Human Rights and Project Citizen: A Framework for Building Community Dr. Dan Prinzing Phillip Price...

Human Rights and Project Citizen:

A Framework for Building Community

Dr. Dan PrinzingPhillip Price

Susana Restrepo

What is Education for Democracy? Through formal and informal instruction, education for democracy, at its core, should “test the understanding of and the commitment to democratic values.”*

Moreover, by utilizing four widely recognized components of civic education, civic knowledge, cognitive civic skills, participatory civic skills, and civic dispositions,** education for democracy should provide students with the necessary practical skills and theoretical knowledge to become engaged, active, and informed members of society. The goal of which is to mold citizens that understand their rights and are capable of participating in the democratic process.

Source:*EDUCATION AND DEMOCRACY: WHY THEY MUST GO HAND IN HANDMargaret Stimmann Branson, Associate DirectorCenter for Civic Education _ www.civiced.org**John Patrick, 2009

What is a Human Rights Framework?The basic underlying premise of a human rights framework is that “all human rights are indivisible, interrelated, and interdependent.”*

By adhering to this premise we can construct conditions in society that allow for people to be fully human, and which ground us in our common human dignity, emphasize our mutual dependence, and address the root causes of inequality.Source:

*Unicef.org

Value Added:

Civic Dispositions

Civic Dispositions

Civic Skills

Civic Skills

Civic Knowledge

Civic Knowledge

Human Rights Framework

Human Rights Framework

civility—treating other people with respect regardless of whether or not one likes them or agrees with their viewpoints, being willing to listen to other points of view, not being insulting when arguing with others

open mindedness—willingness to consider other points of view

civic mindedness—concern for the well-being of one’s community

compassion—concern for the well-being of others, especially for the less fortunate

National Standards for Civics and Government

“Whether talking about individuals or governments, the principle that must guide us is that of human rights. If we live in a country where human rights exist and are respected, we are naturally responsible for our duties

and responsibilities.”

The 14th Dalai Lama

value and demonstrate honesty, personal integrity and respect for others

act toward others with empathy and caring

exercise leadership for social justice

work to counter prejudice and discrimination

resolve differences in constructive ways

think critically and creatively about local issues, state and national affairs, and world events

contribute time and resources to building community and solving problems

(Character Education Partnership)

If our students are to be well educated about the concept of democracy… They must learn that a more fully developed democracy exceeds the minimal electoral standard by providing constitutional guarantees for civil liberties and human rights of all the people living in the society under the government’s authority.

In a fully developed democracy, there is a people’s government, which is limited by the supreme law of the people’s Constitution, for the purpose of protecting equally, through the rule of law, the rights of everyone in the society. In particular, there is constitutional protection for the individual’s rights to think, speak, decide, and act freely to influence the policies and actions of the government. Thus, there is majority rule with protection of the human rights of everyone, including individuals in the minority.

J. Patrick, “Essential Elements of Education for Democracy”

Interplay Between Human Rights & Education for Democracy:

Our ideal of public education is one in which students are engaged in reflection and action that constantly encourages them to move America toward a “truer” democratic society. A democratic society, we believe, is one in which people of all races, cultures, religions, genders, and sexual orientations have access to what the American founders called unalienable rights.

Glickman, Carl. (2003) Holding Sacred Ground

Race

Gender

Disability

Age

Privilege

Culture

Sexual Orientation

Project Citizen Portfolio:

Alternatives:_ National Policy :

_ The DREAM Act was drafted to lessen the barriers that undocumented students face in receiving a higher education and has four basic requirements

which are:

Entered the country before the age of 16;

_ Graduate high school or obtain a GED;

_ Have good moral character (no criminal record) and;

_ You have at least five years of continuous presence in the US.

_ I f you meet the above criteria, once the DREAM Act passes, an

undocumented student will then have six years within which to ob tain a two -year college degree or complete two -years of military service. Upon doing all of this the student will gain permanent residency.

PROS :_ Draws national attention to the problem.

_ Eliminates federal penalties that hold undocumented students bac k from receiving a higher education.

CONS:

_ I f passed, individual states can choose to ignore the guidelines laid out in the DREAM ACT.

_ Immigration is a very polarizing issue in the United States and the DREAM ACT leaves much room for argument.

_ State Policy :

_ Since the Dream Act will only eliminate the federal penalties. Individual states will have final say over how to reform immigration. This is whe re eleven states, Texas, Kansas, Utah, Washington, New York, Oklahoma, Min nesota, New Mexico, Nebraska, California, and I llinois, have stepped in and adopted

progressive public policy allowing undocumented students to pay in-state tuition. Each of these states requires that students attend a s chool for a certain number of years; graduate from an in -state high school; and sign an affidavit stating they are in the process of or will be in the p rocess to legalize their immigration status.

PROS :_ Enhances undocumented students chances of receiving a higher

education in individual states.

CONS :_ While it is a start, the progressive actions of these individual states

does not affect nationwide change.

“Almost always, the creative dedicated minority has made the worl d better. ”Martin Luther King, Jr.

Belina from Mexico, has been living in the U.S. since the age of 2.

Just two of the thousands of children affected by discriminate i mmigration policy.

Prerna from Fiji, has been living in the U.S. since the age of 14.

Sources :

•Dreamactivist.org , nilc.org/immlawpolicy/DREAM/index.htm , ican.org

Our Policy:_ After researching both national and individual state ’s policies regarding undocumented

student reform we found some common arguments against reforming the current system of how undocumented students are treated when it comes to achiev ing higher education. Two of the most common are:

_ Myth One : Waiving out -of-state for undocumented students is a ‘hand out ’or is somehow taking money away from the universites where they would be attending.

_ Myth Two : Implementing policy that gives undocumented students in -state residency violates federal law.

_ Fortunately, myths like these can be discredited with research.

_ To address myth one, Senator Richard Durbin stated that, “In-State tuition is not the same as free tuition. It is a discount, but the money p aid by these students tends to increase school revenues because it represents revenue that would not otherwise be there. ”

_ In regards to myth two, according to the National Immigration La w Center, “Contrary to the claims of immigration restrictionists , federal law does notprohibit in -state tuition to undocumented immigrants. ”

_ In order to further combat arguments like these, close perceived controversial loopholes, and lessen opposition from individuals who oppose reforming curr ent immigration legislation our policy will:

_ Frame this amendment as a merit -based scholarship award that requires a student to remain in good academic and moral standing. These st ipulations would include periodic check -ins and progress reports. Failure to uphold set standards while attending college would lead to the student losi ng his or her in-state designation.

_ Stipulate that this bill only provides amnesty for the student, and will not provide a loophole for the naturalization of family members.

_ Utilize and argue the applicable articles of the Universal Decla ration of Human Rights. (UDHR) In addition to this we will make sure our policy adheres to four common characteristics of human rights.

Universal / International : Will the proposed policy apply fairly and equally to all community members?

Inalienable : Does the proposed policy / action plan give traditionally marginalized or silenced community members an opportunity to spe ak on behalf of themselves and interact directly with law makers?

Indivisible : Does the proposed policy threaten or diminish other human rights identified in the Universal Declaration of Human Rights ’30 articles?

Interdependent : Does the proposed policy strengthen or promote other human rights identified in the Universal Declaration of Human Ri ghts ’ 30 articles?

“Education is the key to unlock the golden door of freedom. ”George Washington Carver

*A young American citizen in every respect except proper documentation.

Sources :

•Floor Statement of Senator Richard J. Durbin, Development, Relief, and Education for Alien Minors (DREAM) Act : 108th Cong., July 22, 2004National Immigration Law Center, Basic Facts about In -State Tuition for Undocumented Immigrant Students , http://www.nilc.org/immlawpolicy/DREAM/in -state_tuition_basicfacts_041706.pdf•National Immigration Law Center, 2

Interdependent:_ YES: While our policy is not directly applicable to all UDHR articles, it creates a more just society which in turn promotes other inherent rights.

Indivisible:_ NO: Implementing our policy does not threaten other rights in the UDHR.

Inalienable:_ YES: Our policy gives traditionally marginalized people a chance to be heard and accepted.

Universal:_ YES: While our policy does not apply to everyone it is fair to everyone that qualifies.





How does our policy measure up?

Action Plan:_ The United States was founded on the ideals of life, liberty, an d the pursuit

of happiness, however our bright young undocumented students are being systematically excluded from this dream. While immigration refo rm is an extremely polarizing topic in the United States it is important that we attempt to allow those who want to contribute to our society to do so. In order to get our policy passed we will need help from various or ganizations and individuals in the community. These organizations and indi viduals will enable us to lobby, write news articles, fundraise, introduce ou r bill correctly, and assist in educating the public on why implementin g new immigration policies is essential for our state.

_ Our proposed reforms not only make good economic sense by adding much needed revenue to our academic institutions, but is also a vital step in becoming a more just nation. Just because people are different from us does not mean they should be given a different set of rights. If we are to hold ourselves accountable to the basic underlying premise of th e Universal Declaration of Human Rights , that we are all entitled to the same inherent rights simply by belonging to the human family, than it is apparent that current Idaho policies regarding undocumented students is n ot just unfair, but in fact a violation of human rights.

_ A few resources in our local community that can help us reach ou r goals are listed below:

_ Idaho Community Action Network (ICAN)

_ Idaho Human Rights Education Center (IHREC)

_ American Civil Liberties Union (ACLU)

_ Local Immigration Lawyers & Activists

_ Roman Catholic Diocese of Boise

"Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest -tost to me, I lift my lamp beside the golden

door!”Emma Lazarus, Inscribed at the base of the Statue of Liberty

*I t is important to remember that, with the exception of Native A mericans, all

citizens of the United State are descendants of immigrants .

Sources :

•ican.org , idaho -humanrights.org , catholicidaho.org , acluidaho.org , legislature.idaho.gov legislature.idaho.gov

Idaho Capital Building – Where we will take our bill.

First, Second, & Third Readings

Senate Action on House Bills

Referred to Committee of the Whole

Governor ’s Action

Introduce to House and Senate

Pass or Fail

We will also need to go through the fundamental steps on how a b ill becomes a aw in Idaho. Very briefly these are:

Problem:_ Currently, in Idaho, undocumented students are required to pay o ut-of-state

tuition even if they graduate from an in -state high school. This financial burden significantly increases the costs of higher education, and virtu ally eliminates the chance for most undocumented students to attend college regardle ss of their academic potential or moral standing. These restrictions are bo th wasteful of future human capital and discriminatory by holding ambitious stu dents accountable for the illegal actions of their parents. At a time when we cannot waste our resources why make it harder for our bright students t o achieve their dreams and become contributing members of our society?

_ These policies also significantly lower the standard of living a nd drastically reduce the amount of income an individual can earn over a lifetime. Th us perpetuating a culture of racial economic inequality.

_ Moreover, this specific example of injustice is in clear violati on of articles delineated in the Universal Declaration of Human Rights (UDHR):

_ Article 1: All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

_ Article 7 : All are equal before the law and are entitled to equal protection of the law.

_ Article 26 : Everyone has the right to education. Technical and professional education shall be made generally available and hig her education shall be made equally accessible to all on the basis of merit .

“There can be no keener revelation of a society's soul than the w ay in which it treats its children. ”Nelson Mandela

“Approximately 2.8 million students will graduate from US High Sc hools

every year. Some will go on to college; others will join the mil itary or take

another path in life. But they will get the opportunity to test their dreams and live their American story. However, a group of about 65,000

students a year will not have this opportunity because they bear the

inherited title of undocumented immigrant. These highly motivate d

individuals have lived in the United States all their lives and want nothing

more than to be given the chance to become Americans. ”

* In Idaho approximately 500 – 1000 undocumented students

graduate each year.

Tuition Costs for Idaho Universities & Colleges :

Boise State University : Undocumented Students Pay :

In-State: $4,632 per year

Non-Resident: $13,208 per year 285% Higher Tuition

University of Idaho:



College of Southern Idaho :



Salary Potential for Full -Time Workers :

High School Diploma: $30,732

Associates Degree: $38,272

Bachelors Degree: $50,856

*Difference over a forty year career between High School educati on and a Bachelors Degree: $804,960

Sources:

•dreamact.info , boisestate.edu,uidaho.edu , csi.edu , udhr.org , bls.gov , un.org

Problem:

Currently, in Idaho, undocumented students are required to pay out-of-state tuition even if they graduate from an in-state high school. This financial burden significantly increases the costs of higher education, and virtually eliminates the chance for most undocumented students to attend college regardless of their academic potential or moral standing. These restrictions are both wasteful of future human capital and discriminatory by holding ambitious students accountable for the illegal actions of their parents. At a time when we cannot waste our resources why make it harder for our bright students to achieve their dreams and become contributing members of our society?

These policies also significantly lower the standard of living and drastically reduce the amount of income an individual can earn over a lifetime. Thus perpetuating a culture of racial economic inequality.

Moreover, this specific example of injustice is in clear violation of articles delineated in the Universal Declaration of Human Rights (UDHR):

Article 1: All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 7: All are equal before the law and are entitled to equal protection of the law.

Article 26: Everyone has the right to education. Technical and professional education shall be made generally available and higher education shall be made equally accessible to all on the basis of merit.

“There can be no keener revelation of a society's soul than the way in which it treats its children.” Nelson Mandela

“Approximately 2.8 million students will graduate from US High Schools every year. Some will go on to college; others will join the military or take another path in life. But they will get the opportunity to test their dreams and live their American story. However, a group of about 65,000 students a year will not have this opportunity because they bear the inherited title of undocumented immigrant. These highly motivated individuals have lived in the United States all their lives and want nothing more than to be given the chance to become Americans.”

Tuition Costs for Idaho Universities & Colleges:

Boise State University: Undocumented Students Pay:






College of Southern Idaho:



Salary Potential for Full-Time Workers:




*Difference over a forty year career between High School education and a Bachelors Degree:$804,960

Sources:

•dreamact.info, boisestate.edu,uidaho.edu, csi.edu, udhr.org, bls.gov, un.org

*In Idaho approximately 500 – 1000 undocumented students graduate each year.

Human Rights Element: Panel 1

Establish the context for why the problem exists in the community.

Problem statement – clearly define and present the problem.

Identify which right and article in the Universal Declaration of Human Rights the problem violates.

Problem:_ Currently, in Idaho, undocumented students are required to pay o ut-of-state

tuition even if they graduate from an in -state high school. This financial burden significantly increases the costs of higher education, and virtu ally eliminates the chance for most undocumented students to attend college regardle ss of their academic potential or moral standing. These restrictions are bo th wasteful of future human capital and discriminatory by holding ambitious stu dents accountable for the illegal actions of their parents. At a time when we cannot waste our resources why make it harder for our bright students t o achieve their dreams and become contributing members of our society?

_ These policies also significantly lower the standard of living a nd drastically reduce the amount of income an individual can earn over a lifetime. Th us perpetuating a culture of racial economic inequality.

_ Moreover, this specific example of injustice is in clear violati on of articles delineated in the Universal Declaration of Human Rights (UDHR):

_ Article 1: All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

_ Article 7 : All are equal before the law and are entitled to equal protection of the law.

_ Article 26 : Everyone has the right to education. Technical and professional education shall be made generally available and hig her education shall be made equally accessible to all on the basis of merit .

“There can be no keener revelation of a society's soul than the w ay in which it treats its children. ”Nelson Mandela

“Approximately 2.8 million students will graduate from US High Sc hools

every year. Some will go on to college; others will join the mil itary or take

another path in life. But they will get the opportunity to test their dreams and live their American story. However, a group of about 65,000

students a year will not have this opportunity because they bear the

inherited title of undocumented immigrant. These highly motivate d

individuals have lived in the United States all their lives and want nothing

more than to be given the chance to become Americans. ”

* In Idaho approximately 500 – 1000 undocumented students

graduate each year.

Tuition Costs for Idaho Universities & Colleges :

Boise State University : Undocumented Students Pay :






College of Southern Idaho :



Salary Potential for Full -Time Workers :




*Difference over a forty year career between High School educati on and a Bachelors Degree: $804,960

Sources:

•dreamact.info , boisestate.edu,uidaho.edu , csi.edu , udhr.org , bls.gov , un.org

Alternatives: National Policy:

The DREAM Act was drafted to lessen the barriers that undocumented students face in receiving a higher education and has four basic requirements which are:Entered the country before the age of 16; Graduate high school or obtain a GED; Have good moral character (no criminal record)

and; You have at least five years of continuous

presence in the US. If you meet the above criteria, once the DREAM Act

passes, an undocumented student will then have six years within which to obtain a two-year college degree or complete two-years of military service. Upon doing all of this the student will gain permanent residency.

PROS: Draws national attention to the problem. Eliminates federal penalties that hold

undocumented students back from receiving a higher education.

CONS: If passed, individual states can choose to

ignore the guidelines laid out in the DREAM ACT.

Immigration is a very polarizing issue in the United States and the DREAM ACT leaves much room for argument.

State Policy:

Since the Dream Act will only eliminate the federal penalties. Individual states will have final say over how to reform immigration. This is where eleven states, Texas, Kansas, Utah, Washington, New York, Oklahoma, Minnesota, New Mexico, Nebraska, California, and Illinois, have stepped in and adopted progressive public policy allowing undocumented students to pay in-state tuition. Each of these states requires that students attend a school for a certain number of years; graduate from an in-state high school; and sign an affidavit stating they are in the process of or will be in the process to legalize their immigration status.

PROS: Enhances undocumented students chances of

receiving a higher education in individual states.

CONS: While it is a start, the progressive actions

of these individual states does not affect nationwide change.

“Almost always, the creative dedicated minority has made the world better.”

Martin Luther King, Jr.


Just two of the thousands of children affected by discriminate immigration policy.


Sources:

•Dreamactivist.org, nilc.org/immlawpolicy/DREAM/index.htm, ican.org


Gather alternative policies; clearly identify the advantages and disadvantages of each alternative in addressing the problem.

Identify from whose perspective is the problem being addressed; do all stakeholders in the problem see the solution through the same problem-solving lens?

Alternatives:_ National Policy :

_ The DREAM Act was drafted to lessen the barriers that undocumented students face in receiving a higher education and has four basic requirements

which are:

Entered the country before the age of 16;

_ Graduate high school or obtain a GED;

_ Have good moral character (no criminal record) and;

_ You have at least five years of continuous presence in the US.

_ I f you meet the above criteria, once the DREAM Act passes, an

undocumented student will then have six years within which to ob tain a two -year college degree or complete two -years of military service. Upon doing all of this the student will gain permanent residency.

PROS :_ Draws national attention to the problem.

_ Eliminates federal penalties that hold undocumented students bac k from receiving a higher education.

CONS:

_ I f passed, individual states can choose to ignore the guidelines laid out in the DREAM ACT.

_ Immigration is a very polarizing issue in the United States and the DREAM ACT leaves much room for argument.

_ State Policy :

_ Since the Dream Act will only eliminate the federal penalties. Individual states will have final say over how to reform immigration. This is whe re eleven states, Texas, Kansas, Utah, Washington, New York, Oklahoma, Min nesota, New Mexico, Nebraska, California, and I llinois, have stepped in and adopted

progressive public policy allowing undocumented students to pay in-state tuition. Each of these states requires that students attend a s chool for a certain number of years; graduate from an in -state high school; and sign an affidavit stating they are in the process of or will be in the p rocess to legalize their immigration status.

PROS :_ Enhances undocumented students chances of receiving a higher

education in individual states.

CONS :_ While it is a start, the progressive actions of these individual states

does not affect nationwide change.

“Almost always, the creative dedicated minority has made the worl d better. ”Martin Luther King, Jr.


Just two of the thousands of children affected by discriminate i mmigration policy.


Sources :

•Dreamactivist.org , nilc.org/immlawpolicy/DREAM/index.htm , ican.org

Our Policy: After researching both national and individual state’s policies

regarding undocumented student reform we found some common arguments against reforming the current system of how undocumented students are treated when it comes to achieving higher education. Two of the most common are:

Myth One: Waiving out-of-state for undocumented students is a ‘hand out’ or is somehow taking money away from the universites where they would be attending.

Myth Two: Implementing policy that gives undocumented students in-state residency violates federal law.

Fortunately, myths like these can be discredited with research.

To address myth one, Senator Richard Durbin stated that, “In-State tuition is not the same as free tuition. It is a discount, but the money paid by these students tends to increase school revenues because it represents revenue that would not otherwise be there.”

In regards to myth two, according to the National Immigration Law Center, “Contrary to the claims of immigration restrictionists, federal law does not prohibit in-state tuition to undocumented immigrants.”

In order to further combat arguments like these, close perceived controversial loopholes, and lessen opposition from individuals who oppose reforming current immigration legislation our policy will:

Frame this amendment as a merit-based scholarship award that requires a student to remain in good academic and moral standing. These stipulations would include periodic check-ins and progress reports. Failure to uphold set standards while attending college would lead to the student losing his or her in-state designation.

Stipulate that this bill only provides amnesty for the student, and will not provide a loophole for the naturalization of family members.

Utilize and argue the applicable articles of the Universal Declaration of Human Rights. (UDHR) In addition to this we will make sure our policy adheres to four common characteristics of human rights.

Universal / International: Will the proposed policy apply fairly and equally to all community members?

Inalienable: Does the proposed policy / action plan give traditionally marginalized or silenced community members an opportunity to speak on behalf of themselves and interact directly with law makers?

Indivisible: Does the proposed policy threaten or diminish other human rights identified in the Universal Declaration of Human Rights’ 30 articles?

Interdependent: Does the proposed policy strengthen or promote other human rights identified in the Universal Declaration of Human Rights’ 30 articles?

“Education is the key to unlock the golden door of freedom.” George Washington Carver


Sources:

•Floor Statement of Senator Richard J. Durbin, Development, Relief, and Education for Alien Minors (DREAM) Act: 108th Cong., July 22, 2004National Immigration Law Center, Basic Facts about In-State Tuition for Undocumented Immigrant Students, http://www.nilc.org/immlawpolicy/DREAM/in-state_tuition_basicfacts_041706.pdf•National Immigration Law Center, 2

Universal:YES: While our policy does not apply to everyone it is fair to everyone that qualifies.

Inalienable:YES: Our policy gives traditionally marginalized people a chance to be heard and accepted.

Indivisible:NO: Implementing our policy does not threaten other rights in the UDHR.

Interdependent:YES: While our policy is not directly applicable to all UDHR articles, it creates a more just society which in turn promotes other inherent rights.



Analyze the policy according to the following four questions based on the common characteristics of human rights:

A) UNIVERSAL /

INTERNATIONAL: Will the proposed policy apply fairly and equally to all community members?

B) INALIENABLE: Does the

proposed policy/action plan give traditionally marginalized or silenced community members an opportunity to speak on behalf of themselves and interact directly with law makers?

C) INDIVISIBLE: Does the

proposed policy threaten or diminish other human rights identified in the Universal Declaration of Human Rights' 30 articles?

D) INTERDEPENDENT: Does the proposed policy strengthen or promote other human rights identified in the Universal Declaration of Human Rights' 30 articles?

Our Policy:_ After researching both national and individual state ’s policies regarding undocumented

student reform we found some common arguments against reforming the current system of how undocumented students are treated when it comes to achiev ing higher education. Two of the most common are:

_ Myth One : Waiving out -of-state for undocumented students is a ‘hand out ’or is somehow taking money away from the universites where they would be attending.

_ Myth Two : Implementing policy that gives undocumented students in -state residency violates federal law.

_ Fortunately, myths like these can be discredited with research.

_ To address myth one, Senator Richard Durbin stated that, “In-State tuition is not the same as free tuition. It is a discount, but the money p aid by these students tends to increase school revenues because it represents revenue that would not otherwise be there. ”

_ In regards to myth two, according to the National Immigration La w Center, “Contrary to the claims of immigration restrictionists , federal law does notprohibit in -state tuition to undocumented immigrants. ”

_ In order to further combat arguments like these, close perceived controversial loopholes, and lessen opposition from individuals who oppose reforming curr ent immigration legislation our policy will:

_ Frame this amendment as a merit -based scholarship award that requires a student to remain in good academic and moral standing. These st ipulations would include periodic check -ins and progress reports. Failure to uphold set standards while attending college would lead to the student losi ng his or her in-state designation.

_ Stipulate that this bill only provides amnesty for the student, and will not provide a loophole for the naturalization of family members.

_ Utilize and argue the applicable articles of the Universal Decla ration of Human Rights. (UDHR) In addition to this we will make sure our policy adheres to four common characteristics of human rights.

Universal / International : Will the proposed policy apply fairly and equally to all community members?

Inalienable : Does the proposed policy / action plan give traditionally marginalized or silenced community members an opportunity to spe ak on behalf of themselves and interact directly with law makers?

Indivisible : Does the proposed policy threaten or diminish other human rights identified in the Universal Declaration of Human Rights ’30 articles?

Interdependent : Does the proposed policy strengthen or promote other human rights identified in the Universal Declaration of Human Ri ghts ’ 30 articles?

“Education is the key to unlock the golden door of freedom. ”George Washington Carver


Sources :

•Floor Statement of Senator Richard J. Durbin, Development, Relief, and Education for Alien Minors (DREAM) Act : 108th Cong., July 22, 2004National Immigration Law Center, Basic Facts about In -State Tuition for Undocumented Immigrant Students , http://www.nilc.org/immlawpolicy/DREAM/in -state_tuition_basicfacts_041706.pdf•National Immigration Law Center, 2










Action Plan:

The United States was founded on the ideals of life, liberty, and the pursuit of happiness, however our bright young undocumented students are being systematically excluded from this dream. While immigration reform is an extremely polarizing topic in the United States it is important that we attempt to allow those who want to contribute to our society to do so. In order to get our policy passed we will need help from various organizations and individuals in the community. These organizations and individuals will enable us to lobby, write news articles, fundraise, introduce our bill correctly, and assist in educating the public on why implementing new immigration policies is essential for our state.

Our proposed reforms not only make good economic sense by adding much needed revenue to our academic institutions, but is also a vital step in becoming a more just nation. Just because people are different from us does not mean they should be given a different set of rights. If we are to hold ourselves accountable to the basic underlying premise of the Universal Declaration of Human Rights, that we are all entitled to the same inherent rights simply by belonging to the human family, than it is apparent that current Idaho policies regarding undocumented students is not just unfair, but in fact a violation of human rights.

A few resources in our local community that can help us reach our goals are listed below:

Idaho Community Action Network (ICAN) Idaho Human Rights Education Center

(IHREC) American Civil Liberties Union (ACLU) Local Immigration Lawyers & Activists Roman Catholic Diocese of Boise

"Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden


*It is important to remember that, with the exception of Native Americans, all citizens of the

United State are descendants of immigrants.

Sources:•ican.org, idaho-humanrights.org, catholicidaho.org, acluidaho.org, legislature.idaho.gov legislature.idaho.gov





Governor’s Action


Pass or Fail

We will also need to go through the fundamental steps on how a bill becomes a aw in Idaho. Very briefly these are:


Identify the steps, stakeholders, and necessary components to influence the appropriate authority to implement the suggested class policy.

State why this authority should be responsible for addressing a violation of a human right.

What ownership should the community at-large have for promoting and protecting human rights?

Action Plan:_ The United States was founded on the ideals of life, liberty, an d the pursuit

of happiness, however our bright young undocumented students are being systematically excluded from this dream. While immigration refo rm is an extremely polarizing topic in the United States it is important that we attempt to allow those who want to contribute to our society to do so. In order to get our policy passed we will need help from various or ganizations and individuals in the community. These organizations and indi viduals will enable us to lobby, write news articles, fundraise, introduce ou r bill correctly, and assist in educating the public on why implementin g new immigration policies is essential for our state.

_ Our proposed reforms not only make good economic sense by adding much needed revenue to our academic institutions, but is also a vital step in becoming a more just nation. Just because people are different from us does not mean they should be given a different set of rights. If we are to hold ourselves accountable to the basic underlying premise of th e Universal Declaration of Human Rights , that we are all entitled to the same inherent rights simply by belonging to the human family, than it is apparent that current Idaho policies regarding undocumented students is n ot just unfair, but in fact a violation of human rights.

_ A few resources in our local community that can help us reach ou r goals are listed below:

_ Idaho Community Action Network (ICAN)

_ Idaho Human Rights Education Center (IHREC)

_ American Civil Liberties Union (ACLU)

_ Local Immigration Lawyers & Activists

_ Roman Catholic Diocese of Boise

"Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest -tost to me, I lift my lamp beside the golden


*I t is important to remember that, with the exception of Native A mericans, all

citizens of the United State are descendants of immigrants .

Sources :

•ican.org , idaho -humanrights.org , catholicidaho.org , acluidaho.org , legislature.idaho.gov legislature.idaho.gov





Governor ’s Action


Pass or Fail

We will also need to go through the fundamental steps on how a b ill becomes a aw in Idaho. Very briefly these are:

Impact of Adding a Human Rights Framework to Project Citizen:What we are hearing from students:

“I’m speaking for some people that don’t have rights because someday I might need them to speak for me.”

When a student was asked about the UDHR. “You don’t have to go by it, but imagine if everybody did. We would create a better world.”

Human Rights and Project Citizen: A Framework for Building Community Dr. Dan Prinzing Phillip Price...

Documents

Transcript of Human Rights and Project Citizen: A Framework for Building Community Dr. Dan Prinzing Phillip Price...