Safe Spaces Human Rights Education in Diverse Contexts

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A SOCIAL JUSTICE AND HUMAN RIGHTS EDUCATION PROJECT The main research question put was: (i) what constitutes the intrinsic knowledge and reasoning for upholding discriminatory practices in some cultural and religious communities and (ii) are the younger generation of women becoming voiceless due to the opaqueness of the upholding of these practices. It was clear that this project needs a multi-facetted approach in order to answer both sections of the question. The question leads to the following objectives identified in three sub-projects. The objectives of the three subprojects were: (a) Project A explored the cultural and religious contrasts in communities, human rights and communal values and practices with a comparison of religious and cultural practices in Netherlands (b) Project B explored social identities of girls in the selected school environments, human rights violations of girls, education law interpretations and the participation of communities of practice (communities in conversation) (c) Project C defined change and reflected on the development of coherence with human rights and the development of curriculum theory and curricula on human rights issues. The main issues were: exploring conflicts and making comparisons in practice and curriculum, developing value underpinnings of human rights and gender and arguing for a holistic transformative curriculum development. In order to achieve these objectives the following secondary research questions were put: (a) Why and how do cultural and religious practices influence the basic human rights of girls? (b) In what way is there a discrepancy between girls’ human rights, as outlined in the Bill of Rights in the SA Constitution (1996), the Children’s Charter of South Africa (June 1992) and the African Charter on Human and People’s rights (June 1981), and their immediate social construct in schools and in the cultural and religious communities they belong to? (c) How can human rights education in schools, underpinned by sound educational curriculum theories and praxis, empower girls in diverse traditional, cultural and religious environments? (d) How can women – teachers, mothers and guardians – in communities be included to empower the next generation of young women whilst embracing their particular cultures, values, religions, belief systems and world views? As indicated before, the communities in conversations (CiC) dea, as the last phase of the project, were identified as the first interaction and possibility to contribute to the sustainability of the ideas of openness and support for empowerment in the participating schools. Creating a space for conversation about opaque discriminatory factors should lead to dialogue and further to communities of practice in the schools. The question however is whether these different stages of communities will or can be maintained if the researchers are not the primary organizers anymore. The following diagram illustrates the first processes developed for a community in conversation at the selected school environments. 45
CORNELI IA ROUX This dev velopment from m a Commun nity in Converrsation, then tto Communityy in Dialogu ue to a Comm munity of Pra actice has thee propensity tto create the safe spaces we w envisaged as a a support fo or girls and youung women too share their feears, sadness and joys on the religious s and culturall practices annd on how too be empowe ered. 46 Figure 2. Creating C safe sppaces.
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Safe Spaces Human Rights Education in Diverse Contexts

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