[hre-asiapacific] Pedagogy/methodology of human rights education

Dear List Members,

The past week we discussed the goals and objectives of HRE. A lively
discussion followed, also about the topic of the first week of this on-line
Global Forum. Thank you very much for all your extremely interesting
contributions!

This week we propose to concentrate on the pedagogy and/or methodology of
human rights education: Does HRE differ from other "educations" in its
pedagogy/methodology?

The following questions can guide our discussion:
- Many human rights educators claim that HRE's pedagogy should be
experiential, activity-centered and participatory? Does this make HRE
unique compared to, say, citizenship education or peace education? And does
this mean non-experiential or non-participatory programmes should not be
called HRE?

- There are a range of methods for classrooms and other learning and
training settings, including icebreakers and introductions, brainstorming,
case studies, creative expression, debates and negotiations, discussion,
dramatizations, field trips, games, hearings, tribunals and mock trials,
research projects, simulations, storytelling -- most of them not unique to
HRE. Has HRE specifically generated new methods for learning?

- Given the above, what is the role of the teacher/trainer/facilitator in HRE?

Please be specific and mention examples from your own work, country or
region, if possible.

We hope you will share your insights and experiences. We also encourage you
to continue to send messages about the first and second topics of this
on-line Global Forum: the theoretical framework, legal bases and history of
HRE; and goals and objectives of HRE.

Warm regards,

the Moderators,

HREA
Asia-Pacific Regional Resource Center for Human Rights Education (ARRC)
Cairo Institute for Human Rights Studies
Instituto Interamericano de Derechos Humanos (IIDH)
Union Interafricaine des Droits de l'Homme (UIDH)


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