Thursday, May 26th at 11am ET/9am MT
Many academic programs around the globe are seeking to develop more decolonial pedagogies and curricula, but there is not an easy way to determine how decolonial a program is and in what areas it needs to improve. Faculty and students at the University of Arizona have developed a draft pool of items that can be used to address these issues and they are seeking input from a wide range of stakeholders to modify the pool of items and to determine the best way to deploy such a scale in a range of contexts.
Please join us for a brainstorming session about decolonizing pedagogy and curriculum, especially what are the best ways to assess such a critical undertaking.
Facilitators: William Paul Simmons and Sophie Alves, University of Arizona
This project is made possible in part through funding from CUES, the Center for University Education Scholarship at the University of Arizona.
UROCK! and HRE USA Web Presentation
April 25, 7:00-8:00pm, EST
Fly out of life’s catastrophes to dive in and explore key human ontologies of identity, inclusion, and exclusion – linking our work to the real work of the UDHR and related Conventions. This workshop provides a Behavioral Psychological approach to the Arts and Human Rights.
Peter DiGennaro, M.A. (Arts Politics, Human Rights Ed.)
Director, URock! HRE
The human instinct of artistic practice – the physicalized expression of our inner self as it relates to the outer world – is integral and essential, whether we sense it or not, to personal and community wellness and wisdom. Through this simple and fun Human Rights and Peace Education exercise, Peter DiGennaro (Director, URock! Human Rights) introduces participants to the “Poetics of Intimation” – a sense-event through the arts of movement (Zoom Hand Dancing!) and writing (Crazy Poetry!) that playfully examines the critical issues of human ontology: identity, inclusion, and exclusion. Attendees of any artistic “skill” level and genre – or none! – are welcome as we ripen our own processes of investigation, while linking what appears in our work to specific, formal articles of the Universal Declaration of Human Rights and its related Conventions.
This introductory or second-step Human Rights & Peace Education exercise can be used as an icebreaker, as a more immediate unveiling of experience and memory, and/or as creative source material when attending to the witness of exclusion and inclusion. Notably, the exercise fosters a distinct practice of trust-possibility – with oneself and with others – given the concurrent personally and privately managed levels of sharing, now coupled to the informative practice of artistic process preserved within the investigation. Though basic in construct, and fairly brief in execution, this exercise is both reflective and reflexive in its scaffolded design, gradated process, and analog production, presenting a “door-opener” to greater personal and social capacity, consciousness, and courage to engage.
Oh…and it’s FUN!
The Educators’ Institute for Human Rights has partnered with the VII Foundation, an organization dedicated to building peace and ending conflict through photojournalism. EIHR has written lessons based on VII Foundation’s exhibit and website, Imagine: Reflections on Peace (www.reflectionsonpeace.org). The countries represented are Bosnia and Herzegovina, Cambodia, Colombia, Lebanon, Northern Ireland, and Rwanda; each country has foundational lessons (timeline and photo activities, etc.) as well as two extension lessons.
We would love help piloting these lessons. Teachers can choose a country and pilot the whole unit or select lessons, or can choose more than one country to teach. We ask that teachers provide feedback on a provided form once the lessons have been completed.
The lessons can be accessed at https://drive.google.com/drive/folders/1dfbobooUxdYidj32LJXrmrk7DKeoQQ9C, and the evaluation form is at https://docs.google.com/forms/d/e/1FAIpQLSf0iU7IUlCFCkn1LnVcN07EUFbY9m2Tbhh21uUbyPaJQ8V80w/viewform.
Any questions can be directed to Kim Klett (firstname.lastname@example.org).
The Ukraine Crisis, a free Teaching with the News lesson (released February 22, 2022), explores recent developments between Russia and Ukraine. In the three-part lesson, students examine the current situation and its historical origins; analyze political cartoons; and monitor ongoing events and consider international responses.
On the International Day of Education (Jan 24), Amnesty International launched Rights Arcade, a free human rights game app which aims to educate the next generation of human rights defenders. The game is available on Google Play (https://play.google.com/store/apps/details?id=com.Amnesty.RightsArcade ) and IOS store (https://apps.apple.com/us/app/rights-arcade/id1593637186 ) .
The game’s stories, which are fictionalized experiences inspired by real world events, are driven by a player’s choices. The player gets to play the role and navigate the experiences of the three central characters, making decisions based on their own understanding of human rights and unpacking how human rights concepts apply in daily life.
People around the world will be able to access a collection of three games currently available in four languages: English, Simplified Chinese, Thai and Korean. Rights Arcade will be regularly updated to accommodate learning in more languages, and with new game offerings.
The Human Rights Watch Student Task Force (STF) has curated resources to help students and teachers advance climate change education at their schools. The STF team is eager to introduce the Climate Education Toolkit page, providing students and teachers with educational activities and resources!
STF defines climate change education as the inclusion of climate crisis discussions, information, activities and/or teaching across all subject areas. The best way to fight the human rights impacts of the climate crisis is to make sure everyone is educated about them. If you are a student or teacher interested in getting more resources or creating a climate crisis unit for your class, contact Student Task Force Liaison, Jordan Todd (M.A. Education, Licensed California Single-Subject Social Science Teacher).
The World As It Could Be Human Rights Education Program collaborated with the HRE Community of National Council for the Social Studies to develop this teaching guide to navigate HRE, racial justice and civics for Human Rights Educators USA!
For more information about the guide and to download, visit this page.
Dispatches from Quarantine is a collaborative project with the Educators’ Institute for Human Rights: CREATING A MORE PEACEFUL FUTURE THROUGH EDUCATION
Teachers are invited to share their experiences of teaching in this complicated moment. Prompting questions include:
- What are some of the biggest challenges you’ve faced as a classroom teacher during this time?
- How has this experience affected your teaching and/or your view of education in America?
- Have you been supported in terms of mental and emotional health during this period? If so, how? If not, what would have helped?
- Has the political divisiveness of pro- and anti-mask or vaccine rhetoric affected you or your job?
- Are there lessons that teachers can take away from this historic period that serve teaching and learning in new and meaningful ways?
- What would you like to preserve and record about your experience for future generations?
If you’d like to know more and participate in this project, please visit this page.
Explore lessons and resources about Dr. Martin Luther King Jr. and the Civil Rights Movement: Beyond “I have a dream” here.