo deve enfrentar para promover, decisivamente, os direitos humanos.Palavras-chave: Sistema Preventivo. Declaração Universal dos Direitos Humanos. Desafios da educação.Don Bosco's educative method (Preventive System) and the tenets of the Universal Declaration of Human RightAbstractThe article discusses the possible relations between the Preventive System, as conceived by Don Bosco, and the Universal Declaration of Human Rights. The author clarifies that this is not a comparative analysis, but aims to point out how the Preventive System and the Universal Declaration of Human Rights are enriched and supported one by other. The argument also brings the challenges that the Preventive System must face to decisively promote human rights.Keywords: Preventive System. Universal Declaration of Human Rights. Education challenges.El método educativo de Don Bosco (Sistema Preventivo) y los principios básicos de la Declaración Universal De Derechos HumanosResumenEl artículo aborda las relaciones posibles de ser establecidas entre el Sistema Preventivo, como ideado por Don Bosco, y la Declaración Universal de los Derechos Humanos. El autor aclara que no se trata de un analisis comparativo, sino de senalar como el sistema preventivo y la Declaración Universal de los Derechos Humanos se enriquecen y se apoyan. La argumentación trae aún los desafios que el Sistema Preventivo debe enfrentar para promover, decisivamente, los derechos humanos. Palabras clave: Sistema Preventivo. Declaración Universal de los Derechos Humanos. Desafios educación.

The Bare Minimum!

2014 ◽  
Vol 25 (4) ◽  
pp. 370-382
Author(s):  
Quirine Eijkman ◽  
Marlieke Bakker
Keyword(s):  
Human Rights ◽  
Armed Conflict ◽  
National Level ◽  
Access To Justice ◽  
Human Rights Law ◽  
Drone Strikes ◽  
Effective Remedy ◽  
Modern Warfare ◽  
Bare Minimum ◽  
Formal Recognition

In the international arena there are some encouraging developments in relation to accountability and transparency for the use of armed drones. It is increasingly recognized that remote pilotless aircraft have become part of modern warfare, and that sometimes they are also used outside the context of armed conflict. Subsequently, both international humanitarian and human rights law can apply. The issue of access to justice, however, receives less explicit socio-political attention. Victims of armed remote pilotless aircraft strikes meet countless challenges in effectuating their right to an effective remedy. Often even a formal recognition that a strike has taken place is lacking. Furthermore, the states involved fail to publicly release information about their own investigations. This makes it difficult for those affected to substantiate their status as a victim and seek justice, including reparations. The international community should, in addition to urging involved states to independently and impartially investigate all armed drone strikes, ensure that access to an effective remedy for civilian victims, whether on an international, transnational or national level, becomes a reality.

‘British Values Are Also Values All Around the World’: Teaching Fundamental British Values through a Human Rights Lens

2020 ◽  
Author(s):  
Alison E C Struthers ◽  
Julie Mansuy
Keyword(s):  
Human Rights ◽  
Primary Schools ◽  
Formal Education ◽  
National Level ◽  
Formal Schooling ◽  
Desire For Children ◽  
Global Citizens ◽  
Global Context ◽  
National Values ◽  
The Uk

Abstract Since 2014, the promotion of Fundamental British Values (FBV) has been a requirement across formal schooling in England. The agenda has, however, faced criticism from various stakeholders. Much of this denunciation has been directed at the opaque nature of FBV, but the agenda is problematic for more concerning reasons. It is arguable that, in light of the current threat from ethno-nationalism, frameworks such as FBV that focus on a particular definition and formulation of national values run the risk of being interpreted in a manner that is exclusionary and liable to ‘other’ different ethnic groups in the classroom. The FBV framework furthermore overlooks the fact that the UK isalready subject to numerous international human rights obligations, including many that mandate the provision of holistic and effective human rights education at all levels of formal education. This article therefore draws upon the findings of a pilot study conducted with Year 5 learners in four primary schools in the West Midlands showing that teaching about human rights through the FBV agenda is possible, by linking discussion of values at the national level to broader human rights principles. Such an approach satisfies the government’s desire for children to learn about FBV, whilst highlighting that these values also exist in a global context. This, in turn, is likely to be a more effective way of encouraging learners to be global citizens who will contribute to the building of a broader culture that is respectful of human rights.

scholarly journals Aproximación a la regulación y contenido del derecho a una alimentación adecuada

2018 ◽  
pp. 183 ◽  
Author(s):  
Juan Manuel Goig Martínez
Keyword(s):  
Human Rights ◽  
National Level ◽  
Human Right ◽  
Public Authorities ◽  
Right To Food ◽  
The Public ◽  
Guiding Principle ◽  
Derechos Humanos ◽  
Adequate Food ◽  
The Right

La alimentación adecuada constituye un derecho humano. Así lo han reconocido oficialmente la gran mayoría de los Tratados Internacionales sobre derechos humanos. Pero existe una gran diferencia entre que un Estado reconozca oficialmente la alimentación como un derecho fundamental en su constitución, o lo haga como un principio rector, puesto que ello dotará al derecho a la alimentación adecuada de una mayor protección, o lo convertirá en un principio de actuación de los poderes públicos. Se puede exigir a los gobiernos garantizar el ejercicio efectivo del derecho a la alimentación de conformidad con las disposiciones constitucionales para otros derechos humanos. Pero, la capacidad de la invocación indirecta de otros derechos humanos para lograr la protección efectiva del derecho a la alimentación en el plano nacional dependerá, en definitiva, de la interpretación jurídica que se haga de la Constitución.Adequate food is a human right. Thus the vast majority of treaties have officially recognized it human rights. But there is a big difference between that a State officially recognizes food as a fundamental right in the Constitution, or do it as a guiding principle, since this will provide the right to adequate food of greater protection, or the It will become a principle of action of the public authorities. You may require Governments to ensuring the effective exercise of the right to food in accordance with the constitutional provisions for other human rights. But the indirect invocation of other human rights capacity to achieve effective protection of the right to food at the national level will depend, ultimately, of the legal interpretation that is made of the Constitution.

scholarly journals Derechos humanos y empresas transnacionales: las debilidades del tercer pilar derivadas de las normas de promoción de inversiones. El caso Chevron como paradigma de la necesidad del Binding Treaty | Human rights and transnational corporations: the weaknesses of the third pillar caused by investment promotion agreements. The Chevron case as a paradigm of the need for a Binding Treaty

2019 ◽  
pp. 113
Author(s):  
Adoración Guamán
Keyword(s):  
Human Rights ◽  
Transnational Corporations ◽  
Access To Justice ◽  
International Level ◽  
Investment Promotion ◽  
The Third ◽  
Derechos Humanos ◽  
Full Effect ◽  
Transnational Companies ◽  
The Republic

RESUMEN. El texto se centra en la necesidad de desarrollar normas internacionales vinculantes que aseguren el respeto por parte de las empresas transnacionales respecto de los derechos humanos, que pongan fin a la impunidad de estos actores económicos, así como para garantizar el acceso a la justicia para las víctimas y la reparación de las violaciones. Al analizar el caso de Chevron, el texto refleja que, si bien existen diferentes iniciativas a nivel internacional destinadas a alentar a las empresas transnacionales a comportarse de manera respetuosa con los derechos humanos, estas iniciativas siguen siendo insuficientes, ya sea por su falta de obligatoriedad o por su carácter parcial, dado que siguen dependiendo de la voluntad de estos actores económicos transnacionales. El caso Chevron y los laudos recaídos a lo largo del proceso arbitral de la empresa contra la República del Ecuador, muestran una paradoja alarmante: ciertos derechos, como el acceso a la justicia, diseñados para proteger los derechos humanos en su conjunto se están utilizando para salvaguardar los beneficios de determinadas empresas trasnacionales. Este caso, junto con muchos otros crímenes corporativos, apoya la idea de que el proceso de la Resolución 26/9, el llamado Binding Treaty, es actualmente el único que puede garantizar el acceso a la justicia y los recursos para las víctimas.   ABSTRACT. The text is focus on the need to develop internationally binding standards on transnational corporations and human rights in order to bring their impunity to an end, as well as ensuring access to justice for the victims and the reparation of the consequences. By analysing the Chevron case, the text reflects that although there are different initiatives at international level aimed at encouraging transnational companies to behave respectfully, these initiatives continue to be insufficient, either because of their lack of obligation or because of their partial nature, dependent on the voluntariness of these transnational economic actors. The Chevron case and the arbitration awards adopted during the arbitration proceedings against the Republic of Ecuador show an alarming paradox: certain rights, such as access to justice, designed to protect human rights as a whole, are being used to full effect to safeguard the profits of economic entities. This case, together with many other crimes, supports the idea that the process of Resolution 26/9, the so called Binding Treaty, is currently the only one potentially capable of ensuring the access to justice and remedies to victims.

scholarly journals The role of law and legal knowledge for a transformative human rights education: addressing violations of children’s rights in formal education

2018 ◽  
Vol 1 (2) ◽  
pp. 04-24 ◽  
Author(s):  
Laura Lundy ◽  
Gabriela Martínez Sainz
Keyword(s):  
Human Rights ◽  
Experiential Learning ◽  
Lived Experiences ◽  
Formal Education ◽  
Human Rights Education ◽  
Negative Experiences ◽  
Under Five ◽  
Children’S Views ◽  
Do So

Human Rights Education (HRE) emphasises the significance of children learning about, through and for human rights through their lived experiences. Such experiential learning, however, is often limited to instances of enjoyment of rights and disregards experiences of injustice, exclusion or discrimination.  By neglecting the ‘negative’ experiences, including breaches of their human rights, HRE fails in one of its fundamental aims: empowering individuals to exercise their rights and to respect and uphold the rights of others.  Drawing on a range of legal sources, this article identifies a number of violations of the human rights of children in schools, categorised under five themes: access to school; the curriculum; testing and assessment; discipline; and respect for children’s views. It argues that for HRE to achieve its core purpose, it must enable children to identify and challenge breaches of rights in school and elsewhere. To do so, knowledge of law, both domestic and international, has a fundamental role to play.

scholarly journals Protecting invisible children in England: how human rights education could improve school safeguarding

2021 ◽  
Author(s):  
Alison E.C Struthers
Keyword(s):  
Human Rights ◽  
Young People ◽  
Formal Education ◽  
Human Rights Education ◽  
Passive System ◽  
Invisible Children ◽  
Speak Up

This article brings together two distinct but interrelated fields: human rights education (HRE) and safeguarding. It endeavours to show that the former can be beneficial for the efficacy of the latter. By extending an argument put forward recently that for HRE to be effective it must enable children to recognise and respond to lived human rights injustices, the article places this important issue within the existing framework and processes associated with safeguarding young people in formal education. It attempts to both elucidate and consolidate the connection between HRE and safeguarding, arguing that if HRE were to become an integral part of safeguarding training and delivery, children may be better equipped to recognise and speak up about violations of their human rights, rather than relying on a passive system of adult observation.

Sign in / Sign up

Export Citation Format

Share Document