Webinar: Telling Your City’s Story – Preparing UPR Cities Reports

EVENT DETAILS: 

When: Wednesday, September 11th, 2019
Time:  6:00PM EDT/3:00PM Pacific
Where: Online Webinar
Cost: FREE

Help “bring human rights home.” Join cities around the country to hold US public officials accountable to global human rights!

The US Human Rights Cities Alliance invites you to participate in the UPR Cities Project, which supports local efforts to document local human rights conditions as part of a United Nations Universal Periodic Review (UPR) of the United States’ human rights record. We invite organizers to participate in local human rights reviews and build a national cities stakeholder report. In this webinar you can learn how to structure your local report for the United Nations Universal Periodic Review and how else to bring your city’s voice into our national cities stakeholder report. Regardless of whether you’re just starting out or whether you’ve spent months building your local human rights assessment, your city can be part of this important effort to strengthen human rights in the United States.

Previous UPR Cities webinars are available online at: http://wiki.humanrightscities.mayfirst.org/index.php?title=UPR_Cities_Project

To register for the webinar, please send your name, organization (if applicable), and location to: uprcities@humanrightscities.mayfirst.org.

>> Learn more

Webinar on Universal Periodic Review Process – Sept. 4

EVENT DETAILS: 
When: Wednesday, September 4
Time:  11:00 AM – 12:00 PM PDT
Where: Online Webinar
Cost: FREE

Join USHRN for their fifth Webinar Wednesday on the UPR process to answer the questions:

“How do I submit a stakeholder report?”
“What are the deadlines involved in stakeholder reporting?”

In May 2020, the United States will undergo a “Universal Periodic Review” (UPR) of its domestic human rights record at the UN Human Rights Council. The UPR is an exciting and tangible advocacy opportunity for US-based NGOs to engage the UN on strengthening human rights in the United States. The UN UPR Working Group will review the United States in April-May 2020. 

Final stakeholder reports by NGOs on the human rights records of the US are due at the end of September 2019. The US Human Rights Network is facilitating issue-based working groups who will draft and submit stakeholder reports to USHRN by September 20, 2019. 
Join the USHRN webinars to find out more about the process and the opportunity to hold the US. government accountable to its human rights obligations. 

Save the Date! Upcoming Webinars:

  • September 4: Webinar #5 – Thematic/issue-based approach to stakeholder reporting, with special guests who have experience engaging with the United Nations around their issue.
  • September 18: Webinar #6 – A full hour dedicated to your questions on stakeholder reporting, just ahead of the submission deadline.
  • October 16: Webinar #7 – After you have submitted your stakeholder report, it’s time to talk about going to Geneva and engagement with the U.S. government. Join us for an introduction to engaging at the UPR Working Group review of the United States in 2020.

If you have any questions regarding the Webinar Wednesdays series or the Universal Periodic Review, please contact USHRN Deputy Director Salimah Hankins: shankins@ushrnetwork.org

Please click the link below to join the webinar: 
https://zoom.us/j/688087460 

Or iPhone one-tap:
US: +16699006833,,688087460#
or +19292056099,,688087460# 

Or Telephone:
US: +1 669 900 6833  
or +1 929 205 6099 
Webinar ID: 688 087 460
International numbers available: https://zoom.us/u/ad95Zbkz2

Is Toxic Masculinity Killing Us? What Can Teachers Do?

The amount of mass shootings across the U.S. so far in 2019 has outpaced the number of days this year, according to a gun violence research group. This puts 2019 on pace to be the first year since 2016 with an average of more than one mass shooting a day.

We all want to be safe and secure, and to live without fear, and that’s a human right that we all have. But in the U.S., gun violence is an epidemic that directly threatens these rights. 

Other than the use of a gun, the common denominator linking all such attacks is glaringly obvious and yet worryingly absent from much of our discussion about gun violence. This common denominator applies to all but three of the more than 150 mass shootings in which four or more people in the US were killed in public between 1966 and earlier this year. The perpetrators are not all white nationalists, but they are almost all men.

When you look at the pattern among many of the men who have committed some of the most heinous acts of violence in our nation’s recent history, they frequently share a common trait of hating, and perpetrating violence against, women. A 2017 HuffPost investigation found that in 59% of mass shootings between 2015 and early November 2017, the suspected shooter had a history of domestic violence and/or killed an intimate partner or family member in the shooting.  According to a systematic analysis of 22 mass shootings by Mother Jones, there is “a strong overlap between toxic masculinity and public mass shootings.” Virtually all of them also suffer some form of aggrieved entitlement—“an existential state of fear about having my ‘rightful place’ as a male questioned…challenged…deconstructed.” In addition to high-profile mass shootings that make national headlines, many everyday incidents of gun violence in the United Statesinvolve domestic abuse.

So while stricter gun laws seem like a no brainer, we can’t just focus on symptoms. We also need to attack this problem at its source, which is toxic masculinity. As prominent feminist Jessica Valenti puts it: “The longer we ignore the toxic masculinity that underlies so many of these crimes, the more violence we’re enabling.” 

SO WHAT CAN WE DO AS EDUCATORS?
“In an article for Teaching Tolerance entitled, Toxic Masculinity Is Bad for Everyone: Why Teachers Must Disrupt Gender Norms Every Day, Colleen Clemens writes, Toxic masculinity, the idea that there is only one way to ‘be a man’—strong, tough, unfeeling and aggressive—is a double-edged sword. First, it harms the boys and men who fail to live up to gendered expectations of who they should be. Then, sometimes, these men perpetrate violence in response, leaving innocent victims in their wake. Because gender expectations amount to a moving target that no one can hit, no matter how hard they try, toxic masculinity is always a losing game. A vacuum is created when we tell a boy over and over that  he is “not a man,” that he needs to “man up” or “grow a pair.” What if that vacuum is filled by a need to prove his power? What if the proof is violence?
 
As educators, it is time we decouple sex from gender and talk about how this twisted brand of cultural masculinity—not biological maleness—plays a role in creating violence in our classrooms, hallways, workplaces, and sanctuaries. Once we shift the discussion away from sex and biology and toward gender and culture, then we can begin to work toward solutions.” 

To get started, check out the following resources on how you can promote healthy masculinity early and teach boys and young men to recognize, reject, and challenge toxic masculinity. 

>> LIVERESPECT: Coaching Healthy and Respectful Manhood (Educator Guide) 
>> NYT Lesson: Boys to Men – Teaching and Learning about Masculinity in an Age of Change
>> ADL Lesson: The Trap of Masculinity: How Sexism Impacts Boys and Men
>> Teaching Tolerance Resources on Toxic Masculinity
>> Jackson Katz TED Talk – Violence Against Women – it’s a Men’s Issue
>> Article: Challenging toxic masculinity in schools and society
>> Article: 6 Harmful Effects Of Toxic Masculinity

Challenge Islamophobia Project

Most teaching resources and teacher workshops about Islam and Muslims focus on increasing knowledge of religious texts, beliefs, and rituals rather than addressing the root causes of Islamophobia. This project addresses that gap by placing Islamophobia firmly within a U.S. context and shared cultural history.

The lessons are designed to avoid the need for a facilitator with specialized knowledge in Islamic studies. The lessons do not teach the details of Islamic faith and practice because Islam is not the root of Islamophobia. Our lessons invite learners to think differently by investigating Islamophobia as a form of racism born from empire.

Challenge Islamophobia is a project of Teaching for Change.

>> Learn more and download teaching resources

Welcome New and Returning Steering Committee Members


HRE USA is excited to welcome Yvonne Vissing as a newly elected member of the HRE USA Steering Committee. Yvonne brings a wealth of experience to HRE USA. She is currently a Professor of Sociology and Founding Director of the Centre for Childhood and Youth Studies at Salem State University in Salem, MA. 


HRE USA is also thrilled to welcome back Kristina Eberbach who has served on the HRE USA Steering Committee for the last 3 years as the Secretary. Kristina is presently the Director of Education for the Institute for the Study of Human Rights at Columbia University in New York, NY.

The Steering Committee would like to thank everyone who participated in the election. We look forward to serving our membership and continuing to carry out the mission of HRE USA to build a vibrant base of support for HRE in the United States.  

Planning to Change the World

Planning to Change the World is a plan book for educators who believe their students can, will, and do change the world. It is designed to help teachers translate their vision of a just education into concrete classroom activities. 

The newest edition has all the things you would expect in a lesson plan book, plus:

  • Weekly planning pages packed with important social justice birthdays and historical events 
  • References to online lesson plans and resources related to those dates
  • Tips from social justice teachers across the country
  • Inspirational quotes to share with students
  • Thought-provoking essential questions to spark classroom discussions on critical issues
  • Reproducible social justice awards for students

Planning to Change the World is created by the Education for Liberation Network with the support of Rethinking Schools. Proceeds from the sale of the plan book support the work of these two organizations.

>> Learn more and order

New Book: Fully Human – Personhood, Citizenship, and Rights

Lindsey N. Kingston’s new book, Fully Human: Personhood, Citizenship, and Rights (Oxford University Press, 2019) interrogates the idea of citizenship itself, what it means, how it works, how it is applied and understood, and where there are clear gaps in that application. This is a wide-ranging, rigorously researched examination of citizenship, statelessness, and human movement. And it is vitally relevant to contemporary discussions of immigration, supranationalism, understandings of national borders, and concepts of belonging. Not only does Kingston delve into theoretical concepts of citizenship and statelessness, she also integrates analyses of various kinds of hierarchies of personhood in context of these broader issues. The research also includes explorations of nomadic people, indigenous nations, and “second class” citizens in the United States within this theoretical framework of citizenship and statelessness. This careful and broad analysis defines the novel idea of ‘functional citizenship’, which is both theoretical and practical in considering citizenship and statelessness in our modern world. Fully Human focuses on the promises and protections that are outlined in the 1948 Universal Declaration of Human Rights, unpacking the protection gaps and difficulties that have become clearer and more acute in this era of globalization and security concerns, and highlighting some of the key problems with the current human rights regimes that are in place.

>>  Learn more and purchase

Teaching Tolerance Grants

Teaching Tolerance Educator Grants support educators who embrace and embed anti-bias principles throughout their schools. These grants, ranging from $500-$10,000, support projects that promote affirming school climates and educate youth to thrive in a diverse democracy. The grants fund projects on three levels: school, classroom, and district. 

>> Learn more and apply

Keep Families Together and Support Alternatives to Detention

The administration has announced plans to capture and deport thousands of undocumented immigrants all across America. Though the raids have been delayed—for now—the safety, health, and well-being of immigrant children and families continues to be threatened. More than 160 national and state organizations, including NEA, have endorsed two bills to help keep immigrant children and families safe—and together. 

Send an email urging your representative in the House to cosponsor the Humane Enforcement and Legal Protections (HELP) for Separated Children Act (H.R. 3451) and the Help Separated Families Act (H.R. 3452).
>> Take action

The Alternatives to Detention Act recognizes that asylum seekers, migrant children and families, and other vulnerable groups should not be in dangerous, overcrowded mass detention centers. Instead, they should be treated with dignity and await the outcome of their immigration cases in settings like community-based supervision and support. 

Email your members of Congress and tell them to cosponsor and support the Alternatives to Detention Act.
>> Take action

U.S. Falling Behind in Protecting a Range of Human Rights

By Human Rights at Home Blog

A new report from the ambitious Human Rights Measurement Initiative (HRMI) shows just how far behind the U.S. is internationally among its peers in protecting human rights.  According to HRMI data, many people in the U.S. lack civil and political rights, and many people are not safe from arbitrary arrests or extrajudicial killings.  The U.S. also falls significantly short in ensuring economic and social rights commensurate with the nation’s resources.

The HRMI is hosted by Motu Economic and Public Policy Research, a non-profit research institute based in New Zealand, ranked in the top ten economic think-tanks worldwide.

The recently-released report was prepared in close collaboration with a number of academic organizations, and a range of NGOs working worldwide to advance human rights. 

The initial 2019 data set

  • Annual data on five economic and social rights for 120 to 180 countries (depending on the right) from 2006 to 2016.
  • Data on seven civil and political rights for 19 countries for the two years 2017 and 2018.

HRMI will be building out this work with more data in the coming months and years.

>> Read report