1. Human Rights and Asia Lindy Stirling State Advisor, Studies of Asia

2. What are Human Rights? Interrelated, interdependent and indivisible Universal and inalienable Equal and non-discriminatory Both Rights and Obligations International Bill of Human Rights

3. What are Human Rights? Making it plain – with a little help from your friends

4. Who signed UDHR in 1948? Afghanistan, Argentina, Australia, Belgium, Bolivia, Brazil, Burma, Canada, Chile, China, Colombia, Costa Rica, Cuba, Denmark, the Dominican Republic, Ecuador, Egypt, El Salvador, Ethiopia, France, Greece, Guatemala, Haiti, Iceland, India, Iran, Iraq, Lebanon, Liberia, Luxembourg, Mexico, Netherlands, New Zealand, Nicaragua, Norway, Pakistan, Panama, Paraguay, Peru, Philippines, Thailand, Sweden, Syria, Turkey, United Kingdom, United States, Uruguay and Venezuela.

5. Is it binding? No… Human rights are set out as principles in the Universal Declaration of Human Rights. A declaration is not legally binding. It lays out principles and objectives and carries moral weight.

6. Is it binding? …and yes! A covenant, convention or treaty, unlike a declaration, has the force of law. The broadest legally binding human rights agreements negotiated under UN auspices are the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights.

7. 6 Treaty monitoring bodies Committees of: Elimination of Racial Discrimination Human Rights Economic, Social and Cultural Rights against Torture the Elimination of Discrimination Against Women the Rights of the Child The Articles of the Charter have the force of positive international law because the Charter is a treaty and therefore a legally binding document.

8. Rate your School The school community Curriculum: what we learn and teach Connecting with other priorities

9. Teaching Human Rights Strategies Contentious issues Across the curriculum

10. Teaching Human Rights Strategies –Mirror what you are teaching about (respect, responsibility, tolerance) Experiential and activity-centered: involving the solicitation of learners’ prior knowledge and offering activities that draw out learners’ experiences and knowledge Problem-posing: challenging the learners’ prior knowledge Participative: encouraging collective efforts in clarifying concepts, analyzing themes and doing the activities Dialectical: requiring learners to compare their knowledge with those from other sources Analytical: asking learners to think about why things are and how they came to be Healing: promoting human rights in intra-personal and inter-personal relations Strategic thinking-oriented: directing learners to set their own goals and to think of strategic ways of achieving them Goal and action-oriented: allowing learners to plan and organize actions in relation to their goals

11. Teaching Human Rights Contentious issues –Balanced, critical appraisal including minority views –Identify underlying reasons for different views –Formulate opinions from evidence, respond to different views in constructive, balanced ways –Use open ended questions and strategies that encourage discussion, respect and diversity

12.  Agree or Disagree  Those using child labour should be prosecuted Torture can be justified in some extreme situations Animal rights are less important than human rights

13. HR issues prominent in media Brainstorm issues you can recall from the recent media around Human Rights in Australia/Asia. Can you sort them by the 30 Articles?

14. Issues to consider What emphasis/perspective does the exploration of HR in a country give? How do we get a range of views about an issue?

15. Teaching Human Rights What resources are available for Asia and Human Rights? Pageflakes – Human Rights and Asia http://www.pageflakes.com/lindystirling/29 760920 http://www.pageflakes.com/lindystirling/29 760920

16. https://studiesofasia.wikispaces.com.au

19. Essential resources

20. Websites - from the online guide See the updated sheet

21. Websites - from Amnesty Understanding human rights Tour of human rights - Amnesty International CanadaTour of human rights - Amnesty International Canada Human Rights Resources and Links – UN CyberschoolbusHuman Rights Resources and Links – UN Cyberschoolbus “This is my home” - University of Minnesota Human Rights Center“This is my home” - University of Minnesota Human Rights Center What are human rights? – HREOC Understanding Human Rights - Compass Glossary of human rights terms Questions and answers about human rights Frequently asked questions on human rights - HREOCFrequently asked questions on human rights - HREOC Questions and Answers: What are human rights? - CompassQuestions and Answers: What are human rights? - Compass Questions and Answers: Protecting Human Rights - BBCQuestions and Answers: Protecting Human Rights - BBC Origins of human rights The origins of modern human rights laws – HREOCThe origins of modern human rights laws – HREOC The evolution of human rights – Compass The Universal Declaration of Human Rights Universal Declaration of Human Rights Plain language version with notes on each article – UN CyberschoolbusPlain language version with notes on each article – UN Cyberschoolbus How the Universal Declaration developed Other International Human Rights Agreements International Human Rights Agreements Amnesty International's history and work Amnesty International history: Amnesty International CanadaAmnesty International history: Amnesty International Canada Games Wants & Needs game – UNICEF UK Games and activities: Amnesty International USAGames and activities: Amnesty International USA

22. Contact: Lindy Stirling 9637 3620 96372040 stirling.lindy.j@edumail.vic.gov.au