Human Rights Education Models
1. Values and awareness The Values and Awareness Model focuses on transmitting “basic knowledge of human rights issues and to foster its integration into public values” based on its philosophical-historical approach. This model is what people commonly think of when human rights are concerned with the target audience being the general public with topics including global human rights and more cultural based matters.
2. Accountability The Accountability Model is associated with the legal and political approach to human rights in which the learners which the model targets are already involved via professional roles. The model is incorporated by means of training and networking, covering topics such as court cases, codes of ethics, and how to deal with the media.
3. Transformational This model of education focuses on the psychological and sociological aspects of human rights. The topics towards which this model is effective are those including vulnerable populations and people with personal experiences effected by the topic, such as women and minorities. The model aims to empower the individual, such as those victims of abuse and trauma. The model is geared towards recognizing the abuse of human rights but is also committed to preventing these abuses.
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Famous quotes containing the words human rights, human, rights, education and/or models:
“We can rejoice that the time has arrived when millions of Negro Americans can step out of the shadows, and walk forthrightly into the bright sunshine of human rights.”
—Hubert H. Humphrey (1911–1978)
“Every other enjoyment malice may destroy; every other panegyric envy may withhold; but no human power can deprive the boaster of his own encomiums.”
—Samuel Johnson (1709–1784)
“The government of the United States is a device for maintaining in perpetuity the rights of the people, with the ultimate extinction of all privileged classes.”
—Calvin Coolidge (1872–1933)
“... education fails in so far as it does not stir in students a sharp awareness of their obligations to society and furnish at least a few guideposts pointing toward the implementation of these obligations.”
—Mary Barnett Gilson (1877–?)
“French rhetorical models are too narrow for the English tradition. Most pernicious of French imports is the notion that there is no person behind a text. Is there anything more affected, aggressive, and relentlessly concrete than a Parisan intellectual behind his/her turgid text? The Parisian is a provincial when he pretends to speak for the universe.”
—Camille Paglia (b. 1947)