[hr-education] College level teaching of human rights

Dear colleagues, 

The case in favor of human rights education is compelling and was well
stated in 2005 in a report entitled "In Larger Freedom," where United
Nations Secretary General Kofi Anan said: "We have it in our power to pass
on to our children a brighter inheritance than that bequeathed to any
previous generation . . . . If we act boldly -- and if we act together --
we can make people everywhere more secure, more prosperous and better able
to enjoy their fundamental human rights"
(http://www.un.org/largerfreedom). Recognizing that such a bequest is in
significant measure done through education, the UN General Assembly, with
help from UNESCO and the Office of the UN High Commissioner for Human
Rights, thus called for the development, beginning in 2006, of a "World
Programme of Human Rights Education." Included is a call for the
development of appropriate texts and teaching materials -- plowshares
essential for tilling the groundwork of peace through justice.

The literature on international human rights is burgeoning and its range
can be sampled by consulting the valuable book reviewing service of "Human
Rights and Human Welfare" produced by the University of Denver Graduate
School (http://www.du.edu/gsis/hrhw/main.html). The multitude of new books
and publications on human rights identified there provide a cause for
celebration and many are suitable for adoption in curriculum development
at the level of higher education and for community college usage.
Nevertheless, there is a dearth of comprehensive college-level textbooks,
a challenge to which the University of Pennsylvania Press has responded
with the new third and wholly revised edition of Richard Pierre Claude and
Burns H. Weston, "Human Rights in the World Community, Issues and Action".
This 543-page paperback brings a full range of human rights materials
together in one place for classroom use in many disciplines, including but
not limited to political science, international law and relations,
history, sociology, philosophy, religion, and of course education itself.
Relying on a broad distinction between issues associated with
international human rights problems and action that seeks to implement
human rights norms and standards, each of eight chapters contain essays by
leading scholars and activists, preceded by an editors’ introduction
designed to orient the reader in the larger context and recent research
within which the essays fit.

Relying on the 2000 "Millennium Declaration" the editors' goals are to
select readings and materials to promote democracy and internationally
recognized human rights and fundamental freedoms. The editors’
teaching objectives are not only to promote enhanced human rights
consciousness and the development of cognitive skills in analyzing human
rights issues, but also to sharpen the critical abilities of students. To
that end, each of the 33 readings is followed by teacher-friendly
"Questions for Reflection and Discussion" -- questions intended to be
helpful in analyzing the essays, clarifying human rights values, prodding
debate and new thinking, and in stimulating fresh research beyond the
scope of the existing literature. Further to encourage the first-time
teacher who might be unfamiliar with the scope of the field of
international human rights, the book features an extensive human rights
bibliography that emphasizes relatively recent publications as well as
selected "classics" in the field. Moreover, on the theory that human
rights is made tangible by eyewitness experience, the most extensive
available annotated filmography is set out also. For example, in 2005, the
movie, "Lord of Wars" starring Nicholas Cage graphically portrayed the
multiple human rights violations flowing from international arms trading
and illegal gun running. Films are an important teaching device in our
media age with the result that one way or another, we all have become
eyewitnesses to human rights problems. Because the promotion and
protection of human rights depends on everyone, the students who use Human
Rights in the World Community also become familiarized with the many NGO
that serve human rights causes because such groups and their achievements
are featured throughout the college level volume.

For teachers considering using this textbook, review copies are available
from Ellen Trachtenberg at <        >. The book is featured at:  
http://www.upenn.edu/pennpress/book/14271.html .

Richard Pierre Claude 





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