Building a culture of responsibility and humanity in our schools A ...

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26 Building a culture of responsibility and humanity and accountability in our schools A guide for teachers The medium is the message There is no point to talking about responsibilities at school to the learners in my class – they will nod their heads while they are really thinking about something else! That’s a good point, it reminds me of that most learning does not happen by listening but by experiencing and doing. So in other words, w to be really good teachers, we w need to think about how we teac teach and how that affects what chil children actually learn . Learning about responsibilities, why we have them and how they should be practised is probably important but what is probably more important is how we experience human rights and responsibility at school and the opportunities that are given for actually using them on a daily basis.
The practices of educators in the classroom can provide a positive experience of rights and responsibilities. The curriculum becomes alive through: • • • • the management of the classroom the way the learning environment is set up the relationships in the classroom – learner to learner and teacher to learner the activities and strategies developed for learning and teaching. Teaching for responsibility The diagram below illustrates this relationship between the content of a programme for human rights, inclusivity and social justice, and the learning process. It highlights how they come together to empower learners to ACTION in the delivery of the curriculum. Content About/content Head knowledge and heart knowledge both develp a broad knowledge and understanding of key concepts such as humnaness, democracy, human rights, peace and justice as well as declarations, conventions and bills of rights (legal framework) Curriculum Enactment Making human rights, inclusivity and social justice real through the curriculum Action Skilled and empowered to act 'to know and not to act is not to know' (Chinese proverb) Empowered with relevant knowledge, skills and appropriate values and attitudes the learner is able to: • act as a powerful but sensitive advocate for rights of self and others (solidarity), • identify human rights violations and then take appropriate action (social responsibility) • take part as a critical, active and aware citizen, in the life of a democratic society (civic responsibility) • approach life with a positive attitude (personal responsibility • show respect for life and human dignity (humanitarianism) Human rights education works best when it is woven into the fabric of existing curriculum. It is a way of thinking about and relating to the world. ... Source: Values and Human Rights in the Curriculum, Department of Education, 2005, P10 Process Within Context and experience encompass a school ethos • scholl discipline • inclusive policies and • classroom management and • methodology, all based on dignity, justice, equality and democracy for all. Adapted from: Values and Human Rights in the Curriculum, Department of Education, P15 27
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