Part III Human rights education in practice The overall role of the human rights educator is to encourage human rights knowledge, skills, attitudes, behaviours and actions. In order to do this effectively, the human rights educator must be flexible and change the specific role that they will play according to the human rights education method. The roles listed below are linked to the six methods of the Multi-Method Approach outlined in Chapter 5 and Appendix 2: Choosing an appropriate human rights education method. 7.1.1. Communicator The communicator distils human rights information and distributes it in a way that it is most effectively received by the intended audience. This role involves having interpersonal communication skills that allow for the effective exchange of information with other people. Basic communication skills include being able to pass on information and to listen to information that is given. Communication can be verbal or non-verbal, between individuals or with infinite numbers of people. Human rights educators should also understand and use different communication techniques and activities. This involves: • keeping up with rapid changes in mass media and ways of exchanging ideas, while at the same time finding creative ways to communicate with those who may not have access to mass media outlets • tailoring the message to suit participants/audiences by researching their backgrounds and languages to frame issues in ways they are familiar with and can easily understand, for example when talking to police, framing issues around law and order. Communication techniques can include the media, as discussed in Chapter 10, audio-visual materials and traditional activities, such as folk theatre, dances, puppet shows and popular poetry.118 7.1.2. Trainer The trainer develops appropriate methods and experiences that most effectively teach people human rights content and skills. The role involves planning experiences that are focused on individuals gaining human rights knowledge and learning specific human skills and behaviours. The trainer is a content expert and, while continually developing new methods, techniques and tools to support participants achieve the learning outcomes, is not necessarily an expert in group processes. The trainer mostly focuses on actual, discrete job performance or tasks and may be involved in implementing and analysing pre- and post-activity assessments. 7.1.3. Facilitator The facilitator develops processes that enable participants to identify the human rights issues that impact on them and on others and then find ways to address them. The facilitator draws out the wisdom of the participants, building their capacity to intervene, to compare, to judge, to decide, to choose and to act in the interests of human rights. The facilitator is a process expert; creating methods and techniques that are empowering and that foster positive relationships, ensuring that group members work with each other in a way that is fair, respectful and accountable. The facilitator is not necessarily a content specialist but is an expert in many forms of group processes.119 118 Adapted from “Communication: A Key to Human Development”; Food and Agriculture Organization of the United Nations; available online at www.fao.org/docrep/t1815e/t1815e01.htm. 119 Refer to Appendix 5: AFN Human Rights Facilitator Competency Framework. Chapter 7: Implementing human rights education | 67