Creative approaches to understanding human rights issues : how effective is art in the education on and awareness of human rights?

Abstract

Because of our diversity, teaching methods need to be tailored to suit the variety of learning skills that each individual has. The human rights education movement, triggered prior to, but highlighted by, the United Nations Decade for Human Rights Education which took place between 1995 and 2004, promoted the right of the individual to human rights education for the essential development and progress of the human race. It involves educating about laws and treaties as well as particular knowledge and skills to be able to recognise when an abuse of your human rights occurs and how to advocate for change, as well as the moulding of a set of attitudes towards the world around you. Diverse people and diverse leaning capabilities call for a variety of methodologies, including those that are art-based. The most successful way to teach human rights seems to be through a combination of both formal and non-formal teaching methods. Art methodologies are unique, and may be tailored to the needs of Human Rights Education (HRE) because they support the range of skills that need to be taught. HRE does not only require knowledge of the laws and treaties and the list of human rights, but a deeper and more personal understanding of such issues. One needs to understand how these rights and freedoms affect not only ourselves but everyone around us. The use of art in HRE allows students not only to learn about the issues, but to learn from and about each other and to view themselves as both teachers and learners. This thesis looks at how this may happen in a variety of settings.