Part II Human rights education theory, principles and approach Human rights education pedagogy:75 In order for human rights education to contribute to equality, non-discrimination and justice, the human rights educator has a role to ensure that education activities respect the human dignity of all those involved. In this way, both the content and the process of education results in individual and collective empowerment and transformation. Insider/outsider perspective:76 Human rights education emphasizes the role and the contribution of the participants. The concept of “insider/outsider” is one way of explaining the dynamics involved in developing and delivering human rights education. In this approach, the participants are the “insiders”. They are the ones involved in the education activity. Those not involved in the activity are the “outsiders”. The “outsiders” may have a legitimate interest and an investment in the education activity, but it is not about them. The task of the human rights educator is to ensure that the knowledge and experience of the “insiders” guides the education activity. Sometimes the educator is an “insider” to the participant group; for example, a young person working with youth participants or a police officer working with other police officers. If the human rights educator is an “outsider” to the participant group – for example, a non-indigenous person working with an indigenous group or a man working with a group of women – it is important that “insider” collaborations or partnerships are formed. The Palestinian Independent Commission on Human Rights has held workshops in the West Bank and Gaza to raise awareness around reproductive rights and how they apply to the local setting. The workshops were a follow-up activity to a major regional consultation in June 2011. The Commission hosted two workshops to provide staff members with an opportunity to discuss the principles and concept of reproductive rights. Staff also developed a number of suggestions for integrating reproductive rights into the work of the Commission, such as: • conducting joint research projects with the United Nations Population Fund • reviewing draft legislation for consistency with reproductive rights, and • incorporating reproductive rights into training programmes. In addition, the Commission hosted a workshop in Gaza in October to draw attention to the issue of violence against women in the Palestinian territories. More information is available at www.asiapacificforum.net/news/palestinebuilding-awareness-of-reproductive-rights. Participatory approach: Using a participatory approach to human rights education involves participant and stakeholder contribution to the planning, implementation and evaluation of an activity. The benefits of this are many. • It strengthens group, organization and community capacity. • Programmes are developed effectively and efficiently. • Mutual learning happens through the sharing of information, skills and experiences. • It generates a greater understanding of the human rights issues to be addressed. • It builds broader support for programmes and activities. • It takes advantage of knowledge and expertise that might otherwise be overlooked. 75 The term “pedagogy” most commonly refers to the science and art of education for all ages. However, since the term derives from the Greek word for “child”, some use the term “andragogy” to refer to adult education. 76 “Maranga Mai! Human Rights Community Development” by Dr Jill Chrisp in the Australian New Community Quarterly (Vol. 9, No. 1); Autumn 2011. Chapter 4: Human rights education theory and principles | 33