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• W607302785 abstract "The concept of human rights for many North-American college students is associated with the other. Those in need of human rights are perceived as nameless people living in the far corners of the globe. When I ask my students next semester who suffers from a lack of human rights, most will produce responses such as Africans or refugees. Some may include LGBT communities or children, but most responses will be vague and generic. Traditional-aged students generally don't feel a personal connection to the others who are suffering or even recognize those others in their midst, let alone some sense of responsibility around this concept. Unless human rights education ignites a sense of personal, hometown identification in the minds of students, as educators we lose long-term transformative possibilities. For what I term human rights to occur, or an embodiment of the concept rather than merely an intellectual grasp, a creative synergy of diverse experiences best transforms both the individual and the class. In order to meet each student where they are in their perceptions and understanding of human rights, teachers need multiple ways to convey the subject. Learning about human rights requires a personal identification with otherness in order to be sustainable over time. How then do educators do better at creating a grounded solidarity, within and outside the classroom, fostering a shift from human rights being a mere subject to instead becoming a recognizable issue not separate from, but part of each student's personal experience?To create this type of deep learning experience in my course, I look for strategies to identify with the other, so much so, that the other becomes a part of the zone in which the student dwells, both intellectually and emotionally. I have found it is also possible for a human rights learner to reach a learning outcome of self-identification as a human rights seeker, where previously there was no personal recognition of belonging to both camps. We can teach the tenets of the Declaration of Human Rights, watch documentaries, invite guest speakers, discuss the political history and social structures in place that both undermine and support human rights; but until that student is rocked in the very place where they stand, their intellectual borders around human rights redrawn, I would argue the lasting impact on students is minimal. A successful human rights learning experience does not end when the class ends, rather it is the beginning of a new relationship with self and the idea of place, politics, and belonging. At its root, it becomes an ongoing internal dialogue around behavior, attitudes, and policy around human systems that results in external actions promoting greater inclusion and opportunity for all people.In teaching human rights, a major barrier to this type of radical identification is the cultural segregation undermining learning opportunities right in front of our eyes. As an educator, how many times have you had a class or a meeting self-divide based on color or ethnicity? The trouble with all the white girls sitting in the back or all the Spanish speakers sticking together is that it creates our own micro-system of segregation, thus diminishing our ability to connect and form community. Understanding and creating a wider comfort zone regarding human rights requires us to visit the multicultural neighborhood right in our own classrooms and use that wealth of knowledge as our springboard. The classroom could and should represent the wider world, becoming a safe home base in which to test-drive our theories and ideas. If we can't break the cycle in the classroom, how can we expect students to find the impetus to move out into the greater community and actively participate as engaged citizens in an inclusive way? In other words, if students don't develop and practice the skills involved in cultivating diversity they are less likely to critically reflect on, act on, prioritize, or even examine broader human rights topics later on. …" @default.
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• W607302785 date "2012-01-01" @default.
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• W607302785 title "Going Deep: Service-Learning and Human Rights Education" @default.
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