Human Rights Awareness Night

Human Rights Human Rights Awareness NightAwareness Night

Cultural Community Outreach EventTeam D

TESOL/507July, 12, 2013

Nona Hall

Conceptual FrameworkConceptual Framework

Two concepts merge:

Human Rights: basic rights and principles that belong to every person in the world (McKimm & Webb, 2010, p.477)

Global education: one that applies multicultural concepts to the world as a community and its interconnections (Brown & Kysilka, 2009, p.8)

Human Rights are under attack Human Rights are under attack today all over the worldtoday all over the world

Human Rights Risk Index 2013

How will Global Education be How will Global Education be implemented? implemented?

By incorporating Hanvey’s 5 dimensions to guide the activities (Bousalis-Aliak, 2010, p.8-9):

Recognizing everybody’s opinion

Understanding current world issues

Realizing how varied ideas are worldwide

Knowing global dynamics

Identifying human problems and consequences

How will we implement Global How will we implement Global Education? Education?

By addressing Brown’s 5 categories of global education (Brown & Kysilka, 2009, p.12):

Understanding how individuals fit in society

Understanding of the “other”

Identifying interdependence of global issues

Experiencing diversity in all ways

Developing a mentality to improve the world

How will we implement Global How will we implement Global Education? Education? By aligning our activities with the 8

principles of culturally responsive teaching to benefit our ELLs (Chartock, 2010, p.6):

communication of high expectations use of a variety of learning strategies teachers will act as facilitators participation of families showing cultural sensitivity reshaping the curriculum in a different perspective instructing in a culturally mediated way student-centered activities

Inclusion of School StakeholdersInclusion of School Stakeholders (Anderson, 2010, p.271) (Anderson, 2010, p.271): :

Students: Developing the “human rights stations”

with teachers’ help Taking turns to lead their centers during

the event night When off-duty, participating in other

centers Teachers:

Facilitators while preparing activities and during the event Acting as liaison between school, parents

and community members

Inclusion of School StakeholdersInclusion of School StakeholdersParents:

Helping classes prepare their activities Attending the event and engaging in

conversations about human rights with their children

Community: Local media will cover the event Local authorities will attend and receive

feedback from the activities High school drama club members will support

the theater performing activities Fair-trade stores will explain their principles Foreign college students will participate in

panel discussions

Human Rights Awareness NightHuman Rights Awareness NightWhen? Friday evening 5-7 pmWhere? 9 school classrooms and cafeteriaWho? School-wide stakeholders

Human Rights Awareness NightHuman Rights Awareness NightWhat?

1. Role-play about child labor in South America2. Writing poems about gender equality in India3. Playing music while experiencing disabilities 4. Service learning: packing food for the needy5. Panel discussion about immigration from all

continents6. Singing songs from 3 different religions7. Coloring maps about public education in the

world 8. Writing in Chinese characters – Freedom of

speech9. Skin coloring and experiencing racism in the U.S. 10. Visiting an exhibition about fair trade

Human Rights Awareness NightHuman Rights Awareness NightHow?

10 minutes in each Human Rights Station 2 minutes to move to the next one

4 3 2 1

10

6 7 8 9

5

ReferencesReferencesAnderson, R. M. (2010). Incorporating diversity in preparing children for school: An

Australian perspective. International Journal of Diversity in Organisations, Communities & Nations, 10(1), 265-277.

Bousalis-Aliak, R. (2010). Elementary multicultural and global education: A celebration of countries and culture, or just celebration? Ohio Social Studies

Review, 46(1), 7-10.

Brown, S. C., & Kysilka, M. L. (2009). What every teacher should know about multicultural and global education. Boston, MA: Pearson.

Chartock, R. K. (2010). Strategies and lessons for culturally responsive teaching: A primer for K–12 teachers. Boston, MA: Pearson.

Chowdhury, K. (2011, June 16). India is the Fourth Most Dangerous Place in the World for Women. Retrieved July 14, 2013, from http://indiatoday.intoday.in/story/india-is-fourth- most-dangerous-place-in-the-world-for-women-poll/1/141639.html.

Desomind, K., Stahl, D., & Graham, M. A. (2011).Combining service learning and diversity education. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 13(1), 24-30.

ReferencesMcKimm, J., & Webb, H. (2010). Diversity, equal opportunities and human rights.

British Journal Of Hospital Medicine (London, England: 2005) 71(8)

McKimm, J., & Webb, H. (2010). Diversity, equal opportunities and human rights. British Journal Of Hospital Medicine (London, England: 2005) 71(8)

Oracle (2011). Child Labor in Latin America. Retrieved July 14, 2013, from http:// library.thinkquest.org/03oct/01908/800/latinamerica.htm.