Dear Abraham, Our goal is to graduate students that are able to create meaningful, productive lives for themselves. Beyond that, we hope that they become adults that strive for a more just society where rights are respected. It is a sad truth that the New York City city-wide drop-out rate is around 50%. By striving to provide each student with an education that respects their style of learning and academic needs, we also hope to guarantee each student the education to which they have a right. With regards to your question about training, our teachers receive it from many sources- school staff, outside organizations. HREA trains teachers in human rights on an on-going basis. I work in the school full-time which allows for professional development daily as I work with individual teachers to infuse lessons with human rights themes. I often co-plan and co-teach units or individual lessons with teachers. Occasionally, we have school-wide professional development sessions. We started the school-year with three-days of workshops. I recently conducted a day-long workshop international treaty negotiation and the landmine issue. These stand-alone sessions are a welcome break for teachers and provide an opportunity for curriculum enrichment. Even without the training, our teachers are committed to human rights and, especially, the right to education. Some teachers may not feel comfortable or be interested in speaking "rights language" in every class. We are confident that students get it elsewhere through school-wide events and in other classes. I am not convinced that a human rights school needs to be in an economically depressed neighborhood. All children have the right to learn about human rights and study in school where those rights are respected. I do think that providing a small-school experience, often only afforded to the privileged, to students that would otherwise attend massive educational institutions is an important rights issue. The students have the right to an education that takes into consideration how they learn and how they need to be supported. For this reason, I feel strongly that we continue to serve disadvantaged populations and that similar schools open in all sorts of communities. Again, thank you for your words of encouragement. Best, Jessamyn ------ Jessamyn Waldman, Program Associate Human Rights Education Associates (HREA) School for Human Rights 600 Kingston Avenue Brooklyn, NY 11205, USA Phone: +1 (718) 771-4793 Fax: +1 (718) 771-4815 On Tue, 14 Mar 2006, Abraham Magendzo wrote: >Dear Felisa, dear Jessamyn: > >I have read with much admiration, inspiration and motivation about the >School for Human Rights in New York. It looks to me not only an >interesting experience but also a challenging one. We as human >rights educators can learn from this experience a lot. We can learn >how human rights can be infused in the total curriculum, in the overt and >hidden curriculum; we can learn how to transfer human rights >knowledge from the abstract into the concrete, from theory into >practice; we can learn how to be consistent between the human rights >discourses and its application in day to day life. > >I would like, if you allow me, to formulate some questions: > <snip> ======== Global Human Rights Education listserv ======= Send mail intended for the list to < >. Archives of the list can be found at: http://www.hrea.org/lists/hr-education/ **You are welcome to reprint, copy, archive, quote or re-post this item, but please retain the original and listserv source.
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