Part III Human rights education in practice Chapter 7: Implementing human rights education116 117 KEY QUESTIONS • What are the key considerations of a human rights educator when implementing a human rights activity? • What are the functions and roles of a human rights educator? • How should a human rights educator manage diverse learning styles? • What is the importance of pacing an activity? • How can language impact on the implementation of an activity? • How does the human rights educator know that an activity is progressing toward its outcomes? Transformation is only valid if it is carried out with people, not for them... Liberation is like childbirth, and a painful one. The person who emerges is a new person, no longer oppressor or oppressed, but a person in the process of achieving freedom.117 By the implementation stage, the educator will have planned and designed a programme or activity that is grounded on human rights education principles and approaches. The activity will be relevant to the needs, issues and focus of the participant group, stakeholders and others who are invested in its outcomes. Others will have been involved in the design of the activity, through informal or formal partnerships. Figure 7.1: Implementation stage in a human rights education activity Implement Implement Evaluate Plan and design 116 APF (2015) Delivering human rights education. Available online at www.youtube.com/watch?v=356rLNkBgIs (6.41). 117 Pedagogy of the Oppressed; Paulo Freire; 1968 (translated in English in 1970); pp. 43 and 25. Chapter 7: Implementing human rights education | 65