Raising Awareness Needed for Protect the Women Rights in India
Human Rights Awareness Night
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Transcript of Human Rights Awareness Night
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Human Rights Human Rights Awareness NightAwareness Night
Cultural Community Outreach EventTeam D
TESOL/507July, 12, 2013
Nona Hall
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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)
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Human Rights are under attack Human Rights are under attack today all over the worldtoday all over the world
Human Rights Risk Index 2013
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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
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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
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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
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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
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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
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Human Rights Awareness NightHuman Rights Awareness NightWhen? Friday evening 5-7 pmWhere? 9 school classrooms and cafeteriaWho? School-wide stakeholders
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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
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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
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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.
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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.