Whose responsibility are Human Rights?

About this Collection

What do I want to find out?

Whether pupils are aware of Human Rights and how systems to protect them work around the world. To what extent pupils are willing to take advantage of opportunities to take action for social justice in relation to Human Rights.

What do I need?

  • A piece of paper for each pupil or group of pupils.
  • A pen for each pupil.

What do I do?

Timing: 15 minutes

  • With pupils in groups of 3 or more ask them Whose responsibility are Human Rights?
  • Encourage them to write down all the individuals and organisations they can think of, but do not prompt them or give them suggestions.
  • Ask them to note down any further thoughts they have about it
  • Record any discussion that takes place amongst groups.

How do I analyse the results?

Collect up their responses and categorise them under the following headings:

Local organisation or authority figure (local authority, local charity, teachers, police)

National organisation or authority figure (government, UK charity, prime minister)

Multinational or global organisation (UN, Amnesty International, G8)

Other people (us, you, people, everyone)

Me (my, me, I)

  • Note down the number of different responses the whole group give.
  • Note down how many of the organisations or individuals they list are from Minority World countries or Majority World countries.
  • In your record of their discussion, look for assumptions that human rights abuses only take place in Majority World countries, and note any stereotyped comments that might be made about them. Are they aware of human rights campaigners from Majority World countries, such as Aung San Suu Kyi?
  • Do they consider themselves to be agents for change, or do they only list other people?
  • Note any campaigns or actions they are able to list.

 

How do I measure the change?

  • Depending on the time between each audit, you can repeat the activity exactly. We would recommend leaving at least 1 term between first and second audits.
  • In addition, for the second audit, ask the pupils what campaigns or actions they have taken part in over the past few months. Record these responses to compare for future audits.
  • Count up the number of responses from the second audit. Has there been an increase?
  • Note down the new responses that did not appear last time. Do they tend to fit in to a particular category?
  • Record any change in the number of individuals or organisations from Majority World countries.
  • Most importantly, you would hope to see pupils adding more that would fit into the category of Me and to see some evidence of campaigns or actions they are able to participate in.
  • You may want to ask each group to look back at their responses to the first audit and add any additional individuals or organisations they can think of to their original thoughts.