Human Rights Law Questions and Answers
3. (c) The Office of the High Commissioner for Human Rights states that human rights can only be realized if people seek their protection on an informed and continuous basis. Human rights education promotes values, beliefs and attitudes that encourage all individuals to defend their own rights and those of others. It develops an understanding of the shared responsibility of all to make human rights a reality in every community. The answer, if I am not mistaken, is everyone, which is why a radical reassessment of the political centrality of lifelong learning gives me hope as a unifying goal for humanity. In this context, human rights policy is no longer primarily about monitoring the relationship between the individual and the state, but about building cultural capacity for what Elinor Ostrom has called polycentric governance. One of the most encouraging features of climate protection in recent years has been the emergence of globalised horizontal networks of common cause in companies, churches, NGOs, cities, municipalities and regions. Over time, we can have countless non-state actors as units of ratification, responsibility and ambition, and work together as such. We all have to do it. There is legislation at the national and international levels that limits what governments can do to their citizens, but if no one indicates that their actions violate international norms, governments can continue to violate them with impunity. As individuals, we must not only respect the rights of others in our daily lives, but also keep an eye on our governments and others. Protection systems are there for all of us when we use them.
Capacity – does humanity have what it takes to do what it needs to do? Question: Have we made any progress in reducing human rights violations? How do you mediate with people whose rights have been violated (e.g. homeless, people in prison, people with disabilities, refugees)? 4. Are human rights linked to the Sustainable Development Goals? There are reasons to believe that the human rights movement is needed more than ever, but what if the movement has gone astray and is no longer fit for purpose, not for lack of effort, but for outdated perception? The world`s greatest problems today stem not from good citizens abandoned by bad governments, but from endemic deception, systemic inertia, and the failure of collective action by the first truly planetary civilization. a) Yes, the human rights situation is regularly reviewed by all UN Member States. On the other hand, in an effort to be relevant, you should not neglect the interdependence and indivisibility of rights. Refugees, for example, must know not only their rights as refugees, but also all their rights (e.g. their right to education, housing, freedom of movement and self-determination). Isn`t human rights education too political for schools? Basically, because every human being is therefore a moral being. The majority of individuals, if shown to violate the personal dignity of others, will try to refrain from doing so.
In general, people don`t want to hurt others. In addition to the moral sanctions of one`s own conscience or the conscience of others, however, in most countries of the world, there are now laws that oblige governments to respect the basic human rights of citizens, even if they are not prepared to do so. Only a few of us have had the opportunity to deal with human rights during our school years. That is part of the problem. The basis of all learning is to arouse interest, curiosity and a personal connection to the subject. Research shows that people of all ages remember and fit in better when they participate in their learning. You don`t need to know all the answers to facilitate human rights education; You need to know how to help people, including yourself, look for answers. “Experts” may evoke passivity, boredom or a sense of incompetence, especially when presenting human rights from a strictly legal perspective. You don`t need to be an expert with a legal background. You need to be ready to be part of the learning process. Therefore, the most effective pedagogical techniques in human rights education, as reflected in this book, offer a high level of active participation using techniques such as role-play, debate, discussion, drama and small group work.