In this chapter you will find human rights education and training materials from many continents. These materials are often not available in a central location or library. If you would like to obtain a publication, please request copies from the organisation that has published the materials; you can find the contact information of most organisations in Chapter 2. For documents that can be found on the Internet we have included the URLs.
Annotated Human Rights Education Bibliography. New York: Open Society Institute, 1996. Language: English. Address: Forced Migration Project, Open Society Institute, 888 7th Avenue, New York, NY, USA, fax: +1 212 489 8455.
This is an annotated bibliography with 236 resources. Many of the annotations are excerpted from other human rights bibliographies, including the Amnesty International newsletter Human Rights Education: The Fourth R (volume 6, number 1) and the ERIC and Educational Index databases, available on CD-ROM and on-line through many universities. Other annotations are new. The bibliography includes lists of curricula and teaching guides; journal articles; professional training manuals; reference materials; and video and other media. In addition, there are sections on resources in Spanish as well as those that can be found on the Internet.
Education for Peace and Inter-Community Understanding: A Selected Bibliography. Geneva: UNICEF, 1996. Language: English. Address: UNICEF, Palais des Nations, CH-1211, Geneva 10, Switzerland, tel. +42 9 095111, fax. +42 9 059 00.
Annotated bibliography with a focus on peace education.
Human Rights Education Bibliography: Volume IV. Amnesty International. London: Amnesty International United Kingdom, 1996. Language: English. [http://www.amnesty.org/ailib/aipub/1996/POL/P3200196.htm] Address: 1 Easton Street, London WC1X 8DJ, UK, fax: +44 171 9561157.
Extensive bibliography of resources in several languages including Arabic, English, Spanish, French, Hungarian, Maskito, Polish and Zulu. Categorised by formal and informal education; primary and secondary level; training of professionals; and general human rights education materials. Annotated.
Human Rights Education. Bibliography of the Documents of the Council of Europe. Strasbourg: Council of Europe, 1995. Languages: English and French. [http://civnet.org/coe/docum] Address: Information and Documentation Centre, Council of Europe, F-67075 Strasbourg Cedex, France, tel. +33 388 412000.
Includes all publications on human rights and human rights education published in the last ten years by the Council of Europe. Contents: l. General information on human rights; 2. General information on HRE; 3. HRE in Schools; 4. Human rights and vocational training; 5. Audio-visual Material and Visual Material; 6. Recommendations and Resolutions; 7. Other Bibliographies.
Selected Bibliography from Human Rights Education for the 21st Century. George Andreopoulos and Richard Pierre Claude, editors. Philadelphia: University of Pennsylvania Press, 1996. Language: English. [http://www1.umn.edu/humanrts/bibliog/bibliog.htm] Address: University of Pennsylvania Press, 418 Service Drive, Philadelphia, PA 19104-6097 USA, fax: +1 410 5166998
This bibliography contains the following sections: General; 2. Formal Education: 2.1 Primary; 2.2 Secondary; 2.3 Adult and Continuing Education; 3. Training of Professionals; 3.1 Science, Health and Social Work Professions, 3.2 Legal Studies, 3.3 Public Officials, Security; 4. Non-Formal Education; 4.1 NGOs, Community-Based Education and Development Issues, 4.2 Women, 4.3 Multicultural Education, 4.4 Religious Groups; 5. Methodology, Comparative Studies, Research, Evaluation.
Direitos Humanos e Educação na América Latina. Uma Revisão Bibliográfica. Candau, V.M., Sacavino, S. B., Marandino, Medeiros M. F., M., Maciel, A. Rio de Janeiro: Novamerica, 1994. Language: Portuguese. Address: Novamerica, e-mail: firstname.lastname@example.org
Lists HRE materials for primary and secondary schools in Portuguese, mainly from Brazil.
Human Rights: A Topical Bibliography. Center for the Study of Human Rights. New York: Columbia University, 1983. Language: English. Address: Center for the Study of Human Rights, Columbia University, 1108 S.I.P.A., New York, NY 10027, fax: +1 212 864 4847, e-mail: email@example.com
Comprehensive though slightly outdated.
Catálog de material didáctico educación en derechos humanos. San Jose: Instituto Interamericano de Derechos Humanos, 1995. Language: Spanish. Address: IIDH, AP 10081-1000, San Jose, Costa Rica; e-mail: firstname.lastname@example.org
Bibliography of around one hundred HRE publications, mainly Spanishalthough also including Mistsiko and Portuguese. Each entry gives an abstract of contents and purchasing details, and the volume includes an extensive cross-reference index.
Patrick, John J. and Laura A. Pinhey, eds. Resources on Civic Education for Democracy: International Perspectives: Yearbook No. 1. Bloomington: ERIC Clearinghouse for Social Studies, 1996. Address: ERIC Clearinghouse for International Civic Education, Indiana University, 2805 E. Tenth St., Suite 120, Bloomington Indiana, 47408-2698, USA.
This volume covers a variety of information sources useful to teachers of civic education and human rights. Introduced with an essay by the editor on the use of the ideas of democracy in education, the book then presents extensive bibliographical information, a series of discussion papers on civics issues (including mediation in schools, and regional case studies), and an international directory of civics leaders and programmes.
Human Rights Education Resource Guide: The 4th R,
Vol. 6, No. 1 Summer 1994. Amnesty International-USA Educators Network. Language: English.
Andreopoulos, George, and Richard Pierre Claude, eds. Human Rights Education for the 21st Century. Philadelphia: University of Pennsylvania Press, 1996. Language: English.
Comprehensive book with chapters on HRE for various target groups, methodology and research, and HRE programmes around the world.
Basombrio, Carlos. Educación y ciudadania. La educación en derechos humanos en America Latina. Lima: Instituto de Defensa Legal/Tarea y Consejo de Educación de Adultos de America Latina, 1992. Language: Spanish.
Describes the experiences of non-governmental organisations throughout Latin America; analyses the evolution of human rights in the region; and examines what is needed to advance human rights.
Bernstein Tarrow, Norma, ed. Human Rights and Education. Oxford: Pergamon Press, vol. 3, Pergamon Comparative and International Education Series, 1987. Language: English.
This is a collection of work by leading educators on human rights.
Best, Francine. Education, Culture, Human Rights, and International Understanding: The Promotion of Humanistic, Ethical, and Cultural Values in Education. Paris: UNESCO, 1990. Language: English.
Although this overview has been written from a European standpoint, it highlights universal values based on the standard setting instruments of UNESCO and the United Nations. The paper consists of a synopsis of the work relating to the various aspects of humanistic education, and a bibliography.
Breedy, Gonzalo Elizondo, with Dina Rodríguez, Arnobio Maya, and Rolando Andrade. Educación en derechos humanos. San José, Costa Rica: Instituto Interamericano de Derechos Humanos, 2nd ed., 1996. Language: Spanish.
Comprehensive volume on HRE in Latin America.
Canadian Human Rights Foundation. Manual of Major Human Rights Instruments. Montréal: Canadian Human Rights Foundation Publications, no date available. Languages: English and French.
This manual contains a compilation of human rights declarations, conventions, and charters.
Center for the Study of Human Rights. Twenty-four Human Rights Documents. New York: Center for the Study of Human Rights, Columbia University, 1992. Language: English.
Includes all major human rights conventions.
Claude, Richard Pierre, "Human Rights Education: Its Day Has Come," American Society of International Law, Volume 8, No. 2, Spring 1998. Language: English.
Useful overview of the HRE field.
Corporación Nacional de Reparación y Reconciliación. Educación en derechos humanos: Apuntes para una nueva practice. Santiago de Chile, 1994. Language: Spanish.
Reflections on human rights education in Chile.
Daes, Erica-Irene A. Liberté de lindividu en droit. New York: United Nations, 1990. Language: French.
A study of Article 29 of the Universal Declaration of Human Rights: on the individuals duties to the community. It examines it in the context of global affairs, the way in which article 29 was initially drafted, the response from most major nations and agencies, and also provides recommendations for its use in human rights education.
Diemer, A., et al. Los Fundamentos filosóficos de los derechos humanos: Libros del tiempo. Paris: UNESCO/Serbal, 1985.
This series of articles examines the rights of people to oppose human rights violations and to organise.
Eide, Asbjorn and Marek Thee, eds. Frontiers of Human Rights Education. Oslo: Universitetsforlaget, 1983.
This collection of articles, which grew out of a UNESCO meeting on the need for human rights education, addresses the tasks and challenges of human rights education (such as research, teaching, and exchange of information in the field) as well as regional concerns. The collection includes a comprehensive guide to sources.
Flowers, Nancy, ed. Human Rights Here and Now: Celebrating the Universal Declaration of Human Rights. Minneapolis, MN: Human Rights USA Resource Center, 1998. Language: English. [http://126.96.36.199/herenowtc.htm]
This book is intended for use both by teachers and community members. It provides background information, ideas for taking action, and interactive exercises to help people learn about the human rights guaranteed in the UDHR. Topics available in 1999: Children, Environment, Health, Poverty.
Flowers, Nancy, In Our Own Words. A guide for human rights education facilitators. Sisterhood is Global Institute, 1999.
A succinct yet comprehensive and practical tool with sections on the facilitation of learning, human rights fundamentals. With a focus on education for womens rights, in particular CEDAW.
Graves, Norman J., ed. Teaching for International Understanding, Peace, and Human Rights. Paris: UNESCO, 1984. Languages: English, French, and Spanish.
This book contains practical suggestions and information on ways to implement the UNESCO recommendations concerning education for international understanding.
Hannum, Hurst, ed. Guide to International Human Rights Practice. Philadelphia: University of Philadelphia Press, 1992 (2nd edition).
Excellent introduction to international human rights law and its procedures, techniques and forums.
Harrison, Kay. Courage and Convictions: A Study of Human Rights. Auckland: MacMillan Company of New Zealand, 1991.
This short book uses case studies to examine several rights issues, including indigenous peoples, the right to participate in government, and freedom of expression and religion.
Human Rights Education in Asian Schools. Volume One. Osaka, Japan: Asia-Pacific Human Rights Information Center, 1998. (iii +183 pp.)
Human Rights Education in Asian Schools. Volume Two. Osaka, Japan: Asia-Pacific Human Rights Information Center, 1999. (ii +212 pp.)
Comprehensive volumes on experiences and lessons learned in human rights education in schools in Southeast, Northeast and South Asia.
Instituto Interamericano de Derechos Humanos. Educación en derechos humanos en América: Hoy. San José, Costa Rica: Instituto Interamericano de Derechos Humanos, 1990. Languages: English and Spanish.
This book is a summary of discussions from a 1989 international meeting of teachers in Brazil. It provides an overview of the education systems in the region.
Instituto Interamericano de Derechos Humanos. Estudios básicos en derechos humanos: Tomo IV, Tomo V, Tomo VI, Tomo VII, Tomo VIII. San José, Costa Rica: Instituto Interamericano de Derechos Humanos. Language: Spanish.
Instituto Interamericano de Derechos Humanos. Estudios especializados en derechos humanos: Tomo I. San José, Costa Rica: Instituto Interamericano de Derechos Humanos. Languages: English and Spanish.
IPEDEHP, CEAS, CEAPAZ, CAJ, IDL. Educar en derechos humanos. Reflexiones a partir de la experiencia. Lima, Perú: Instituto Peruano de Educación en Derechos Humanos y la Paz; Comisión Episcopal de Accion Social; Centro de Estudios y Accion para la Paz; Comisión Andina de Juristas; Instituto de Defensa Legal, 1991. Language: Spanish.
Articles deal with the experience of teaching human rights, offering a historical and methodological overview of work carried out in Peru as well as what needs to be done.
Kismaric, Carole. Forced Out: The Agony of the Refugee in Our Time. New York: Human Rights Watch and J.M. Kaplan Fund in Association with William Morrow & Co., W.W. Norton & Co., Penguin Books Ltd., and Random House, Inc.; 1989.
A collection of photographs and essays about the world wide refugee crisis.
Leary, Virginia A. and Suriya Wickremasinghe. Introductory Guide to Human Rights Law and Humanitarian Law. Colombo: Nadesan Centre, 1995. Address: Nadesan Centre, 31 Charles Place, Colombo 3, Sri Lanka.
Second edition of a guide intended to introduce the arguments for human rights. Definitions, history, and major human rights instruments are presented and explained. This is followed by an examination of the mechanisms which exist to protect these rights, such as human rights courts, and the High Commissioner for Human Rights. Appendices include international treaties relating to human rights, some UN guidelines and agreements, and case studies in international human rights protection.
Lister, Ian. Teaching and Learning About Human Rights. Strasbourg: Council of Europe, 1984. Language: English.
This publication discusses the essential aspects of any human rights course, including the objectives, course content, teaching methods, and evaluation techniques.
Magendzo, Abraham K. Curriculum, escuela, y derechos humanos: Un aporte para educadores. Santiago, Chile: Publicado por el Programa Interdisciplinario de Investigación en Educación, 1989. Language: Spanish.
This book contains a series of essays about integrating human rights education into curricula.
Magendzo, Abraham, y Claudia Duenas. La construccion de una nueva practice educative. Modalidades de capacitation de Profesores en educación y derechos humanos en America Latina. México: Comisión Nacional de Derechos Humanos/PIIE, 1994. Language: Spanish.
Lessons learned about training of teachers in human rights education in Latin America.
Magendzo, Abraham, ed. Superando la racionalidad instrumental? Ensayos en busca de un nuevo paradigma para la educación y la discusión de los derechos humanos. Santiago, Chile: Programa Interdisciplinario de Investigación en Educación, 1991. Language: Spanish.
This collection of essays discusses human rights education as a new paradigm.
Martin, Paul J., Self-Help Human Rights Education Handbook. New York City: Center for the Study of Human Rights/Columbia University, 1996. Language: English. [http://erc.hrea.org/Library/curriculum_methodologyl/SELFHELP.html]
This handbook is designed to enable experienced and prospective human rights educators (teachers and administrators, as well as informal educators such as NGO leaders) become their own resources, and in particular to a) to set clear educational goals for human rights programmes, b) to improve their capacity to plan and evaluate programs, and c) to make the most of the resources available as well as to create their own when necessary or possible.
Marquez, Jaime. Promoviendo sensibilidad: 10 años de educación en derechos humanos. Lima, Perú: Instituto de Defensa Legal, 1996. Language: Spanish.
Reflections on 10 years human rights education in Peru.
Mayor, Frederico and Roger Pol Droit, eds. Taking Action for Human Rights in the 21st Century. Geneva: UNESCO Publishing, 1998. Languages: English, French, and Spanish.
Eminent personalities from various fields to suggest concrete proposals for action in support of human rights in the coming years.
Mendoza, Carlos Aldana. Una milpa llamada esperanza: Curso popular en derechos humanos. Guatemala: Oficina de Derechos Humanos del Arzobispado de Guatemala, 1992. Language: Spanish.
A basic introduction to human rights issues.
Muñoz, Carlos Calvo. Cultura escolar, la de la ambivalencia negada. Programa de Educación para la Paz y los Derechos Humanos, Consejo de Educación de Adultos de América Latina, 1986. Language: Spanish.
An analysis of human rights education as part of formal education.
Nkake, Lucie-Mami Noor. Idea Gaining Ground. Geneva: UNESCO International Bureau of Education, 1996. Language: English.
Brochure produced by the 44th session of the International Conference on Education (Geneva 1994) intended for teachers, students and human rights educators. The brochure summarizes in accessible format the major issues discussed by the conference. These include the development of human rights education over the past seventy years, new philosophies in education, cultural perspectives, and the practical application of these discussions.
Osler, Audrey and Hugh Starkey. Teacher Education and Human Rights. London: David Fulton Publishers, 1996.
This book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young peoples awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum.
Osler, Audrey, Hanns-Fred Rathenow and Hugh Starkey, eds. Teaching for Citizenship in Europe. Stoke-on-Trent: Trentham Books Ltd., 1995. Address: Trentham Books Ltd., Westview House, 734 London Road, Stoke on Trent, Staffs., ST4 5NP, UK. Language: English.
A collection of essays with a European perspective on the issues of training and teaching for the development of citizenship education. Divided into three areas, the essays cover citizenship and human rights, the training of teachers, and the development of curricula.
Ray, Douglas, et al. Education for Human Rights: An International Perspective. Paris: International Bureau of Education, 1994. Language: English.
A series of essays on the role of education in the protection of human rights. They provide a range of introductions to various topics, such as the development of school curricula, the definitions of education in and for human rights, and other theoretical issues. They also include geographical surveys of most major areas, and the conflicts and achievement of human rights education experienced in them. The essays have been compiled by academics from around the globe. Each essay includes bibliographical notes.
Reardon, Betty A. Educating for Human Dignity: Learning About Rights and Responsibilities. Philadelphia: University of Pennsylvania Press, 1995. Language: English.
This book presents lessons for teaching human rights and dignity. Each chapter discusses social and developmental purposes for teaching human rights at a particular age level and suggests activities.
Red Latinoamericana para la Paz y los Derechos Humanos del CEAAL. Democracia, pedagogic y derechos humanos. Lima, Perú: Red Latinoamericana para la Paz y Los Derechos Humanos, 1995. Language: Spanish.
Volume on human rights education with focus on pedagogy produced by the Peruvian HRE network.
Richaudeau, F. Concepción y producción de manuales escolares: Guia práctica. Paris: UNESCO, 1981 Languages: French and Spanish.
A useful guide to creating handbooks and education materials.
Schools, Human Rights and Society. Report of the 1998 Asian Workshops on Human Rights Education in Schools. Osaka, Japan: Asia-Pacific Human Rights Information Center, 1999. Language: English.
Report of workshops on achievements, problems and prospects of HRE in schools in Southeast, Northeast and South Asia. Includes a list of participants.
Skelton, Ann, ed. Manual on Children and the Law. Pretoria, South Africa: Lawyers for Human Rights, 1998. Language: English.
This manual on children and the law is based on expert analysis and aimed at those people who help children and their families; understandable to older children and their families.
Soto, Rodrigo, ed. Las nuevas generaciones: Un encuentro por sus derechos. Instituto Interamericano de Derechos Humanos, Instituto Interamericano Del Niño, Friedrich Naumann Stiftung, 1991. Language: English.
Focuses on children's rights.
Stapleton, A., and K. English. The Human Rights Handbook. Essex, UK: Human Rights Centre, 1995. Language: English.
Useful and comprehensive handbook.
Starkey, Hugh, ed. The Challenge of Human Rights Education. London: Cassell Education Ltd., for the Council of Europe, 1991. Language: English.
Comprehensive volume on human rights education in primary and secondary schools in Europe.
Swennenhuis, Raymond, ed. Handbook for the Helsinki Committees: A Guide in Monitoring and Promoting Human Rights, and NGO Management. Vienna: International Helsinki Federation for Human Rights, second edition, 1998.
Comprehensive manual for human rights NGOs, including international mechanisms for human rights protection (Council of Europe, OSCE, UN), training of journalists, human rights education in schools.
Tay, Alice Erh-Soon, ed. Teaching Human Rights: An Australian Symposium. Canberra, Australia: Australian National Commission for UNESCO, 1981. Language: English.
This collection of papers presented at a 1978 UNESCO conference in Vienna is divided into four sections: human rights and the Australian polity; foreign policy and international affairs; philosophical problems of teaching human rights; and specific issues in human rights, such as the rights of indigenous peoples.
Trindade, Antonio A. Cançado, ed. Derechos humanos, desarrollo sustentable y medio ambiente. San José, Costa Rica: Instituto Interamericano de Derechos Humanos, 2nd ed., 1995. Languages: English, Spanish, and Portuguese.
This book examines the interrelationships between human rights, sustainable development and the environment. It discusses the possibility of setting up a program of education in human rights and the environment.
Ty, Reynaldo R., ed. Truth and Freedom: Understanding and Teaching Human Rights. Quezon City, Philippines: Human Rights Education Program of the Task Force Detainees of the Philippines, 1990. Language: English.
This collection of lectures addresses human rights on the global level and analyses the situation in the Philippines. It contains sections on teaching human rights in the Philippines, in general, and teaching human rights to child-victims of human rights violations.
United Nations. High Commissioner for Human Rights: An Introduction-Making Human Rights a Reality. Geneva: United Nations, Office of the High Commissioner for Human Rights, 1996. Languages: English, French, Spanish.
A short pamphlet introducing the High Commissioner for Human Rights, intended to give an outline of the post, its history and its function. Suitable as background material for students and organizations, it contains appendices of the resolutions passed by the General Assembly, affecting the post of the High Commissioner.
Ali, Kathy Keirle and Zulfiqar Ali. Our Book of Child Rights. Karachi: Human Rights Education Programme, 1996. Language: English. Address: Human Rights Education Programme, 11-B Main Korangi Rd., Phase 1, D.H.A., Karachi, Pakistan.
A colourful picture book, with some text suitable for young children, which illustrates each of the major areas of child rights (education, health, play, safety, etc.). Basic questions for discussion accompany each right, which can be used by the teacher or parent. Detailed teachers guide is also available.
Amnesty International. La carta de Eloy. Spain: Amnistía Internacional, Sección Española, 1988. Language: Spanish.
This is the story of Eloy who, horrified by the difference between human rights treaties and reality, decides to revolt and create Amnesty International. For children up to 7 years.
Amnesty International. Los derechos humanos en leguaje sencillo. Spain: Amnistía Internacional, Sección Española, 1991. Language: Spanish.
This document provides an explanation of the Universal Declaration of Human Rights, article by article in simple, easily understood language. For children between the ages of 8 and 12.
Amnesty International. Educación en derechos humanos. Propuestas didácticas. Spain: Amnistía Internacional, Sección Española, 1995. Language: Spanish.
This book contributes to the formation of human rights, underlining the importance and respect of human rights.
Amnesty International. Educar en y para los derechos humanos. Dinámicas y actividades. Spain: Amnistía Internacional, Sección Española, 1996.
This book provides various activities in educating students on the importance and effectiveness of human rights and enforcing human rights.
Amnesty International. Education for Freedom. Shopping List of Techniques in Teaching Human Rights. Manila: Amnesty International-Philippine Section, 1994.
Includes many practical suggestions for activities in classroom.
Amnesty International. El niño y los derechos humanos. Capital Federal: Amnistía Internacional Argentina.
The collected results of a competition for children organized by Amnesty International Argentina. Children aged between 7 and 13 were asked to contribute art and creative writing along the themes of human rights, and this volume presents some twenty-five of the entrants. Also included is a short cartoon version of the Declaration of the Rights of the Child, and appendices on institutions for the protection of human rights and the UDHR.
Amnesty International. Our Rights! Series for Children and Youth. Rio Piedras: Amnesty International -Puerto Rican Section, 1993.
HRE curriculum for secondary schools.
Amnesty International. First Steps: A Manual for Starting Human Rights Education. London: Amnesty International, 1997. Languages: Albanian, Croatian, English, Hungarian, Polish, Russian, Slovak, Ukrainian; other languages in progress. [http://erc.hrea.org/Library/First_Steps]
This manual is directed towards teachers with little or no experience in teaching human rights. The resource is divided into several sections, including the background for human rights education; tools for teaching human rights (including teaching methods, lesson development, evaluation and organisation of training seminars); sample lessons; key human rights documents; and other resources for promoting human rights education. The model lessons contained in the manual are taken from a variety of sources, including Amnesty International specialists and other publications, and are used to illustrate various methodologies and topics for human rights education.
Amnesty International USA-Educators Network. Human Rights Education Resource Notebooks. Language: English.
These include: l. Childrens Rights; 2. Conflict Resolution and Peace; 3. Death Penalty; 4. Economic Rights; 5. Gay and Lesbian Rights; 6. Human Rights Education in Workshop Models; 7. Human Rights Education in College Classrooms; 8. Indigenous Peoples Rights; 9. Race, Religion, and Ethnicity; 10. Teaching Human Rights through Literature; 11. Teaching Young Children about Human Rights; 12. The Universal Declaration of Human Rights; 13. Womens Rights; 14. Introducing Human Rights in Elementary School; 15. Introducing Human Rights in the Middle School; 16. Introducing Human Rights in the High School.
Angeles, William Tamayo. El teatro escolar y los derechos humanos. Lima, Perú: Amnesty International, 1995. Language: Spanish. Address: Amnesty International - Peruvian Section
A guide for teachers organising theatre projects using the theme of human rights. The guide covers background, aims and objectives, and issues of culture etc., and details the practical aspects of theatre, running through the stages of planning a production, from writing to performing. Includes a bibliography.
Arab Institute for Human Rights and Amnesty International, Tunisian section. Human Rights for Children: The Universal Declaration of Human Rights. Tunis: ADHOUA, 1992. Language: Arabic.
Annotated Arabic version of UDHR.
Arab Institute for Human Rights and UNICEF Office in the Middle East and North Africa. Children Have Rights: The International Convention on the Rights of the Child. Tunis: Signes, 1995. Language: Arabic.
Annotated Arabic version of the Convention on the Rights of the Child.
Arab Institute for Human Rights. Education About Human Rights and Democracy in the Arab World. Tunis: AIHR, 1994. Language: Arabic.
Volume on education in human rights and democracy in Middle East and North Africa.
Barker, Dan. Maybe Right, Maybe Wrong: A Guide for Young Thinkers. Buffalo, NY: Prometheus Books, 1992. Language: English.
Discusses moral education.
Berry, Joy. Every Kids Guide to Understanding Human Rights. Chicago: Childrens Press, 1987. Language: English.
This introduction to human rights is useful for younger children.
Branson, B., Margaret Stimmann and Judith Torney Purta, eds. International Human Rights, Society, and the School. Washington: National Council for the Social Studies, 1982. Language: English.
Designed as a resource for K-12 and college social science teachers, this bulletin discusses the issues and research related to international human rights and provides instructional guidelines and creative teaching strategies.
Brown, Margot, ed. Our World, Our Rights. Teaching and Learning about rights and responsibilities in the Primary School. London: Amnesty International-UK, 1996. Language: English. [http://erc.hrea.org/Library/primaryschool/our_world/]
Our World, Our Rights was produced by the Educators in Human Rights Network and Amnesty International (UK) for use in the upper primary school classroom (ages 8-12). The book is intended to introduce children to the Universal Declaration of Human Rights, and contains 20 lessons that can be used in the school or out-of-school setting. Our World, Our Rights contains four sections: one providing background information on the organization of human rights education lessons; a lesson section; suggestions for organizing whole school events; and a section outlining actions to undertake to promote human rights.
Burr, Maregaret and Rachel Warner, eds. We Have Always Lived Here: The Maya of Guatemala. London, UK: Minority Rights Group, 1991. Language: English.
Teacher and student guide.
Canadian Human Rights Foundation. Stand Up for Childrens Rights! Montréal: Canadian Human Rights Foundation Publications, no date available. Languages: English and French.
This manual is a guide for teachers on the Convention on the Rights of the Child.
Canadian Human Rights Foundation. What Are Human Rights? Lets Talk Montréal: Canadian Human Rights Foundation Publications, no date available. Language: English and French.
An education programme for students of elementary grades 4 to 6.
Council of Europe. The Human Rights Album. Strasbourg: Council of Europe, 1992. Languages: Albanian, English, French, German, Romanian, Russian, Ukrainian; others in preparation.
Richly illustrated introduction to the European Convention on Human Rights and its protective machinery.
Castelle, Kay. All Children Have Rights. New York: Defense for Children International USA, 1991. Languages: English and Spanish.
Illustrated booklet explains 23 key childrens rights in the framework of the Convention on the Rights of the Child.
Chulalongkorn University. Alternative Human Rights Materials for Thai Youth. Bangkok: Chulalongkorn University, 1986. Languages: English and Thai.
This report on a UNESCO-sponsored project, whose purpose was to create new materials for informally educating Thai youth in human rights, advocates teaching young people by making materials more interesting and appealing to them and producing alternative materials such as cartoons and games.
Fountain, Susan. It's Only Right! A Practical guide to Learning About the Convention on the Rights of the Child. New York: UNICEF, 1993. Language: English.
This guide is written for teachers working with populations thirteen years and older. The book was developed with input from specialists from Latin America, Asia, Africa, Western Europe and North America and is intended for different national settings. It's Only Right! has three sections. "Activities for Learning About the Convention on the Rights of the Child," presents a range of activities for learning about the content of the Convention. The second section, "Planning for Action," suggests activities that can be used, either alone or in sequence, to help young people plan ways of taking realistic action on a rights issue. The third section identifies how the guide's activities may be used in different settings.
Gonzalez, Susan. We: Lessons on Equal Worth and Human Dignity: The United Nations and Human Rights. Elementary School Level. Minneapolis, MN: United Nations Association of Minnesota, 1997. Language: English.
This curriculum offers opportunity for students to discuss the issues related to race, ethnicity, and religion in a sensitive and caring manner. It features the United Nations work to create a more tolerant world.
Guerrero, Luis. Y ahora que hice? Reflexiones cobra el castigo, la democracia y los derechos del niño. Lima: Asociacion pare el Desarrollo Integral del Niño/Radda Barnen, 1991. Language: Spanish.
Focus on children's rights.
Hammond, Merryl and Rob Collins. One World, One Earth: Educating Children for Social Responsibility. Gabriola Island, British Columbia: New Society Publishers, 1993.
This book seeks to promote cooperation, solidarity, and security by combating ideas that promote war, violence, nuclear weapons, child abuse, sexism, racism, and environmental destruction. Five appendices provide an annotated list of books and educational materials, lists of relevant organisations, songs, ideas for experimenting with poetry writing, and simulation games.
Hatch, Virginia. Human Rights for Children: A Manual of Activities for Elementary Schools. Washington, D.C.: Human Rights for Children Committee/Amnesty International USA, 1991.
This resource book for teachers addresses ten fundamental principles derived from the UN Declaration of the Rights of the Child. The book provides teachers with teaching strategies and activities.
Informal Sector Service Centre. Human Rights Declaration-1948. Kathmandu: Informal Sector Service Centre, 1994. Languages: English and Nepali.
A bilingual Universal Declaration of Human Rights in English and Nepali. It is aimed mainly at children, and is simplified and illustrated accordingly.
Instituto Interamericano de Derechos Humanos. Experiencias: Educación y derechos humanos cuadernos de estudio. San José, Costa Rica: Instituto Interamericano de Derechos Humanos, 1990. Language: Spanish.
Contains examples from human rights education experiences in Latin America, includes classroom activities for primary and secondary school students.
Instituto Peruano de Educación en Derechos Humanos y la Paz. Disciplina y educación en derechos humanos y en democracia en la escuela. Lima, Perú: Instituto Peruano de Educación en Derechos Humanos y la Paz (IPEDEHP).
Volume on education for democracy and human rights in Peruvian schools.
Jacobsen, Anette Faye. Børn i alle lande! [Children in All Countries]. The Danish Centre for Human Rights, Forlaget Thorup, 1994. Language: Danish.
The book tells what is behind the juridical wording of the UN Convention on the Rights of the Child and discusses the strength and weakness of the Convention. It describes the origin of the Convention and how it is put into practice. The book contains interviews with miscellaneous experts and portrays the most important international organizations that have actively participated in the work with the Convention on the Rights of the Child.
Jacobsen, Anette Faye. Menneskerettigheder-også for børn [Human Rights Also for Children]. The Danish Centre for Human Rights, Forlaget Thorup, 1990. Language: Danish.
This book is meant to be an initiator, which should inspire teachers and give them materials to focus on human rights in the tuition of pupils in secondary school. Focus is on four subjects: What is a human being? What responsibilities and rights does a human being have? Which rules, laws, and norms regulate our social conventions? Which rights do children and young people have in Denmark? The book also contains short texts and pictures for the pupils to work with on their own.
Kashirtseva, E. and E. Shabelnik. Rights Just in Case. Moscow: Vita Press, 1995. Address: Vita Press, Ul. Gavrikova 7/9, Moscow 107140, Russia. Language: Russian.
A childrens illustrated version of the Universal Declaration of Human Rights, which uses images from folk tales to represent each article.
Kashirtseva, E. and E. Shabelnik. Your Rights. Moscow: Vita Press, 1995. Address: Vita Press, Ul. Gavrikova 7/9, Moscow 107140, Russia. Language: Russian.
An illustrated version of the UDHR for children.
Leis, Raúl. El Arco y la flecha: Apuntes sobre metodología y práctica transformadora. San José, Costa Rica: Centro de Estudios y Publicaciónes Alforja, 1989. Language: Spanish.
This manual is designed to help educators realize how to bring human rights education into the classroom.
LICADHO. Childrens Rights. Phnom Penh: LICADHO, 1995. Language: Cambodian.
A cartoon storybook aimed at introducing children to the issues of childrens rights, and child abuse. The story is that of a brother and sister who are orphaned and sold.
Limpens, Frans (e.a). La Zanahoria. Manual de educación en derechos humanos para maestras y maestros de preescolar y primaria. Madrid: Ediciones Amnistia Internacional, 1998.
Teacher training on HRE for primary school and Kindergarten levels. Concentrates heavily on games and group integration activities.
Loescher, Elizabeth. Conflict Management Middle School Curriculum. Denver: Conflict Center, 1990. Address: The Conflict Center, 2626 Osceola St., Denver, CO 80212, USA.
Teachers textbook presenting a structured twelve day course for middle school students in conflict resolution skills. The focus is on directly relevant exercises, which can be used to resolve everyday classroom conflict. Exercises include sheets and illustrations which may be photocopied, and clear annotations for the teacher. The course incorporates frequent evaluations and assessment exercises.
Lopez, Daniel, ed. Programa educación y derechos humanos: modulo 1. Capital Federal: Movimiento Ecumenico por los Derechos Humanos. Address: Movimiento Ecumenico por los Derechos Humanos, Solis 936, CP 1078, Capital Federal, Argentina.
Outline of a workshop for use by teachers on the basic factors in teaching human rights. The workshop briefly outlines techniques and aims of human rights education, and appendices from human rights educators in Mexico and Bogota give introductions to the use of materials.
Malisova, V.N. Culture of Communication or Art of Dialogue: The Program of Moral Upbringing of Schoolchildren. Moscow: Moscow School of Human Rights, 1996. Languages: English and Russian.
Educating respect for human dignity through culture of communication. For teachers of primary school and other educators.
Martínez, Ivana and Mariana García Jurado. Derechos humanos de niñas y niños. Rosario, Argentina: Instituto de Genéro, Derecho y Desarrollo, 1998.
Practical guide with focus on girls' rights.
Nikitin, A.F. Concept and Program of the Subject "Civic Education." Moscow: Moscow School of Human Rights, 1996. Languages: English and Russian.
The manual is designed for teachers of general education institutions. Civic education is represented as one of upbringing and training work strategies combining elements of political, legal, and moral education.
Ondrácková, Jana. Citizenship Education Alternative Curriculum for Upper Elementary Level. Prague: Czech Helsinki Committee, 1995. Languages: Czech and English.
This is an original curriculum developed by a Czech primary school teacher on the basis of several years of experience in teaching an alternative civics course. The curriculum covers one hour teaching per week for a full year. The curriculum is written in an expository manner for teachers, with key ideas and talking points, followed by questions and exercises for students. The children often work in teams, and guest speakers are recommended for several topics. The teacher can adapt and elaborate the curriculum, depending upon local interests and needs. The three organizing themes are: Me, You and Me, and You, Me, Us. There is a strong emphasis on the Convention on the Rights of the Child, interactive methodologies, project work, and community involvement. The curriculum also suggests whole school activities for events such as UN Day and ways to evaluate the children.
Pettman, Ralph, et al. Teaching for Human Rights: Pre-school and Grades 1-4. Canberra: Human Rights Commission/Australian Government Publishing Service, 1986. Language: English. [http://erc.hrea.org/Library/teachers/Teaching-HR-1-4/]
This teachers handbook describes the Universal Declaration of Human Rights and the UN Declaration of the Rights of the Child and shows how they can be applied to daily behavior in the context of economic, social, and cultural well-being, racism, sexism, and the family.
Power, Colin N. ed. What Makes a Good Teacher: Children Speak Their Mind. Paris: UNESCO Associated Schools Project. Address: UNESCO, 7 Place de Fontenoy, 75352 Paris 07 SP, France. Languages: English, French, and Spanish.
A trilingual compilation of original art and prose contributions from school children, on the subject of their teachers. A good illustration of the value of teaching, and childrens interpretation of thisas seen from a wide variety of national perspectives. Also includes some information on UNESCOs projects.
Puente, Isabel, ed. Preoyecto de educación en derechos humanos: ano 1, numero 2. Buenos Aires: Amnistía Internacional, Argentina, 1996. Language: Spanish.
Amnesty International Human Rights Now magazine. This issue contains material suitable for children, including fiction along human rights themes, and a report of recent human rights education events in the region.
Red Peruana de Educación en Derechos Humanos y la Paz. "Detengamos el maltrato infantil." Lima, Perú: Red Peruana de Educación en Derechos Humanos y la Paz. Language: Spanish.
Material for secondary schools on illtreatment of children.
Siede, Isabelino A. Todos y cada uno (Each and Every One of Us). Buenos Aires: Amnesty International Argentinian Section, 1997. Language: Spanish.
Introduction for children to the issues of human rights, and the way in which the events of the twentieth century have shaped and affected discussion. Well illustrated, with cartoon stories, photos, tables of figures, etc., the book covers many topics including race, disability, freedom of speech, and political freedom in a clear format.
Smith, Charles A. Peaceful Classroom: 162 Easy Activities to Teach Preschoolers Compassion and Cooperation. Mt. Rainer: Gryphon House, 1993. Address: Gryphon House, 3706 Otis Street, Mt. Rainer, MD 20712, USA.
Easy to read and use book with activities for young children.
Tacoma Human Rights Education Group. Human Rights for Children. Washington, D.C.: Amnesty International - USA, 1996. Address: Amnesty International - USA, 304 Pennsylvania Ave. SE, Washington, D.C. 20003, USA. Languages: English, Arabic, and Russian.
The Convention on the Rights of the Child provides the nucleus for the manual. The activities lend themselves to be used in different areas such as geography, mathematics, history, language and arts, and are designed for children from 3-12 years old.
Tanikawa, Shuntaro. The Illustrated Universal Declaration of Human Rights. Tokyo: Amnesty International - Japanese Section, 1991.
This is an illustrated childrens book on the Universal Declaration of Human Rights.
UNESCO. All Human Beings A Manual for Human Rights Education. Geneva: UNESCO Publishing, 1998. Languages: English and French.
Published on the occasion of the fiftieth anniversary of the Universal Declaration of Human Rights, this manual is intended to help students and teachers of primary and secondary levels to understand the universal elements of human rights. It provides basic documentation, specific teaching materials and practical exercises. The materials are to be completed and developed locally to fully discover the meaning of human rights in the daily life of each particular cultural context.
UNICEF. Celebrating the 30th Anniversary of the Declaration of the Rights of the Child. New York: E.P. Dutton, 1989. Language: English.
Aimed at preschool and elementary children, this illustrated book presents the ten principles of the rights of the child.
United Nations Centre for Human Rights. The ABCs of Teaching Human Rights: Practical Activities for Primary and Secondary Schools. Geneva, Switzerland: United Nations Centre for Human Rights, 1989. Languages: English, French, various other languages. [http://www.unhchr.ch/html/menu6/2/abc.htm]
Provides basic information for teachers in primary and secondary schools who want to foster awareness and knowledge of human rights and the sense of reciprocity and universality upon which it is based.
Uribe de De Guzmán, María Victoria. La Alegría de Ser. Bogotá, Colombia: Consejeria para la Defensa, Protección y Promoción de los Derechos Humanos, 1991. Language: Spanish.
Designed for elementary school teachers, this guide includes classroom exercises dealing with self-respect, respect for others, conflict resolution, and discrimination.
Vicaría de la Solidaridad. Manuales de educación en derechos humanos. Santiago, Chile: Vicaría de la Solidaridad; Ediciones Paulinas, 1991. Language: Spanish.
Short booklets containing suggestions for human rights education in primary and secondary schools during arts, technical training, and music lessons.1.Artes Plasticas, Educación Técnico Manual y Educación Musical 2. Castellano 3. Ciencias Naturales, Biología, Física, y Química 4. Ciencias Sociales 5. Filosófia 6. Idiomas Extrangeros 7. Matematicas. 8. Prescolar, Educación Básica 9. Religión.
Vos Wezeman, Phyllis. Peacemaking Creatively Through the Arts: A Handbook of Educational Activities and Experiences for Children. Prescott: Educational Ministries, 1990. Address: Educational Ministries Inc., 165 Plaza Drive, Prescott, AZ 86303-5549, USA.
This handbook presents a wide variety of arts-based activities for children aimed at introducing peace ideas, and the skills for peace. They include activities using music, culinary arts, theatre, dance, and photography, as well as more familiar arts and crafts projects. They are designed to explore peace themes in different contextspeace at school, at home, in the local community and in the wider world. All are clearly explained and illustrated, and suggest ways in which they can be enhanced and developed.
Yeban, Felice, ed. The Human Rights Education Pack. Bangkok: Asian Regional Resource Center for Human Rights Education, 1995.
Includes various activities/lessons plans.
Yerovi, Celeste Viale. Los títeres en la educación en derechos humanos. Lima, Perú: Instituto de Defensa Legal, 1990.
Shows how to make and use puppets for human rights education.
Amnesty International. First Steps: A Manual for Starting Human Rights Education. London: Amnesty International - International Secretariat, 1997. Languages: Albanian, Croatian, English, Polish, Russian, Slovak, Ukrainian; other languages in progress. [http://erc.hrea.org/Library/First_Steps]
This manual is directed towards teachers with little or no experience in teaching human rights. The resource is divided into several sections, including the background for human rights education; tools for teaching human rights (including teaching methods, lesson development, evaluation and organisation of training seminars); sample lessons; key human rights documents; and other resources for promoting human rights education. The model lessons contained in the manual are taken from a variety of sources, including Amnesty International specialists and other publications, and are used to illustrate various methodologies and topics for human rights education.
Alekseeva, L. M. History of Human Rights. Moscow: Moscow School of Human Rights, 1996. Languages: English and Russian.
The book acquaints pupils with the history of the human rights movement from its beginning to the end of 1995. The author wants her readers to understand the heroic efforts of the human rights pioneers and to understand and aid human rights in present Russia.
Alexandrov, Y. K. Teenagers: Crime and Punishment. Moscow: Moscow School of Human Rights, 1996. Languages: English and Russian.
This book offers basic information on criminal law and criminal process. It is presented in a lively way by including problems, questions, responses, and examples. It is meant for pupils of senior forms of secondary school.
Amnesty International Austria. Basismappe fur Schulvortrage. Vienna: Amnesty International Austria, 1996. Language: German. Address: Amnesty International-Austrian Section, Apostelgasse 25-27, A-1030 Vienna, Austria.
An introductory reference guide for human rights education in schools. It includes a methodology section, which introduces brainstorming and discussion techniques, using alternative media, dos and donts for preparation, and many examples of classroom presentations. A section on Amnesty issues introduces "tricky questions," Amnestys work in Austria, and general facts and figures. Appendices include international human rights standards, bibliography, and the Austrian Ministry of Educations recommendations for HRE.
Amnesty International - Austria. Spiele zur Werterziehung: für Schule und Erwachsenbildung. Linz: Locker, 1988. Language: German.
Lesson plans focusing on values, both for high school and adult target groups.
Amnesty International Belgique francophone. Vivre dans la dignité, cest aussi un droit de lhomme: education aux droits de lhomme, dossier pédagogique pour le secondaire. Brussels: A.D. Quart Monde, 1988. Language: French.
Introduction to human rights curriculum.
Amnesty International. Free Expressions: The Amnesty International Art Education Pack. London: Amnesty International United Kingdom, 1991. Language: English.
This packet contains sections on comics, sculpture, and printmaking that can be used to examine three human rights issues: the death penalty, asylum seekers, and prisoners of conscience.
Amnesty International. Human Rights Education Project: Eleven Units for Schools and Colleges. London: Amnesty International United Kingdom, 1983. Language: English.
Teaching units include an introduction to human rights, the United Nations Declaration of Human Rights, prisoners of conscience, acting games, and dramatic sketches.
Amnesty International. Teaching and Learning About Human Rights. London: Amnesty International United Kingdom, no date. Language: English.
Divided into ten sections, available separately, these materials are designed to encourage active pupil participation through discussions, role-plays, simulation exercises, and research.
Amnesty International. Why Human Rights II. London: Amnesty International-UK, 1996. Language: English.
A teachers pack with nine units and accompanying video, designed for younger high school students. The course aims to introduce major issues in human rights, including the death penalty, refugees, childrens rights, and free expression. Each unit is introduced by a section on the video, and the supporting pack contains activity sheets and teachers briefing, in order that the video information can be followed up. Activities include role play and games, as well as classroom discussions.
Amnesty International - Canadian Section. Flaws in the Pattern: Human Rights in Literature. Ontario: Amnesty International Canadian Section, 1978. Language: English.
Designed for use in social studies classes, this book shows how human rights can be demonstrated through fiction and incorporated into social studies programs. It provides suggestions on texts, questions, and supporting material.
Amnesty International-Spanish Section. La muerte como castigo. Madrid: Amnesty International Spain, 1989. Language: Spanish.
This teachers manual focuses on a discussion of the death penalty and includes classroom exercises.
Amnesty International-Venezuela. Valija didáctica. Madrid: Amnesty International-Spain, 1993. Language: Spanish.
A teachers pack designed to introduce the issues of human rights into the classroom, from the Venezuelan angle. It specifically provides information for the teacher on the problems and methodology of human rights education etc., and details on the three themes: freedom, equality, and solidarity, each with supporting activities and games for the classroom.
Antropov, O.O. and R.R. Maksudov. Know Your Rights. Moscow: Moscow School of Human Rights, 1997. Languages: English and Russian.
This manual shows the legal problems facing teenagers and provides ways of overcoming the lack of human rights. The book will be of interest to students at the upper high school level.
Azarov, A.Y. and T.V. Bolotina. Human Rights: Manual for Teachers. MRAETI Publishers, 1994. Languages: English and Russian.
The book is a comprehensive collection of the program of the course, plans of lessons, essential international and national norms on specific rights and freedoms. Active forms and methods of teaching are recommended; role and business games, analysis and conflict solving, methods of work with legislation, questions to get pupils interested in the material. The manual offers tests to control level of knowledge. This book is designed for teachers of upper high school levels.
Canadian Human Rights Foundation. Lets Celebrate the Universal Declaration of Human Rights. Montréal: Canadian Human Rights Foundation Publications, no date available. Language: English and French.
A teachers guide and student handbook for secondary level students.
CEDHOSSAI. Dossier pédagogique: comment éduquer aux droits de lhomme et a la paix? Dakar: CEDHOSSAI, 1991. Language: French.
Volume on the pedagogy of teaching about and for human rights produced by the Senegalese chapter of Amnesty International.
Craig, Ann Armstrong. The Refugee Experience: A Teaching Guide. New York: Womens Commission for Refugee Women and Children, 1994. Language: English.
Guide for high school teachers to educate students about issues affecting refugees worldwide, with a particular focus on women and children. Includes student readings with maps and stories, and a short video.
Development Education Centre. Do It Justice: Resources and Activities for Introducing Education in Human Rights. Birmingham, UK: Development Education Centre, 1988. Language: English.
This practical handbook of resources, materials, and strategies for teaching human rights provides suggestions for classroom activities and includes chapters on childrens and minorities rights, peace, justice, and taking action.
Donahue, David, and Nancy Flowers. The Uprooted: Refugees and the United States. Alameda, CA: Hunter House, 1994. Language: English.
This guide begins with activities aimed at understanding and gaining the perspective of refugees and immigrants. Subsequent topics include refugees in U.S. history, legal standards and practices regarding refugees, and current refugee issues. This guide is targeted for high school level students.
Elliot, RoAnne. We: Lessons on Equal Worth and Dignity: The United Nations and Human Rights. Minneapolis: United Nations Association of Minnesota, 1992. Language: English.
Aimed at middle school students, this curriculum addresses issues of race, ethnicity, religion, and human rights. It includes lessons on the UN Human Rights Charter and other important UN conventions.
Goldschmidt, Ditte, Anette Faye Jacobsen, and Klaus Slavensky. Menneskerettigheder-en grundbog om menneskerettigheder (Human Rights-A Textbook About Human Rights) Gyldendal, 1997. Language: Danish.
This book is addressed to final year classes in secondary schools and to youth institutions. It is comprised of an introduction to fundamental human rights concepts, examining human rights in an historical perspective and discussing human rights globally and in Denmark.
Golovatenko, A.Y. Human Rights and Status of a Person: History and Modern Time. Manual for Teachers. Moscow: Moscow School of Human Rights, 1996. Languages: English and Russian.
The manual is addressed to school history teachers as well as to all teachers who deal with legal education of schoolchildren. The book contains the material to be used in history, civic education and legal studies lessons. The reader will find the information on pre-history and history of human rights, how a prisons status has been changing since the Ancient world, Antique, the Middle Ages and until modern Times.
Hammer, Ferenc. Critical Choices for Hungary. Issue materials for social science curricula. Budapest: Joint Eastern European Center for Democratic Education and Governance, 1995. Languages: Hungarian, English, Russian, Polish, Slovakian, Slovenian and Serbian. [http://erc.hrea.org/Library/secondaryschool/Critical_Choices/]
This series includes a teachers guide. Critical Choices is not a textbook, but a resource for public discussion and debate on policy issues. These materials, and the discussions that are engendered, are intended to foster public discourse and citizen involvement. Although more oriented towards citizenship education rather than human rights education, this approach clearly fosters knowledge of one's rights and citizen action. Each national version presents a half dozen topics, such as unemployment, crime and national security. For each topic, a research-based introduction is given to the problem, followed by three differing opinions on possible solutions. The teacher's guide offers suggestions for organizing 'classroom forums' or discussions on the issues, for guiding and enriching the discussion, finding solutions, and for organizing follow-up activities.
Hartoonian, H. Michael and Hilary Stock. A Guide to Curriculum Planning in Global Studies. Madison, WI: Wisconsin Department of Public Instruction, 1992. Language: English.
This guide is designed to assist educators develop curricula to embrace global perspectives. The appendices include a list of references and additional printed resources, microcomputer resources, a list of global and international studies organisations and centers, US addresses of other nations embassies, and nine rules for being human.
Hirst, Terry. Human and Peoples Rights: Stories, Pictures, and Conversations about the Issues. Nairobi: Mazingira Institute, 1996. Address: Mazingira Institute, P.O. Box 14550, Nairobi, Kenya. Language: English.
A comic book, suitable for teaching adults and high school children introducing human rights and human rights issues. Written with clear emphasis on human rights and society from the point of view of Kenya, the book clearly explains the difficulties and debates surrounding rights, as well as the rights themselves. Covers the African Charter of Human and Peoples Rights.
Hoffman, Dorothy, et al. A Childs Right: A Safe and Secure World. New York: United Nations Association-USA, 1991. Language: English.
Designed for students in grades 5-10, this curriculum addresses the rights laid out in the UN Convention on the Rights of the Child, by using handouts of newspaper articles, interviews, and cultural information, as well as evaluations and worksheets. Students "adopt" a child in another part of the world and monitor that childs progress in a childhood log.
Ioffe, A.N. The Freedom of Conscience. History of Religion. The Program. Legal Acts. Documents. Moscow: Moscow School of Human Rights, 1997. Languages: English and Russian.
The collection of materials is intended for an average and higher degree of secondary school. The program includes three blocks which are "Mythology," "World peoples religions," and "Religion science." Teaching the course gives complete information on religious convictions, bringing up tolerance to representatives of various creeds, promoting shaping of representations about spiritual life of the peoples. International and Russian norms, governing problems on the freedom of conscience, documents on a history of religious relations in USSR, are cited.
Jacobsen, Anette Faye. Menneskerettigheder: Et undervisningshæfte for folkenhøjskolerne [Human rights: An Education Booklet for the Folk High Schools]. Danish Centre for Human Rights, 1988. Language: Danish.
This booklet gives a short introduction to human rights and gives a line of suggestions to activities that focus on human rights locally.
Jacobsen, Anette Faye. Ret mig her og ret mig der [Rights Here and Rights There]. Gyldendal, 1997. Language: Danish.
This book is addressed to final year classes in secondary schools and deals with childrens and young peoples rights in Denmark, with a specific relevance to: family, school, labour market and society.
New York State Education Department. Teaching About the Holocaust and Genocide. Albany, NY: the State Education Department, The Human Rights Series, 1985, 1986. Language: English.
Teachers book with lesson plans on genocide, and the Holocaust in particular.
Nikitin, A.F. Working Notebook in Law. Moscow: Moscow School of Human Rights, 1996. Languages: English and Russian.
This book offers materials on problems of human rights and freedoms, respect of law, tolerance, and equality of people. For pupils of the 7th and 8th grades.
Nsirimovu, Anyakwee. Human Rights Education Techniques in Schools: Building Attitudes and Skills. Port Harcourt, Nigeria: Nawa Publishers, 1994. Language: English.
This book deals with human rights in traditional African societies, the philosophy of human rights teachers, and aims and objectives of human rights education.
Nurkse, Dennis and Kay Castelle. In the Spirit of Peace: A Global Introduction to Childrens Rights. Philadelphia: Defense of Children International, no date.
This curriculum for students in grades 7-12 addresses the rights in the UN Convention on the Rights of the Child by using readings, discussion questions, activities, maps, and illustrations.
OBrien, Edward L., Eleanor Greene and David McQuoid-Mason. Human Rights For All. National Institute for Citizen Education in the Law. St. Paul, MN: West Publishing Company, 1995.
This student and teachers guide to human rights is written in a lively, accessible format. It includes study questions, cartoons, "words to know" (such as "democracy" or "rule of law"). Issues covered include defining human rights, political rights in a democracy, national security, and fair procedures following arrest.
Ondrácková, Jana. Citizen Education Curriculum for High Schools. Prague: Czech Helsinki Committee, 1997. Languages: English and Czech.
Designed for teachers of school students of 10-15 years, using classroom methodology such as role-play, team work and discussions. The handbook introduces ideas of democracyequality, community, respect for rights, etc. with an emphasis on the environment of the children themselves.
Ondrácková, Jana. The Convention on the Rights of the Child. Prague: Czech Helsinki Committee, 1997. Languages: English and Czech.
An outline with discussion, of the various parts of the Convention on the Rights of the Child, aimed at children and their teachers. Each section comes with suggestions for activities which will demonstrate that particular right in the lives of the children.
Pettman, Ralph. Teaching for Human Rights: Grades 5-10. Canberra: Human Rights Commission/Australian Government Publishing Service, 1986. Language: English. [http://erc.hrea.org/Library/teachers/Teaching-HR-5-10/]
This teachers handbook describes the Universal Declaration of Human Rights and the UN Declaration of the Rights of the Child and shows how they can be applied to daily behavior in the context of economic, social, and cultural well-being, racism, sexism, and the family.
Resource Center of The Americas. Child Labor is Not Cheap. Minneapolis, MN: Resource Center of The Americas, 1997. Language: English. Address: The Resource Center of The Americas, 317 Seventeenth Avenue Southeast, Minneapolis, MN 55414, USA.
This secondary education curriculums three lessons focus on the 250 million children who spend most of their day on the job, including the hundreds of thousands in our hemisphere who sew clothing and other goods for the U.S market.
Rubin, Elsa. Educación peruana y derechos humanos. Los maestros opinan. Lima, Peru: Instituto de Educación en Derechos Humanos y la Paz/Fundación Friedrich Naumann, 1990. Language: Spanish.
A discussion of human rights education in Peru; includes curriculum.
Rutter, Jill. We Left Because We Had To. London: British Refugee Council, 1991. Language: English.
Resource curriculum for secondary schools that focuses on regions with high concentrations of refugees and the events that caused migration.
Schilling, Dianne. Getting Along: Activities for Teaching Cooperation, Responsibility, and Respect. Spring Valley: Innerchoice Publishing, 1993. Language: English. Address: Wilmington College Peace Resource Centre, Pyle Centre, Box 1183, Wilmington, OH 45177, USA.
An introductory set of over sixty classroom activities for middle age-range school students. They are designed to teach a variety of skills, including effective communication, resolving conflict, including others, and cooperation. The activities are all supported by a full explanation, and there is an introduction which covers skills and teaching methodology for the teacher. The activities include roleplay, circle discussion, written activities, and group work.
Shiman, David. Teaching Human Rights. Denver: Center for Teaching International Relations, 1993.
This collection of class plans for human rights topics is designed to aid educators. Each plan includes a brief overview of the topic, class objectives, grad-level information, instructions on how to teach the subject, and handouts (such as cartoons or human rights documents) for the class.
Shiman, David. The Prejudice Book. Activities for the Classroom. New York: Anti-Defamation League, 1994. Language: English.
Comprehensive manual with many classroom activities around bias and prejudice.
Simon, Ken. We: Lessons on Equal Worth and Human Dignity: The United Nations and Human Rights. High School Manual. Minneapolis, MN: United Nations Association of Minnesota, 1993. Language: English.
This curriculum includes activities on ethnocentric thought and behavior, racism, and the First Amendment, the power of language, symbol and music, a study of the Peace School in the Middle East, and an ongoing diary assignment reflecting ones own "tolerance" development.
Smith, Lesley. Dimensions of Childhood: A Handbook for Social Education at Sixteen Plus. London: Health Education Authority and UNICEF-UK, 1988.
Sokolov. Citizenship Education. Moscow: Znanie, 1996. Language: Russian. Address: Znanie, proezd Serova 4, 101835 Moscow, Russia
Official textbook produced by the Ministry of Education of Russia, for citizenship education in schools. It presents texts on various subjects with questions and essay topics. Covers fair trials, the United Nations, the Universal Declaration of Human Rights, political rights and freedoms, economic and cultural rights.
Steinbeck, Reinhold, ed. Nationalism and Identity in a European Context: A Curriculum Unit for History and Social Studies. Stanford: Leland Stanford Junior University, 1993. Address: The Europe Project/SPICE, IIS, Littlefield Centre, Rm. 14, Stanford University, 300 Lasuen St., Stanford, CA 94305-5013, USA.
This paper outlines a three-session teaching unit aimed at the younger high school age range (grade 9). Using an introductory class, and an extended role play session, the unit introduces the issues and debates surrounding identity, group identity and nationalism in a very demonstrative way. The sessions are clearly explained, and the paper includes photocopiable handouts for use during the unit.
Tuvilla Rayo, José, ed. Derechos humanos: Guión didáctico. Almeria, Spain: Diputación Provincial de Almeria, 1987. Language: Spanish.
Aimed at secondary school teachers concerned with peace studies, this guide recommends texts and includes exercises that can be used in conjunction with various school subjects.
UNESCO. Manual on Human Rights for Primary and Secondary Education. UNESCO: Paris, 1997. Languages: English and French. [http://www.unesco.org/education/hci/summ_eng.html]
This manual is centered around pedagogical activities, preceded by a summary introduction concerning the unity and universality of human rights, and followed by an accessible presentation of the main existing international instruments for the protection of human rights, as well as by a part dedicated to the role of schools and teachers in human rights education.
United Nations. Teaching About Human Rights. New York: United Nations, 1993. Languages:
Designed for upper elementary and secondary school students, this collection of readings and classroom activities on various aspects of human rights emphasizes the rights of the child.
United Nations. Teaching About the United Nations: Human Rights. New York: United Nations, 1993. Languages:
This book and video address the plight of abused children throughout the world and the efforts of the UN to better their condition through the Convention on the Rights of the Child.
Woito, Robert, ed. International Human Rights Kit. Chicago, IL: A World Without War, 1977. Language: English.
This publication defines human rights and discusses differing perspectives on human rights, human rights documents, institutions and procedures, and proposals for reform. The kit also includes teaching suggestions and UNESCO recommendations on teaching human rights.
Young Citizens Passport. Your Practical Guide to the Law. London: Citizenship Foundation, 1995. Languages: English and Russian.
Arab Institute for Human Rights. Human Rights Education in the Arab Universities. Tunis: Maison Arabe du Livre, 1993. Language: Arabic.
Overview of human rights courses at universities in Middle East.
Cairo Institute for Human Rights Studies. A Training Course on Human Rights for University Students. Cairo: Cairo Institute for Human Rights Studies, 1994.
This publication describes a two-month training course whose lectures addressed human rights, particularly in developing countries, Arab, and African contexts.
Claude, Richard Pierre, and Burns H. Weston, eds. Human Rights in the World Community: Issues and Action. Philadelphia: University of Philadelphia Press, 1992 (2nd edition). Language: English.
Addresses a full range of human rights issues as are implementation problems, and processes involving international, national and non-governmental action.
Donelly, Jack. International Human Rights. Boulder, CO: Westview Press, l 993. Language: English.
Standard introduction into human rights law.
Eide, Asbørn, et al. Violations des droits de lhomme: quel recours, quel resistance? Paris: Serval, for UNESCO, 1984. Languages: English, French, and Spanish.
These series of articles examines the rights of people to oppose human rights violations and to organise.
Fraenkel, Jack R., Margaret Carter, and Betty Reardon. The Struggle for Human Rights: A Question of Values. New York: Random House/Institute for World Order, 1975. Language: English.
This book can be used as a study guide, as each section has thought provoking questions, brief case studies, and activities. Sections include the struggle for human rights, value conflicts and human rights, and the protection of human rights.
Friedman, Julian R., and Laurie S. Wiseberg. Teaching Human Rights. Washington, DC: Human Rights Internet, 1981. Language: English.
This book is made up of course syllabi and descriptions for human rights courses at universities and law schools.
Garcia, Edmundo G. The Human Rights Reader. Manila: National Bookstore, 1990. Language: English.
Annotated collection of main international human rights law.
Human Rights Album Methodology Handbook. Bratislava:
Information and Documentation Centre on the Council of Europe, Academia Istropolitana,
Milan Simecka Foundation, 1996. Languages: English and Slovak. [http://erc.hrea.org/Library/hralbum.html]
Newman, Frank and David Weissbrodt. International Human Rights. Cincinnati: Anderson Publishing Co., 1990. Language: English.
Standard work for introduction into international mechanisms for human rights protection.
Olguin, Letica, ed. Educación y derechos humanos: una discusión interdisciplinaria. San José: Instituto Interamericano de Derechos Humanos, 1989. Language: Spanish.
This theoretical book is designed for educators who want to learn more about the development of and legislation relating to human rights. It deals with issues like racism, military justice, the environment, education, housing, and the media.
Partners in Human Rights Education. Good Things Happen When Students Take Action. Minneapolis, MN: University of Minnesota Human Rights Center, 1997. Language: English.
Created to motivate students to take action on local human rights concerns. Sections include Students as Activists; Understanding Immigration; and Environmental Rights and Native American Rights. Each section contains lesson plans, classroom activities, bibliographies, and background information necessary to prepare students.
Shnekendorf, Z.K. UN Convention on the Rights of the Child: The Program and Materials of the Special Course. Moscow: Moscow School of Human Rights, 1996. Languages: English and Russian.
This publication proposes training programs and curriculum wherein statistical material and facts are concrete problems. The book offers recommendations on procedures and methods of teaching the course. The recommended program for primary school is also included. The original texts of the Declaration of the Rights of the Child, the Convention on the Rights of the Child and other legal materials are included. The publication is for teachers of primary forms, students of pedagogical institutes, colleges, and families as well.
Vasak, Karel, ed. The International Dimension of Human Rights: Volumes I-III. Paris: UNESCO, 1984. Languages: English and Spanish.
These volumes contain series of articles dealing with legal and theoretical aspects of human rights, international law, and the history of human rights. Useful for professionals and university students.
Amnesty International. Ethical Codes and Declarations Relevant to the Health Professions. London: Amnesty International, 1993 (3rd edition). Language: English.
Annotated volume with all major declarations related to health professionals.
Amnesty International. Nurses and Human Rights. London: Amnesty International-International Secretariat, 1997. Language: English. [http://www.amnesty.org/ailib/aipub/1997/ACT/A7500297.htm]
This document includes the following sections: nursing ethics; nurses as victims of human rights violations; imprisonment of nurses; human rights of nurses in conflict; nurses and the infliction of punishment; nurses working in inadequate conditions; forensic nurses; nurses and the care of asylum seekers and torture victims; nurses and human rights education.
Committee for the Protection of Democratic Rights. Know Your Rights. A Handbook for Political Activists, Social Workers, Trade Unionists. Bombay: Kobad Ghandy, 1980. Language: English.
Despouy, L. Human Rights and Disabled Persons. Geneva: Centre for Human Rights, 1993. Language: English.
Goldschmidt, Ditte, Anette Faye Jacobsen, and Torben Jerving. Menneskerettigheder i socialt arbejde [Human Rights in Social Work]. Munksgaard, 1997. Language: Danish.
An anthology aimed at students at social workers schools, at social workers, and other involved in social work. The book contains a number of articles discussing human rights in relation to social work.
Hannibal, Kari. Taking Up the Challenge: The Promotion of Human Rights. A Guide for the Scientific Community. Washington, DC: American Association for the Advancement of Science, 1992. Language: English.
Keller M.D., Allen S. and Sin Kim Horner, eds. Human Rights for Health Professionals in Cambodia: Teaching Curriculum. American Refugee Committee. Language: English.
Human Rights education methodologies field tested by Cambodian health professionals.
United Nations. Human Rights and Social Work. A Manual for Schools of Social Work and the Social Work Profession. Geneva: Centre for Human Rights, 1994. Languages: Arabic, English, French, Russian, Spanish.
This manual reviews international standards and dilemmas facing social workers in their everyday reality. Prepared by UN Centre for Human Rights, the International Federation of Social Workers and the International Association of Schools of Social Work.
Canadian Human Rights Foundation. The Media and the Human Rights Challenge. Montréal: Canadian Human Rights Foundation Publications, no date available. Languages: English and French.
A bilingual collection of six expert essays on human rights in the world, viewed through the media.
International Federation of Journalists. Child Rights and the Media: Guidelines for Media Professionals . Brussels: International Federation of Journalists, 1998. Language: English. [http://www.crin.ch/media/drftgl.htm]
These guidelines for journalists have been drawn up by the International Federation of Journalists on the basis of an extensive survey of codes of conduct and standards already in force across the world. The purpose of the guidelines is to raise media awareness of children' s rights issues and to stimulate debate among media professionals about the value of a common approach which will reinforce journalistic standards and contribute to the protections and enhancement of children' s rights.
Letowska, Ewa, "Human Rights Education for the Media: The Polish Example," in: Raymond Swennenhuis (ed.), Handbook for Helsinki Committees: A Guide for Monitoring and Promoting Human Rights, and NGO Management. International Helsinki Federation for Human Rights, 1995. Languages: English, Russian, Ukrainian. [http://erc.hrea.org/Library/polish_example.html]
This article describes the "Human Rights and the Media" project in Poland, a campaign to improve the knowledge of human rights and the rule of law of media in the transitional democracies of Central and Eastern Europe.
Race Discrimination Commissioner and Equal Opportunity Commission. The Racial Hatred Act: A Guide for People Working in the Australian Media. Race Discrimination Commissioner, 1997. Language: English. [http://www.hreoc.gov.au/racedisc/racehatr/index.htm]
The Racial Hatred Act introduced in October 1995 amends the Racial Discrimination Act, and allows people to complain about publicly offensive or abusive behaviour based on racial hatred. Unlawful behaviour is defined as public acts based on the race, colour, national or ethnic origin of a person or group of people which are likely to offend, insult, humiliate or intimidate. This Act contains guidelines for the media.
Tsanga, Amy S. and Olatokunbo Ige. A Paralegal Trainers Manual for Africa. Geneva: International Commission of Jurists, 1994. Language: English.
This manual provides an introductory chapter on the role of paralegals in the judicial system, followed by an extensive outline of training procedures.
United Nations Centre for Human Rights. Human Rights and Pre-trial Detention: Handbook of International Standards Relating to Pre-trial Detention. New York and Geneva: United Nations, 1994. Languages: English, Russian and Spanish.
Provides practical guidelines for implementation of the standards, based on the views of experts and the experience of countries in regard to pre-trial detention.
Amnesty International. A 12-Point Guide for Good Practice in the Training and Education for Human Rights of Government Officials. London: Amnesty International-International Secretariat, 1998. Languages: English, Spanish and French. [http://erc.hrea.org/Library/12-PointGuide.html]
The aim of this document is to outline those basic elements which are fundamental to implement an effective human rights training program. It is a blueprint for good practice and the foundation for monitoring and evaluating training and educational programs on human rights for government officials. Amnesty International aims to contribute to the human rights training efforts of governments and IGO agencies by providing a user-friendly guide to good practice in the training and education for human rights of government officials, including the security forces. This guide is also meant to assist non-governmental organizations (NGOs) and academics working in this field by proposing a shared code of good practice to be implemented at all levels and continuously enhanced.
Bujara, Irene and Sharon Harper. Training Module for Commissioners and Staff of the Human Rights Commissions in Canada. Ottawa: Human Rights Research and Education Centre, 1994. Language: English.
Practical guide for public officials designed by HRREC at the University of Ottawa.
Human Rights Manual. Canberra: Australian Department of Trade and Foreign Affairs, 1993. Language: English. [http://www.dfat.gov.au/hr/hr_manual/]
Manual designed for officers of the Australian government who would be expected to handle human rights as a part of their daily responsibilities, both in Canberra and at posts overseas. The manual seeks to provide officials with a sound, general introduction to the main themes and issues in the human rights field, and to serve as a basic reference book for officers in the course of their work.
Human Rights Research and Education Centre, University of Ottawa. Human Rights Training for Commonwealth Public Officials Manual. London: Commonwealth Secretariat, 1990. Language: English.
Manual designed for human rights course for Canadian public officials.
Alderson, J. Human Rights and the Police. Strasbourg: Council of Europe, 1984. Language: English.
Contains Council of Europe guidelines for police.
Centre for Human Rights. Human Rights and Law Enforcement: A Manual on Human Rights Training for the Police. New York and Geneva: United Nations, 1994. Language: English.
This manual is one component of a three-part package of materials for human rights training for police. Provides in-depth information on sources, systems and standards for human rights in law enforcement, along with practical guidance, and annexed international instruments.
Council of Europe. Seminar on Human Rights and the Police. Strasbourg: Council of Europe, 6-8 December 1997. (DH-PO (95) 11). Languages: English and French.
The role of the police in a democratic society is pivotal if the rule of law is to remain meaningful and if human rights are to be protected and enjoyed by everyone. This seminar has sought to raise awareness of the human rights issues facing the police across the full spectrum of human rights, be they civil, political, economic, social or cultural.
De Jonge, Wilco and Marek Nowicki, "Human Rights Education for Adults" in: Raymond Swennenhuis (ed.), Handbook for Helsinki Committee: A Guide in Monitoring and Promoting Human Rights, and NGO Management, Vienna: International Helsinki Federation for Human Rights, 1995. Languages: English, Russian, Ukrainian. [http://erc.hrea.org/Library/adult.html]
This chapter focuses on human rights education and awareness campaigns in Central and Eastern Europe. Includes a section on training of the police and prison officials.
Penal Reform International. Making standards work: an international handbook on good prison practice. The Hague: Penal Reform International, 1995. Languages: English, French, Arabic, Japanese, Portuguese, Romanian, Russian, Slovene and Spanish. [http://www2.unimaas.nl/~strfdr/PRI/manual.html - English version; http://www.iidh.ed.cr/penitenc/pen1.html - Spanish version]
Seminal work on development and implementation of the human rights instruments with regard to law enforcement, prison conditions and standards.
United Nations. Human Rights and Pre-Trial Detention. Handbook of International Standards Relating to Pre-Trial Detention. Geneva: UN Centre for Human Rights, 1994. Languages: English, Russian, Spanish.
Provides practical guidelines for implementation of the standards, based on the views of experts and the experience of countries in regard to pre-trial detention.
United Nations. International Human Rights Standards for Law Enforcement: A Pocketbook on Human Rights for the Police. Geneva: United Nations, 1996. Language: English.
A pocket-sized pamphlet on human rights for the police. It gives succinct information, with explanatory notes on a variety of issues, with the human rights standards concerned. Topics include: arrest, detention, the use of firearms, dealing with refugees, non-nationals, etc. A complementary manual and trainers guide is also produced.
Cruz, Rodolfo Cerdas. El precio de un herencia: Democracia, seguridad y derechos humanos en Centroamérica. San José, Costa Rica: Instituto Interamericano de Derechos Humanos, 1996. Language: Spanish.
This book analyzes the image the general population has of the armed forces in Central America. It addresses the problems states are having in developing democracy and restructuring the armed forces so that they are sensitive to human rights concerns in the region.
Laveniere, Jean-Marc, and Laurent Marti. Soldiers Manual. Geneva: International Committee of the Red Cross, 1982. Language: English.
Includes international standards in humanitarian law.
Reisman, Michael, and Chris Antoniou. The Laws of War. A Comprehensive Collection of Primary Documents on International Law Governing Armed Conflict. New York: Vintage Books, 1994. Language: English.
Annotated collection of documents pertaining to international humanitarian law and laws of war.
Ball, Patrick. Who Did What to Whom: Planing and Implementing a Large Scale Human Rights Data Project. Washington DC: American Association for the Advancement of Science, 1996.
A summary of five years of work in several countries in setting up information systems (information collection, data processing, classification and coding, database representation, and generating statistical reports). Many of the problems organisations encounter in dealing with data on a large scale basis can be avoided by a knowledge of the principles expounded in this booklet.
Guzman, M. Getting the Facts Down. Bangkok: Asian Forum for Human Rights and Development, 1997.
Practical guide to documenting human rights investigations. Looks at using and setting up databases.
Jabine, Thomas B. and Richard Pierre Claude. Human Rights and Statistics: Getting the Record Straight. Philadelphia: University of Pennsylvania Press, 1992. Language: English.
Primer on use of statistic in human rights monitoring and reporting.
Manual for Election Observation. Norwegian Helsinki Committee/Norwegian Institute for Human Rights, Oslo, 1996. Language: English. [http://www.nhc.no/internasjonal/valgmanual.htm]
This manual was designed for EU and OSCE institutions and officials dealing with the methodology and organisation of election observation. It emphasises methods and highlights the main observation targets.
Ravindran, D.J. Training on Fact-finding and Documentation of Human Rights Violations: A Trainers Manual. Bangkok: Asian Forum for Human Rights and Development, 1996. Language: English.
Manual for human rights organisations to train their employees in fact-finding methods. Introduces basic training techniques, and covers topics such as safety, standards, techniques, evidence, report writing, etc.
Spirer, Herbert, and Louise Spirer. Data Analysis for Monitoring Human Rights. Washington, DC/Geneva: AAAS/HURIDOCS, 1997. Languages: English, French, Russian[http://erc.hrea.org/Library/monitoring/analyse/]
This is already a seminal work on the use of statistics for monitoring human rights. With many exercises.
United Nations, Centre for Human Rights. Human Rights and Elections: A Handbook on the Legal, Technical and Human Rights Aspects of Elections. Geneva and New York: United Nations, 1994. Languages: Arabic, English, French, Russian, Spanish.
Detailed review of international criteria for fair elections.
Van Banning, T.R.G. Human Rights Reference Handbook. The Hague: Netherlands Ministry for Foreign Affairs, 1992. Language: English. [http://www.minbuza.nl/documentatie/c_mensenr.html]
Comprehensive book on European mechanisms of human rights protection. Includes directories of human rights fora and organisations.
Action Professionals Association for the People. The Bells of Freedom. With Resource Materials for Facilitators of Non-Formal Human Rights Education and 24 Human Rights Echo Sessions. Addis Ababa: APAP, 1996. Languages: Arabic, Amharic, Creole, English, French, Japanese. [http://erc.hrea.org/Library/Bells_of_Freedom/index.html]
This handbook has the objective of promoting human rights awareness and the training of human rights education facilitators. The first part addresses 1) international support for HRE; 2) the right to education; 3) the right to know our rights; 4) effective human rights education; 5) goal-oriented non-formal education; 6) the values framework of HRE; 7) the use of educational exercises. The second part of the handbook contains 24 exercises organised around the themes: respect for human dignity; learning rules; fairness; social sensibility, community, law, using human rights, fighting prejudice, seeking justice, equity and equality, good governance, remedying wrongs.
Azarov, A.Y. Human Rights: Knowledge for All. Moscow: Znaniye RF Association, 1995. Languages: English and Russian.
The book describes the program of the course, plans of lessons, essential international and national norms on specific rights and freedoms. The book brings together some of the most important international instruments in the field of human rights, their adaptation in the Constitution of Russia and main norms of branches of law. The book is designed for teachers, pupils and general public.
Baekey, Carole A. and Andrea A. Gabriel. Human Rights/Amalungelo Oluntu. Durban, South Africa: Community Law Centre, 1991. Languages: English and Zulu.
Derived from the Universal Declaration of Human Rights, this book aims to make the declaration understandable to all people, regardless of level of literacy. The book describes articles of the declaration in English and in Zulu and provides pictures to illustrate the article and thought-provoking questions.
Barrameda, Teresita V. and Lea L. Espallardo. Learning, Reflecting and Acting for a Human Rights Future: A Training Manual for the Education of the Human Right to Housing in Urban Communities. Quezon City: Process, Inc. and People's Decade of Human Rights Education, 1996. Language: English. [http://www.pdhre.org/materials/learning.html]
This manual is aimed at starting a dialogue in urban and rural communities about social and economic rights and cultural rights as human rights; the human right to development, to fresh water, to education, to a job, to health care, to a home. The manual accompanies a training course that has been conducted at people's organisations and community assemblies as an entry point in organising urban poor communities in urban Manila.
Canadian Human Rights Foundation. Global Perspectives for Local Initiatives. Canadian Human Rights Foundation Publications. Language: English.
Participants manual for a teacher training session.
Canadian Human Rights Foundation. Lets Talk About Human Rights. Montréal: Canadian Human Rights Foundation Publications, no date available. Language: English.
A human rights education kit for adult literacy classes.
Comhlamh. Teaching Human Rights. Dublin: Comhlamh, 1993. Language: English.
This set of brief pamphlets, designed to teach human rights articles and examines case studies inside and outside Ireland. Titles include: Censorship, Food, Discrimination in Employment and Education, and Disappearances.
Comisión Andina de Juristas, et al. Técnicas Participativas para la Educación en Derechos Humanos. Lima, Perú: Comisión Andina de Juristas, 1989. Language: Spanish.
Small booklet containing practical exercises to teach people how to participate in a democratic group or context.
Committee for the Protection of Democratic Rights (CPDR). Know Your Rights: A Handbook for Political Activists, Social Workers, Trade Unionists. Bombay: Kobad Ghandy, 1980. Language: English.
Dembo, David, Clarence J. Dias, Ayesha Dadwani and Ward Morehouse. Nothing to Lose But Our Lives. Empowerment to Oppose Industrial Hazards in a Transnational World. New York: New Horizons Press, in cooperation with the Asian Exchange for New Alternatives, Hong Kong, and the Indian Law Institute, New Delhi, 1988. Language: English.
Focuses on labour rights in Asia.
Dias, Clarence, ed. Initiating Human Rights Education at the Grassroots: Asian Experiences. Bangkok: Asian Cultural Forum on Development, 1992. Language: English.
Case studies HRE programmes with community organisations throughout Asia.
Goldstein, Ricki and Shirley Sarna. Lets Talk About Human Rights. Montreal: Canadian Human Rights Foundation, 1991. Students books 1-3. Teachers Guides 1-2. Language: English.
These documents are designed to introduce adult learners to some of the fundamental concepts, principles, and values of human rights and to a basic knowledge of human rights legal instruments as they apply to daily lives. The teachers guides accompany the student handbooks and contain helpful materials such as discussion topics, vocabulary words, and teachers documentation. These materials are designed to be used in adult literacy classes in Canada with adults who are reading at an intermediate level.
Graves, Norman J., ed. Teaching for International Understanding, Peace, and Human Rights. Paris: UNESCO, 1984. Language: English.
This book contains practical suggestions and information on way s to implement the UNESCO recommendations concerning education for international understanding.
Jara, Oscar H. Apreder desde la Prática: Reflexiones y Experiencias de Educación Popular en Centroamérica. San José, Costa Rica: Alforja, 1989. Language: Spanish.
Description of methodological issues and examples of work being done in Central America relating to informal education.
Kronnewetter, Michael. Taking a Stand Against Human Rights Abuses. New York: F. Watts, 1990. Language: English.
Teaching activities and approaches to overcoming obstacles to the enjoyment of economic human rights. Includes historic overview of human rights as well as recommendations for action.
Legal Research and Resource Development Centre. LRRDC Human Rights Education Series. Victoria Island, Lagos, Nigeria: LRRDC, no date. Language: English.
This set of illustrated pamphlets, aimed at creating awareness of human rights principles, includes pamphlets on the African Charter on Human and Peoples Rights, arrest, bail, search, divorce, and separation.
Levin, Leah. Human Rights: Questions and Answers. Paris: UNESCO, 1996. Address: UNESCO, 7 Place de Fontenoy, 75700 Paris, France. Languages: English, French, Spanish, and German.
This booklet is designed for the general public; it uses plain language and cartoons to answer questions about human rights.
Martin, Paul J., Self-Help Human Rights Education Handbook. New York City: Center for the Study of Human Rights/Columbia University, 1996. Language: English. [http://erc.hrea.org/Library/professional/SELFHELP.html]
This handbook is designed to enable experienced and prospective human rights educators (teachers and administrators, as well as informal educators such as NGO leaders) become their own resources, and in particular to a) to set clear educational goals for human rights programs, b) to improve their capacity to plan and evaluate programs, and c) to make the most of the resources available as well as to create their own when necessary or possible.
Nuñez, Carlos H. Educar para Transformar, Transformar para Educar. San José, Costa Rica: Alforja, 1989. Language: Spanish.
This is an introduction to informal education that explains the benefits of popular education.
Osler, Audrey. Learning to Participate: Human Rights, Citizenship, and Development in the Local Community. Selly Oak: Development Education Centre, 1996. Language: English.
This publication is the result of a collaborative effort between teachers and local people in Handsworth, Birmingham (UK). The group was set up to investigate ten years of local issues, such as race relations, poverty and policing since the September 1985 uprising in Handsworth. Theoretical issues concerning human rights and equality are supported by local figures, media information and case-study discussion giving a good selection of classroom activities.
Ouane, Adama. Handbook on Learning Strategies for Post-Literacy and Continuing Education. Hamburg: UNESCO Institute for Education, 1989. Languages: English, French, and Spanish.
This handbook is useful to provide background and ideas for introducing human rights education into post-literacy work.
South Asian Forum for Human Rights. Training of Trainers in Human Rights. Dhaka, Bangladesh: South Asian Forum for Human Rights, 1992. Language: English.
Proceedings of the SAFHR training course in human rights.
Timm, Richard W. Working for Justice and Human Rights: A Practical Manual. Dhaka: Hotline Asia Oceania, no date. Language: English.
Guide for human rights workers, particularly South central Asia.
United Nations. More Than 50 Ideas for Commemorating the 50th Anniversary of the Universal Declaration of Human Rights. Geneva: United Nations Centre for Human Rights, 1997. Languages: English, French, and Spanish. [http://www.unhchr.ch/html/50th/ideas.htm]
Ideas for activities that can be organised around the 50th anniversary; from organising local human rights awards to murals about the UDHR.
Afkhami, Mahnaz, and Vaziri, Haleh. Claiming Our Rights: A Manual for Womens Human Rights Education in Moslem Countries. Bethesda, MD: Sisterhood is Global Institute, 1998. Languages: Arabic, Azeri, English, Hindi, Malay, Persian, Russian and Uzbek
The manual develops a framework that grassroots populations can easily use to convey these concepts in major international documents in association with indigenous ideas, traditions, myths, and texts rendered in local idiom.
Badwi, Zeinab Abbas. Human Rights Education for Women: An Islamic Perspective. Languages: Arabic and English.
Presents women's human rights education in the context of Islamic culture.
Bonaparte, Hector, Susana Chiarotti, and Hilda Habichayn. Women's Human Rights: A Manual for Men and Women. Instituto do Género, Derecho y Desarrollo, Argentina. Languages: English and Spanish.
Innovatively focuses on human rights education on women's human rights for groups of both men and women together, dealing with human rights standards and social change.
Bunch, Charlotte and Niamh Rielly. Demanding Accountability: The Global Campaign and Tribunal for Women's Human Rights. New York: UNIFEM Publications, 1994. Language: English.
Demanding Accountability presents a comprehensive history and analysis of the systematic organizing efforts of women prior to, at, and after the UN World Conference on Human Rights (Vienna, 1993). It offers especially detailed insights into the Global Tribunal on Violations of Women's Rights held at the conference. Resources contained in the book include: the sections of the Vienna Declaration pertaining to women; a list of UN Human Rights divisions; the petition to promote and protect women's human rights; an overview of hearings and tribunals from around the world; and a reading/contact list.
Cook Island Women's Counselling Centre. Legal Literacy For Women - Know Your Rights. Cook Island: Punanga Tauturu Inc. Language: English
Leaflet used for legal literacy programmes on the Cook Islands. Includes the following sections: What is the Law?; Criminal Law; Civil Law; Where Does the Law Come from? (Constitution, Legislation, Common Law or Equity?, Custom Law); How do the Courts Work?; The Courts; The Police.
Dasso, Elizabeth and Sonia Montaño. Identidad y cividadanio: Educación y muyer rural en la subregión andina. Santiago, Chile: UNESCO/UNICEF, 1991. Language: Spanish.
Fundación para la Promoción de la Mujer. Programa de Educación Legal-Informe. Sistema Sexo-Genero y Autoestima, y Guía Metodológica. Constitución, Leyes y Autoridades, y Guía Metodológica. Seguridad Social, y Guía Metodológica. Derecho de Familia, Pensiones Alimenticias, y Guía Metodológica. Derecho de Familia, Separación de Cuerpos y Divorcio, y Guía Metodológica. Derecho Laboral, y Guía Metodológica. Programa de Radio, La Acción Tomar. Ciudad de Panama, Panama: Fundación para la Promoción de la Mujer, 1996. Language: Spanish.
Series of booklets for popular education of women's human rights in Panama, including methodological guides.
Guhatharkurta, Meghna and Khadija Lina. Empowering Women at the Grassroots: A Manual for Human Rights Education. Bangladesh. Language: English.
Focuses on human rights education for semi-literate/illiterate groups of women.
Hlomelikusasa . Women's Rights as Human Rights: A Training Manual. Community Law Centre, South Africa. Languages: English and Spanish.
Focuses on community training for women's grassroots communities in the rural Kwazulu Natal province in South Africa.
Kerr, Joanna, ed. Ours by Right. Womens Rights as Human Rights. London: Zed Books Ltd., 1993. Language: English.
General volume on women's human rights.
Klemp, Ludgera, ed. Legal Aid Schemes for Women in Eastern and Southern African Countries. A Guide. Dar-es-Salaam: Friedrich Ebert Stiftung, 1994. Language: English.
A how-to booklet.
Lili-Pilipina. Women's Human Rights Education: A Training Manual. Task Force on Filipino Comfort Women. Languages: English.
Presents CEDAW in the context of Philippino society and is based on the grassroots experience of peasant women, women workers and urban poor women.
Martin, Susan Forbes. Refugee Women. Atlantic Highlands, NJ: Zed Books, 1992. Language: English
An overview of the problems faced by refugee women around the world, this book stresses the importance of incorporating womens participation at all stages of flight.
Martin, J. Paul and M. Lesley Carson, eds. Womens Rights: The Basic Documents. New York: The Center for the Study of Human Rights, Columbia University, 1996. Language: English.
This publication contains all pertinent international human rights instruments which may be used to protect and reinforce womens rights.
Matus, Veronique. Womens Human Rights in Daily Living Together. A Manual for Womens Human Rights Education. Lima/Rosaria: Programa de Mujeres/Commission Chilena de Derechos Humanos/Organising Committee for the Decade for Human Rights Education, 1996. Languages: English and Spanish.
Comprehensive manual for educating women about human rights.
Mertus, Julie (with Mallika Dutt and Nancy Flowers). Our Human Rights: A Manual for Womens Human Rights. New York: UNIFEM, 1998. Languages: English, Russian, and Spanish.
Provides a wide range of womens human rights training exercises from around the world.
Nuñez, Pilar. Alfabetizacion y educación civica: Experiencias con muyeres campesinas en Perú. Santiago, Chile: UNESCO/OREALC, 1990. Language: Spanish.
Lessons learned from literacy and citizenship education of women in Peru.
Suarez Toro, Maria and Roxana Arroyo Vargas. Towards a Methodology for the Popularization of Women's Human Rights. Feminist International Radio Endeavor (FIRE) and CODEHUCA. Languages: English and Spanish.
Aims at "massifying" or popularizing women's human rights.
UNIFEM. CEDAW Advocacy Kit. New York: UNIFEM and UNICEF, 1995. Language: English. [gopher://gopher.undp.org/11/unifem/poli-eco/poli/whr/cedaw/cedawkit]
On-line kit on various aspects on the International Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Includes information on gender-violence, girl's rights and a summary of the convention, which can be incorporated into lesson materials.
United Nations Centre for Human Settlement. Our Homes, Our Live, Ourselves: A Fun Book to Help Young People Get the Issues Right Concerning Women in Human Settlements Development. Nairobi, Kenya: United Nations Centre for Human Settlement, 1997. Language: English.
A booklet intended to help teenagers get an idea what it is like to be a woman. They do this by reading, thinking and investigating the role of women in various ways. The booklet includes a board game ('The Game of Life') and sections on finance, land, information, networking, environment.
Williams, Suzanne. Oxfam Gender Training Manual. Oxford: Oxfam, 1994. Language: English.
A comprehensive training manual aimed at adults, generally from developing countries, designed to introduce issues of gender, sex discrimination, feminism, and equality. Over one hundred training activities are clearly presented and explained, accompanied by notes on the experiences that facilitators have had with each exercise. A wide spectrum of issues relating to women are covered, including stereotypes, employment, development, violence, health, family, etc.
Womens Human Rights: Step by Step. A Practical Guide to Using International Human Rights Law and Mechanisms to Defend Womens Human Rights. Washington, DC: Women, Law and Development International/Human Rights Watch, 1997. Language: English, Russian, Ukrainian, Mongolian, Georgian, Polish, Portuguese, French, Kiswahili, Arabic, Spanish.
Describes in simple language and in a practical manner the concept and content of human rights law and its application to women and the issues of concern to them.
Banks, James A. and Cherry A. McGee Banks, eds. Multicultural education: Issues and Perspectives. Boston: Allyn and Bacon, 1993 (2nd edition).
Brislin, Richard, and Tomoko Yoshida. Intercultural Communication Training: An Introduction. Thousand Oaks, CA: Sage Publications, 1994.
Council of Europe. All Different, All Equal Education Pack. Strasbourg: Council of Europe, 1996. Languages: English and French. [http://www.ecri.coe.fr/en/05/03/03/e05030300.htm]
The All Different, All Equal education pack was developed as part of the European Youth Campaign Against Racism, Xenophobia, Anti-Semitism and Intolerance. The material was developed for audiences 14 years of age and older. The Education Pack is a book intended for use in informal education settings but activities may also be incorporated into the classroom setting. The book has two major sections, the first dealing with the key concepts for intercultural education and the second suggesting activities, methods and resources. The materials are intended to be a learning tool for the reader, as well as a resource for the organizing of activities and lessons. The text of the pack is highly interactive, with many comments and questions offered to the reader to cultivate a dynamic sense of dialogue.
Council of Europe. Domino. Strasbourg: Council of Europe, 1997. Languages: English and French. [http://www.ecri.coe.fr/en/05/03/02/e05030201.htm]
A peer group education curriculum for secondary and high schools. Domino is aimed at youth and social workers, teachers and youth leaders, as well as young people wishing to get involved in such programmes. The different sections of Domino contain some theoretical background on peer group education as well as different project descriptions, methods, quotes and stories from young people.
Council of Europe. Education and Tolerance in Multicultural Groups. Strasbourg: Council of Europe, 1995. Report of a European Teachers' Seminar, Donaueschingen, May 1994. Languages: English and French. [http://www.civnet.org/civitas/coe/document/civnet80.htm]
This report consists of four parts: 1. Conceptualizing intercultural education. The concept of intercultural education was introduced through group work. The strategy which was used was derived from the Dutch project SLIM (Samen Leren In Multiculturele groepen: Learning together in multicultural groups), which is an adaptation of the project Complex Instruction of Stanford University; 2.Groupwork in intercultural education, mainly based on a reflection on the experiences with conceptualizing intercultural education. In this part skills were identified and practised which are required for effective group work; also criteria for curriculum which is appropriate for group work were explored; 3.Designing lesson plans for learning in small groups about the Rights of the Child; 4.At the end of the seminar participants were asked to write down individually their reflections on the learning process, recommendations to themselves, their schools, local and national authorities and to the Council of Europe.
Education for Peace and Reconciliation. Bâtissons la Paix (Lets Build Peace). Bujumbura: UNICEF, 1997. Languages: French and Kirundi.
This "peace kit" aims to help children and youth learn the skills they need to resolve their conflicts peacefully, to cope with the stress of violent ethnic conflicts, and to prepare for a less violent future by providing them psycho-social support and education skills.
Education for Peace and Reconciliation. Bâtissons la Paix. Manuel pour l'éducateur (Lets Build Peace: Teachers Manual). Bujumbura: UNICEF/Bureau d'Education Rurale,1997. Language: French.
Teacher Guide to Activity Book for the "Let's Build Peace" curriculum developed for middle school students (11-16 year old) in Burundi. It contains 35 activities, including games, working/drawing materials. The activities can be integrated into the curriculum in language classes as well as art and sport classes.
Fagen, Patricia Weiss with Paula Uimonen. After the Conflict: A Review of Selected Sources on Rebuilding War-torn Societies. UNRISD/PSIS, 1994. Language: English. [http://www.unrisd.org/wsp/txt/wsp-op1.txt]
This annotated bibliography includes useful references to education and training of security forces and judiciary, and child soldiers.
Kreidler, William J. Conflict Resolution Activities for Elementary Students. Cambridge: Educators for Social Responsibility, 1990. Languages: English.
Lesson activities and guidelines for conflict resolution for the elementary school level.
Kreidler, William J. Conflict Resolution Activities for Middle School/Secondary Students. Cambridge: Educators for Social Responsibility, 1990. Languages: English.
Lesson activity and guidelines for conflict resolution for middle school level.
Kreidler, William J. Creative Conflict Resolution. Glenview, Ill: Scott Foresman and Company, 1984. Language: English.
Seminal work on theory and practice of conflict resolution.
Roderick, Tom. Tips for Keeping the Peace. Cambridge: Educators for Social Responsibility, no date. Languages: English. [http://www.esrnational.org/keeppeace.html]
Strategies for keeping peace in the classroom.
Uzelac, Maja, ed., Opening the Door to Nonviolence. Peace Education Manual for Primary School Children. Zagreb: Mali Korak, 1997. Languages: Serbo-Croatian and English. [http://erc.hrea.org/Library/primary/Opening_the_Door/]
This comprehensive teacher manual was designed by the Croatian NGO Mali Korak ("Small Step"). It is divided in five sections (1. Affirmation-Communication-Cooperation; 2. Trauma Healing; 3. Preferences and Prejudices; 4. Conflict Resolution; 5. Peaceful Living), which consists of 20 "workshops", each with a specific theme.
Walker, Jamie. Violence et résolution des conflicts a lécole. Strasbourg: Council of Europe, 1990. Language: French
Monograph on violence and conflict resolution in schools.
4.5.5 NGO and Organisational Development
Alforja. A Volar Machete y Apretar las Tuercas: Métodos, Estilos y Valores del Dirigente Popular. San José, Costa Rica: Centro de Estudios y Publicaciónes Alforja, 1989. Language: Spanish.
Canadian International Development Agency. Human Rights Programming Training Course. Participants Manual. Quebec: Canadian International Development Agency, 1993. Language: English.
Useful guide for programme development.
Commonwealth Foundation. Non-Governmental Organisations: Guidelines for Good Policy and Practice. London: Commonwealth Foundation, 1996. Language: English.
This report describes what NGOs are and do in today's world, and sets out guidelines on policies and practices which will increase and improve their impact. These guidelines are directed at NGOs and at governments, funders and international agencies, the policies and practices of all of which are important in strengthening NGOs and their work.
Danish Centre for Human Rights. The Role of Voluntary Organisations in Emerging Democracies: Experience and Strategies in Eastern and Central Europe and in South Africa. Copenhagen: Danish Centre for Human Rights/Institute of International Education, 1993. Language: English. [http://www.sn.apc.org/sangonet/SAIE/civilsoc/]
This book offers an overview of various strategies applied by NGOs in Eastern Europe and South Africa and discusses legal frameworks for the voluntary sector.
Ryan, Terence and Kryzystof Stanowski. How to Write a Proposal. Warsaw: Foundation for Education for Democracy, 1996. Language: English. [http://www.human-rights.net/fed/proposal.htm]
This short guide was written by staff of the Foundation for Education for Democracy in Poland and includes not only practical tips on how to organise a proposal but also thoughts about how to approach fundraising effort specific to your organisation.
Swennenhuis, Raymond, ed. Handbook for Helsinki Committees: A Guide in Monitoring and Promoting Human Rights, and NGO Management. Vienna: International Helsinki Federation for Human Rights, 1995. Language: English.
Includes sections on fundraising and strategic planning.
Bernbaum, Marcia. Weaving Ties of Friendship, Trust, and Commitment to Build Democracy and Human Rights in Peru. Washington, DC, 1999. Languages: English and Spanish. [http://erc.hrea.org/Library/research/IPEDEHP/study_english]
This is an extensive case study of a program in Peru to train community leaders in human rights, democracy and citizen participation. The Peruvian Institute for Education in Human Rights and Peace (IPEDEHP) is an initiating member of the Peruvian Human Rights Education Network, established in 1986.
Claude, Richard Pierre, Human Rights Education in the Philippines. Manila: Kalikasan Press, 1991. Language: English.
Describes introduction of human rights into formal education curriculum as stipulated by Phillipine constitution after the Marcos dictatorship.
Fuente, Carmen, and Mercedes Muñoz-Repiso. Preparation for Life in a Democratic Society in Five Countries in Southern Europe. Strasbourg: Council of Europe, 1982. Language: English.
Georgescu, Dakmara. "A Project on Human Rights Education in Romanian Schools." Bucharest: Institute of Educational Sciences, 1995. Language: Romanian.
Grabler, Harald and Jan Pouwels, eds. How To Be a Teacher in a Europe of Human Rights. Nijmegen, The Netherlands: Hogeschool van Arnhem en Nijmegen Faculteit Educatie Press, 1998. Language: English.
Johnson, Mark. Strengthening Russian Democracy through Civic Education. Washington D.C.: National Endowment for Democracy, 1998. Language: English.
This report is an independent evaluation of six organisations in Russia that received support from the National Endowment for Democracy (USA) to promote civic education from 1994-1997. Conclusion is that many of these projects have begun to contribute to the growth of democratic values and practices among Russian educators and student and have pioneered new approaches to teaching about citizens' legal rights and human rights, have created new teaching methods for cultivating attitudes of tolerance and mutual respect, and have developed extensive materials to teach citizens and students about the institutions and practices of Russian democracy.
Léonard, Massarenti. Une pédagogie des droits de lhomme. Geneva: Editions Labor et Fides, 1991. Language: French.
Starkey, Hugh,, ed. Socialization of School Children and Their Education for Democratic Values and Human Rights: Reports of the Colloquy of Directors of Education Research Institutes held in Ericeira, Portugal. Amsterdam/Lisse: Swets and Zeitlinger, 1991.
Comprehensive report with research findings on HRE programmes in West European schools.
Tibbitts, Felisa. Case Studies in Human Rights Education: Examples from Central and Eastern Europe. Amsterdam/Cambridge: Human Rights Education Associates/Council of Europe, 1997. Language: English. [http://www.hrea.org/pubs/HRECasestudies/index.html]
Case studies of human rights education programmes in Albania (text development), Czech Republic (citizenship education), Poland (human rights and the media), Romania (extracurricular arts), Slovakia (teacher training), Ukraine (law education in high schools), Slovakia ("All Different-All Equal" youth campaign) and Russia (research and evaluation).
Tibbitts, Felisa. Evaluation in the Human Rights Education Field: Getting Started. The Hague: HREA/Netherlands Helsinki Committee 1997. Language: English. [http://www.hrea.org/pubs/EvaluationGuide/index.html]
This is a technical assistance guide for evaluation in the field of human rights education and training. It presents different methods and data collection techniques for HRE programme evaluation, classroom-based assessments, teacher trainings and text field testing, including sample instruments and a bibliography of sources. The evaluation primer is designed for first-time consumers and planners in the HRE field.
Tibbitts, Felisa, and Judith Torney-Purta. Preparing for the Future: Citizenship Education in Latin America. Washington, DC: Inter-American Development Bank, 1999.
Survey of education programmes teaching democracy and human rights, their effectiveness and proposed strategies.