Human Rights: blogs and contributions of WorldSupporters - Bundle

 

Blogs and contributions of WorldSupporters about Human, Basic and Fundamental Rights

 

Bundle items:
Debating the "universitality" of human rights

Debating the "universitality" of human rights

Artikel over mensenrechten voor het vak global studies:

Debating the “universality” of human rights

 

An article by Sara de Jong

 

On December 10, 1948 a major step towards equality and freedom for all individuals in the entire world was taken: the United Nations General Assembly adopted the Universal Declaration of Human Rights (UDHR). This document had been commissioned almost immediately after the end of the second world war. The unspeakable horrors of the Holocaust had made world-wide support for freedom and equality for all humans a matter of the greatest urgency. The persons ‘behind’ the declaration came from many countries, distributed evenly over the continents, with an important role played by the American First Lady Eleanor Roosevelt, the Jewish French legal scholar René Cassin, the Indian activisit Hansa Mehta and the Chinese philosopher Zhang Pengchun.

The heart of the declaration is its universality: it promises equal rights to all human beings all over the world (although it took a woman, Hansa Mehta, to change the references to ‘men’ into ‘human beings’, so as to avoid gender inequality). As René Cassin said (when he accepted the Nobel Peace Prize in 1968):

 

“The other salient characteristic of the Declaration is its universality: it applies to all human beings without any discrimination whatever; it also applies to all territories, whatever their economic or political regime.”

 

However, over time a huge debate arose over the question how universal this declaration really was or is. It caused conflicts with, and some even say it violates the laws and belief systems of other cultures. Opponents have portrayed it as a Western liberal program forced onto the rest of the world, to increase the power of the West. Two examples are especially known: one from the Islamic world, and one from Asia.

 

In 1990, the member states of the Organisation of the Islamic Conference came together in Cairo to discuss and adopt the so-called “Cairo Declaration on Human Rights in Islam”, which can be seen as a protest against the universality of the UDHR. There are two important differences: the UDHR treats every person, man or woman, as an individual with equal rights. The Cairo Declaration treats men and women as belonging to two different classes, with different rights and duties (article 6). Something similar can be said about Muslims and non-Muslims: they, too, have different rights and duties. The freedom of religion, one of the central aspects of the UDHR, is simply rejected (article 10).

 

Another example is the so-called Asian Values debate, which also reached its height in the 1990s. Politicians of various Asian countries, most often of countries with little political freedom, sharply rejected the UDHR as having no historical validity for Asian cultures, and therefore once more as an instrument of Western cultural and political power. Where the Islamic countries brought human rights under the authority of Islamic law, these Asian politicians stressed general “Asian values”. Most of these consider the community  to be more important than the individual. Two examples are: social harmony (a Confucian ideal) is much more important than individual freedom, and economic well-being is much more important than political freedom or other civil liberties.

 

Both the member states who signed the CDHRI and the main spokesmen for the Asian Values represented countries which were often accused of serious, long-lasting, human rights violations. Their negative views on the UDHR were therefore not always taken seriously. But the question of the universality of the UDHR has continued to linger, and will probably be triggered again in the future. Therefore, we must have a debate on what ‘universality’ means and how this can exist alongside cultural differences.

 

bibliography

 

Cassin, René. (1968, December 11)  Nobel Lecture. Visited on 7 February 2014:

            https://www.nobelprize.org/nobel_prizes/peace/laureates/1968/cassin-lecture.html

Milner, Anthony. (n.d.) What’s happened to Asian Values? Visited on 7 February 2014:

            https://www.researchgate.net/publication/236774844_Whatever_Happened_to_Asian_Values

The Universal Declaration of Human Rights. (n.d.). Visited on 7 February 2014:

            https://www.un.org/en/documents/udhr/

The Cairo Declaration on Human Rights in Islam. (n.d.). Visited on 7 February 2014:

            http://www.oic-oci.org

WorldSupporter Goals & Development Goals: 
Activities en fields of study and work: 
ABC: Teaching human rights.

ABC: Teaching human rights.

Image

Education Category: General
Ages: 4-8, 8-12, 12-16

With this activity children will learn and appreciate similarities and differences.

ABC: Teaching Human Rights is a book by the United Nations. Learning about human rights are not just lessons for the classroom, but lessons for life. This booklet contains helpful information about introducing human rights issues to children from preschool to secondary school. It provides background information about the human rights and dealing with difficult issues, which can be interesting to read. But you can also skip this part and read more about some interesting and fun activities to make children more aware about the human rights. 

 

Activity about similarities and differences:

(a) Attributes
Children are seated in a circle. One child stands in the middle of the circle and makes a statement that describes himself or herself. For example: “Is wearing a belt” or “Has a sister”. Everyone who shares that attribute must change places, including the child in the middle. Whoever is left without a seat becomes the person in the middle and names the next attribute. Children will quickly see that they can be similar and different in many ways. An interesting ending would be to choose a more intangible attribute, such as: “People who are kind”. The game usually breaks down at this point because it becomes more difficult to identify such attributes at a glance. Teachers may wish to discuss how people usually recognize such behavioral attributes. (UDHR articles 1, 2; CRC article 2)

If you want to know more you can find the booklet here

Learn children about human rights.

Requisites

  • Booklet: teaching human rights
Activities en fields of study and work: 
1 - left - closed: make a reference to other content or organization: 
Maria Ressa's speech Harvard 2024

Maria Ressa's speech Harvard 2024

Maria Ressa delivering her speech to understand the battle in the world nowadays. Considering what she has been through, still standing inspiring, talking with passion delivering her message. It is a must watch or listen and act upon it: Maria Ressa delivers the Commencement Address, Harvard 2024

 

Destinaton: Country & Regions - Right: 
Summary C.H. Brants & A.A. Franken, ‘The protection of fundamental human rights in criminal process’

Summary C.H. Brants & A.A. Franken, ‘The protection of fundamental human rights in criminal process’

Week 1.

C.H. Brants & A.A. Franken, ‘The protection of fundamental human rights in criminal process’, Utrecht Law Review

Legal systems and procedural traditions are to be distinguished as being either adversarial or inquisitorial. Adversarial systems are the so-called common law (English countries, like the UK, USA and colonies) and inquisitorial systems are civil law (European countries and colonies). There are also countries which have a mixed system. The question whether a legal system is adversarial or inquisitorial is important, because the criminal proceedings are different in the different systems.

Individual, state and individual rights and freedoms

The civil law system has the purpose to realize the ‘common good’. There are powers needed to carry out this task, so the liberty of the individuals is threatened. Only the state can achieve and uphold the liberty of the individual, so that the common good can be established. The State’s power is curtailed by the primacy of written rules under law, abstract constitutional rights of the individual and the division......read more

Activities abroad, study fields and work areas: 
Article summary with Youth participation: Adultism, human rights and professional youth work by Corney a.o. - 2022 - Exclusive

Article summary with Youth participation: Adultism, human rights and professional youth work by Corney a.o. - 2022 - Exclusive

Introduction

Corney et al. (2022) explore the concept of youth participation within the context of adultism, human rights, and professional youth work. They challenge traditional power dynamics that exclude young people from meaningful decision-making, arguing for approaches that respect their rights and agency.

Methodology

The article primarily employs a conceptual and theoretical approach, drawing on existing literature and frameworks related to adultism, youth participation, and human rights. It does not present original empirical data but utilizes diverse sources to support its arguments and engage critical reflection.

Key Arguments

  • Critique of adultism:
    • The article highlights adultism as a systemic ideology that undermines young people's competence, autonomy, and right to participation.
    • This manifests in various forms, including exclusion from decision-making, infantilization, and limitations on their freedom of expression.
  • Human rights framework for youth participation:
    • The authors emphasize the UN Convention on the Rights of the Child (CRC) as a cornerstone for ensuring meaningful youth participation across various domains.
    • They argue that participation is not just a privilege but a fundamental human right for young people.
  • Professional youth work and its role:
    • The article calls for professional youth workers to act as critical allies, challenging adultism and empowering young people to claim their rights and participate actively in shaping their lives and communities.
    • This requires collaborative and youth-led approaches that move beyond tokenistic participation and prioritize young people's voices and agency.
......read more
Supporting content & Crossroads:
Human rights and fundamental rights - Theme
Goals: home page
Access: 
Public
Follow the author: Project and Volunteer Supporter
Contributions, Comments & Kudos

Add new contribution

CAPTCHA
This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.
Image CAPTCHA
Enter the characters shown in the image.
Statistics
634