Wednesday, 31 December 2008
The opening of the conference was representative of the whole day, in a surprising way. While officials and EU representatives talked about caution with regard to freedom of speech, journalists were shocked that others speakers would take that angle rather than that of defending freedom of speech as a fundamental right in Europe. Florence Aubenas, French journalist, reminded us all that while our Justice minister Rachida Dati had made a lovely speech about freedom of expression and its limits in France, it was in France, a week earlier, that the editor of one of the most famous papers had been brutally arrested and humiliated with no justification for the violence of the process (but which Dati officially approved of); it was in France that in the past week, a motion was passed to allow for the President to name and revoke the directors of public televisions; it was in France that in the past week 3 major newspapers had suffered from direct or indirect censorship. In Aubenas’s view, freedom of speech was to be defended, and not questioned as something suspicious and dangerous, as it seemed to be in the conference, and as it was increasingly seen in France.
It seems to me that we can learn from this. Aubenas’s point is definitely valid and important. It was supported by the majority in the room. But it revealed a complete gap between two approaches: protecting freedom of speech at all costs because it can never be taken for granted, and fighting xenophobia, racism, anti-Semitism and other forms of intolerance at all costs, because the protection of minorities can never be taken for granted.
It was clear in my mind that the idea of restricting freedom of speech had only to do with being cautious with regard to racist speech, hate speech, discourses encouraging to hatred and/or violence. I was attending to find better ways to do it, and to teach others about it. This restriction already exists in certain legal systems, and it seemed important to discuss it at a European level and make some room for dialogue on this matter, given that some governments consider that this approach only feeds the interests of fanatics, and reduces the scope of freedom of expression too much. But to others, it was quite clear that restricting freedom of speech had to do with corrupt governments, fanatics and censorship.
The difficulty is that after Aubenas’s speech, it was very difficult to get properly into the discussion from the angle I had understood the workshop I attended on diversity in the media. The topic on the negative representation of minorities (which definitely has been an issue in France in the past few years) didn’t really come up. We only discussed how to promote diversity in the media, which, while being interesting, is not as clearly linked to fundamental rights as protecting minorities from hateful and racist speech – or representations – is.
There was, however, the interesting initiative of asking workshop groups to come recommendations for governments and other actors; I mentioned the way the Vienna DARE conference had worked, and how it would be interesting for the FRA to use a similar model for future events – getting people from various fields interested in troubleshooting one specific and explicit issues in small groups, each bringing in their own experience (how to identify and react to racist speech in discourses defending gay rights for instance, or, in this case, it could have been how to promote diversity in the media without giving in to stereotypes, negative or positive) and then coming up with recommendations maybe. In this instance, the groups were very large, and the workshop titles so similar that it was quite difficult to grasp the differences between them in the first place, and therefore to choose the right one to go to.
While it was very fruitful and interesting for all of us, I am sure, to meet with people from such different fields, and on so many different levels of action (government, ngo, media, and so on), and while this is clearly a way to help all of us work together towards a better future, I came home with the feeling that we need to remember that the same words mean different things to people from different cultural, but also professional backgrounds. Maybe this has to do with providing a clear statement of purpose, or some clear goals. Maybe it has to do with smaller groups. Maybe it has to do with patience and listening, maybe it has to do with being more explicit and less allusive to avoid misunderstandings or confusions. I am not sure. Food for thought!
Happy New Year to you all, looking forward to more exchanges in 2009!
Tara Dickman – Humanity in Action
Friday, 19 December 2008
Education - 18-12-2008 - 12:25
MEPs call on the Commission to support knowledge, creativity and innovation in order to make Europe the world's leader in education and training systems in a report on lifelong learning adopted by the EP. The House approved a report by Ljudmila NOVAK (EPP-ED, SL) with 551 votes in favour, 31 against and 11 abstentions to support a better implementation of the 'Education & Training 2010 work programme', which seeks to make Europe the world's main actor in education and training systems by 2010.
MEPs call on Member States to effectively implement lifelong learning strategies and tools to attain this goal.
The role of media literacy, foreign languages and values in lifelong learning
Media literacy and ICT knowledge, especially among teachers and elderly people, should be taken into account in the promotion of lifelong learning objectives, said the Members.
MEPs also agree that the knowledge of a second foreign language must be introduced as early as possible in children's education. The approved text also draws attention to the importance of including issues such as environment, human rights and European values in the different subjects.
Cooperation between higher education institutions and mobility
A stronger cooperation between European higher education institutions should be pursued, regarding matters such as the transference of qualifications. In addition, the text suggests that the mobility of students and teachers should be enhanced.
Integration of Roma people
MEPs stress the need of working on the inclusion of groups with special needs (like women, disable and elderly people) and integrating migrants and minorities, such as Roma people, in all levels of education. "Roma people should be assisted by trained staff which belong to the same minority or at least speak their native language", said the approved text.
Providing education to employees and supporting entrepreneurship
The motivation of workers to keep learning throughout their lives is also among the requests of the Parliament. Employers should provide their employees with education and training to achieve this objective.
Members also emphasise the importance of supporting entrepreneurship through lifelong learning programmes, for instance by informing citizens on how to set up small and medium sized firms.
Sunday, 14 December 2008
The Council of Europe is calling for applications for the 2nd training session on the Revised Social Charter Collective Complaints procedure that will be held in Strasbourg on 19-20 February 2009 and organised by the Council of Europe Roma and Travellers Division and Department of the European Social Charter.
The training aims primarily at providing NGO participants/lawyers with practical information on how to lodge a complaint before the European Committee of Social Rights (ECSR) to defend Roma and Traveller communities’ social rights.
Information about the European Social Charter is available at
The deadline for applications is 10 January 2009. The contact person is Eleni Tsetsekou (contact details below).
Migration and Roma Department
Council of Europe
F - 67075 Strasbourg cedex
Tel : +33388412433
Fax: +33 3 88 41 27 31
Please be aware that the deadline for upcoming HREA e-learning courses (from February-April 2009) is Monday, 15 December. Of particular interest to DARE members may be a number of new courses that are relevant to HRE/EDC in Europe:
Human Rights of Migrants, Migrant Workers and Their Families (4 February-14 April 2009)
Monitoring Women's Rights (4 February-14 April 2009)
The European Union and Human Rights (2 February-12 April 2009).
To learn more about these course and to apply online, visit http://www.hrea.org/courses/.
Learn more about International Migrant's Day.
Wednesday, 10 December 2008
some days have passed since we all met at the banks of the Danube in
All texts, photographs and a video report are now online at http://www.orangelog.eu/en/topics/dare-conference/articles/. Enjoy reading and watching the reports and interviews and feel free to leave comments.
In case you or your organization would be interested in establishing some sort of cooperation with
Should you have any further questions or proposals of collaboration, don’t hesitate to contact Ms Anna Sulewska at firstname.lastname@example.org.
What is the European Youth Press?
The European Youth Press is an umbrella association of young journalists in
The European Youth Press' primary objective is to ensure strong cooperation among national youth media structures through group projects. Moreover, the Press' overall aim is to strengthen the role of youth media and promote freedom of press in
It can appear either in the form of a printed magazine which is distributed among the participants of the event, online at http://www.orangelog.eu/ or both in printed form and online.
Orangelog.eu aims to provide an interactive, multimedial platform for event coverage. This can include videos, pod casts, pictures and different kinds of texts.
It’s not important how international an event itself is, as long as there are interesting stories for a European audience. Orangelog.eu is an English-based platform.
Yannick Brusselmans, team coordinator, email@example.com
The publication is to be used by Roma youth HRE trainers and for peer teaching, and has links to relevant on-line COMPASS pages. It contains basic information on HR, three selected activities and a simplified version of UDHR.
Make a personal contribution to the HR day and click on http://www.flipage.net/eip to flip through the pages now! Create a link to it or fw it to people/organisations that could make use of it. Enjoy the Roma language and hope one day it will be treated as a language equal to all others.
Ms Alenka Elena Begant/President EIP
EIP Slovenia - School for Peace
Robiceva Str. 9
EIP Slovenia: www.eip-ass.si
Center for Citizenship Education: www.eip-cdv.si
The Synchronised Action Days contain 53 Activities undertaken by our and our partner organisations in the period covered 20.11.2008 until 10.12.2008. These activities are collected, published with a link to your activity on DARE's Web and put in a brochure, which will be sent to all relevant stakeholders on national and European levels in order to give an impression what activities related to EDC/HRE happen in this period.
Žiūrėti DARE Network: Synchronised Action Days 2008 didesniame žemėlapyje
Tuesday, 9 December 2008
Since the original proposal in 2001, FRA, and its predecessor the European Monitoring Centre on Racism and Xenophobia (EUMC), have highlighted the pressing need for an EU-wide response to the problem of racist violence and related racist and xenophobic crimes. The Agency's Annual Reports on the situation regarding racism and xenophobia in the EU have consistently outlined the problem of unequal responses to racist and related crimes in the Member States, and have called for the adoption of the Framework Decision as an EU-wide legislative response to this social ill. Other Agency publications have also addressed the impact of racist and xenophobic crime on particularly vulnerable groups in society - such as the Roma and Jewish people. In addition, over a number of years the Agency has either directly organised or participated in various events that have called for the approximation of criminal law in this area; including, amongst others, a public hearing on the Framework Decision at the European Parliament and a seminar under the Austrian Presidency.
FRA sees the adoption of the Framework Decision as an important tool for the EU-wide condemnation of racist and xenophobic crime. At the same time, the Framework Decision can be considered as a first step towards possible recognition of a range of crimes that impact on other vulnerable social groups, such as the LGBT community and the disabled, which are not currently encompassed under the Framework Decision. To this end, FRA will continue to monitor the situation in the EU with respect to intolerance and crime on the grounds of racism and xenophobia, as well as on other grounds.
Read more on the Council's website:
Wednesday, 3 December 2008
Date: 01-11 July 2009 years
PARTICIPANT PROFILE: 18-30 years
THEME: Our main theme is European citizenship and within that area we will
focus on cultural diversity, social inclusion, equal opportunities, human
rights and democracy for young people
Target group are youngsters 18-30 years old plus group leaders which should
be older than 25. Each country should send 4 participants plus 1 youth
leader (With gender balance).
No Participation Fee. Accommodation and food costs are covered by the
organization as well as the 70% of travel cost for each participant (while
30% of travel cost should be covered by participants by themselves).
PLEASE send us your FILLED, STAMPED and SIGNED partnership agreement (Part
III (Partnership Letter) and Part VI (For definite and calculate transport
expenses of partners) not later than 20th January 2009 of by fax and also
by post to fallowing address:
Please contact to:
G. Melek Girginoglu and Fakhrinur Huseynli
E-mail: niobe65_2@yahoo. com
The fax number for PART 3: +90236 2382223
Address: MANISA Il Milli Egitim Mudurlugu AB Birimi oficial
Monday, 1 December 2008
The Active Citizenship Foundation – Hungary.
The overall goal of the Active Citizenship Foundation is to contribute to the development of the participative democracy in Hungary by promoting education for active citizenship and human rights, supporting children and young people in having a meaningful say in the world around them and enabling them to be more conscious, active and responsible citizens in Hungary and globally.
Children Today Centre- Albania
The Center "Children Today" is an Albanian non-for profit organisation which aims to bring lasting improvements in the lives of the Albanian children. Under this vision, the center is completely engaged to cooperate with local, regional and international child focused actors. The Centre is actively contributing for the realization of children’s rights, their education, health, physical and psychological well-being as well as their normal development:
European Social Forum of Cyprus- Cyprus ESFC is a NGO (Non Government 0rganisation) acting in a Pancyprian level of local NGOs.
It covers four thematic levels as YOUTH CIVILIZATION & EDUCATION, ENVIRONMENT AND AGRICULTURE DEVELOPMENT ,and Persons with Disabilities &Health problems(PWD)
Our main targets are the CO-ORDINATION of CYPRUS REPUBLIC) with the European Status , the European Citizenship through the promoting International and EU programs and networking: http://www.esfc.org
European Training and Research Centre for Human Rights and Democracy- Austria
ETC Graz is engaged both in a theoretical and practical manner in questions of the enforcement of human rights and democracy, with emphasis on human rights and human rights education, the rule of law, good governance, South-Eastern Europe and Human Security.The work of the ETC is based on (research) projects, measures concerning education and publications. The interdisciplinary approach which is used by the ETC links all aspects of democracy and human rights on the levels of research and transfer of knowledge, skills and attitudes:
Terra 1530 Moldova is a non-government oganisaiton which mission is to create and consolidate the capacities Sustainable Development of rural communities: http://terra1530.md
Cyprus Neuroscience and Technology Institute
The Cyprus Neuroscience & Technology Institute is a non-profit, non-Governmental, non-partisan independent Organization active in programs with future orientation in areas related to human brain-modern technology-social transformation and the repercussions of relevant research for humanity. It has the following operating units:
· The New Media in Learning Laboratory
· The Civil Society and Future Affairs Unit
· The Technology For Peace Unit
· The Youth Promoting Peace Unit
· The Alternative Media Initiative
· The Brain, Neuroscience & Special Education Unit
CNTI is currently in a phase of evolution and restructuring. Its various peripheral operations in other projects plus informal activities in both research and social intervention of some of its associates and friends are in a process of being merged into the larger operation. The enlarged organization is registered under the name FUTURE WORLDS CENTER. Its web address has been secured at: http://www.futureworldscenter.org/.
Servei Civil International de Catalunya, Barcelona/Spain
A century ago, Vienna hosted Klimt’s work group exhibition, the Kunstschau. Along with the 2008 secessionist exhibition in the Viennese Belvedere, a conference organized by the DARE Network entitled “Intercultural Dialogue: Challenges for Education for Democratic Citizenship-EDC and Human Rights Education-HRE” took place from November 14-17 at the Hilton Danube. Formal (teachers, universitarians…) and non formal (youth workers, NGOs representatives and activists…) education practitioners gathered with European policy makers to reflect on the current possible improvements that are to bring to the field, exchange about good practices and create networking.
I found the call for this conference on the database of the Salto youth resource centre, and since the selection process began, I’ve received regular information about the preparation so that I felt aware and implied in the conference. During the conference, in the discussion groups and later on by meeting informally practitioners who have been involved in the field for a long time, I got the chance to confront my visions with experienced people. Some of them were representing higher institutions of Europe, giving to the expert instances, a human face. Council of Europe become more accessible to me, reinforcing my will to actively take part in building, diffusing and promoting European citizenship and the values most of us are sharing in our work.
Beside practical information on how to pursue the action, the final session was a speech of Bashy Quraishy about intercultural reality in the prospect of the education of minorities. Talking about his experience, observations and researches, the speaker shared a personal view; he quoted his father, a teacher, who used to say that education is a tonic which sustain the spirit, building our minds with knowledge to live the daily life according to the system of values we live for. This is why long learning is so important. I remember my father telling me that he would not lock me in my room to make me study: I have the tools, he is trying to pass me the values in which he believes and it’s up to me to concretise them- a way in sum, to empower me. I always thought therefore that I had the keys to choose and strive in order not to disappoint him. This process of responsabilisation made me trust that it is up to me. I’m still acting consequently.
In 1908, The Klimt’s group imposed an interdisciplinary approach in art, with a revolutionary combination of all means created for our expression and in a wide range of fields, as toys for children or theatre settings. He is now famous for the way of thinking he has set up, somehow contributing to think globally, with the belief that inclusion of small actions in subsystems can achieve a better general way of being. He may felt actualized at the moment he achieved that. He became famous for a way of thinking, almost a philosophy of living.
As the Klimt’s group originally innovated for the Gesamtkunstwerk- the total work of art, DARE reinforces the idea of GesamtSozialAktionWerk for practitioners in Education for Democratic Citizenship and Human Rights Education, performing and implementing visions as well. Of course, we are also exposed to doubts, but this kind of conference helps us coping with reality, strengthening our hopes and gaining new inspirations to later deal with the various projects we are involved in.
This is how I would justify this event. Grateful thanks to the prep-team for having allowed me taking part in the great conference and I would like to share a thousand smiles with the participants, for the positive mood we shared and the great memories I keep of the weekend.
Tuesday, 25 November 2008
Strasbourg, 24.11.2008 – On the occasion of the International Day for the Elimination of Violence against Women tomorrow, Council of Europe Secretary General Terry Davis today called on states to improve support services for victims.
"Our responsibility does not stop at adopting laws. We need to create minimum standards for services to support women victims of violence", he said.
The Council of Europe today published two studies which address two of the organisation´s objectives to combat violence against women: support and protection of victims, and arrangements for the systematic collection of statistical data.
The study "Combating violence against women: minimum standards for support services" by Prof. Liz Kelly and Lorna Dubois points out that the availability and quality of services vary considerably within and between states, and that even the provision of shelters, the most available service, "is considered insufficient in most countries". It recommends states to establish minimum services such as at least one national telephone help line depending on population and also provide crisis services which are available 24 hours every day of the year.
The report "Administrative data collection on domestic Violence in Council of Europe member states" by experts Elina Ruuskanen and Kauko Aromaa points out that the judiciary, the police and social services rarely collect data on violence against women and as a consequence "violence against women remains invisible in the public administration system".
Council of Europe Press Division
Tel: +33 (0)3 88 41 25 60
Fax:+33 (0)3 88 41 39 11
--> Learn more about the International Day for the Elimination of Violence against Women, 25 November 2008.
Thursday, 20 November 2008
19 November 2008
Controversial Judge Baltasar Garzón has provoked a heated debate in Spain by ordering the exhumations of mass graves of victims of the Civil War of 1936-1939 and the ensuing Franco dictatorship.
In an article for the Crimes of War Project, Katherine Iliopoulos examines the background and legal implications of the latest in a series of provocative moves by Judge Garzón to bring posthumous justice to victims of war crimes perpetrated by repressive regimes.
View the article by clicking on the link: http://crimesofwar.org/onnews/news-spain.html
--> Learn more about this topic in HREA's Crimes of War: What the Public Should Know - Educator's Guide.
Over 11,000 students completed the latest questionnaire, which is the third CELS survey that this cohort has participated in. The report also highlights any preliminary changes and trends that may have emerged since the first and second surveys were undertaken in Year 7 and Year 9. The report also presents some preliminary findings from the longitudinal survey of teachers and school leaders from these 75 schools. In doing so, the findings move on thinking and understanding about how young people develop citizenship dimensions and raise a number of issues that require further investigation.
More details about the Study and Report are available from the DCSF website and the NFER website: http://www.nfer.ac.uk/cels.
Wednesday, 19 November 2008
The European conference, “Intercultural Dialogue – Challenge for Democratic Citizenship and
- Intercultural learning and intercultural dialogue belong to the core competences of education for democratic citizenship and human rights. Intercultural dialogue is a value in itself but still remains an educational task. DARE wants to point out that intercultural learning should be understood as a diversity-oriented approach that aims people to understand and value each other in a multi-dimensional way: be it religious, be it in terms of gender, be it handicapped or not-handicapped, be it in terms of language, race or social/national origin. Out of an educative perspective, intercultural learning should not be reduced to a buzz word or slogan, but should aim to contribute to more democratic societies in
- Intercultural dialogue shall not be reduced to a slogan of a single European Year but remains a core task for all actions and measures taken on the political levels of
Europeand its member states. The ability for intercultural learning is a core question for the future of all European societies and corresponds with major future political decisions: migration, aging, social wellbeing and economic competitiveness. Therefore it is more than a political appeal but remains an educational task that affects the future of Europeespecially in adult learning.
- All European bodies are asked to support the European Charter for Education for Democratic Citizenship and Human Rights as sets a standard for intercultural learning and its implication for the various educational systems in
Europewhere the EU and its member states should not fall behind.
DARE – Democracy and
c/o Arbeitskreis deutscher Bildungsstätten (AdB)
Mühlendamm 3, 10178
A print version of the the documentation will be released soon in the DARE blue-lines (
Looking forward to getting all of you involved with DARE´s further activities.
Monday, 17 November 2008
16 November 2008 – Education is one of the most useful ways to overcome intolerance because it highlights similarities between people and helps to spread a healthy respect for differences, Secretary-General Ban Ki-moon said today.
In a message marking the International Day for Tolerance, which is observed today, Mr. Ban said the promotion of tolerance was especially valuable in the contemporary era of globalization, interdependence and increased mobility.
"While diversity is an invaluable asset, it can also be a source of tension," he said. "Tolerance can diffuse potential conflicts. It can help prevent theories of racial or cultural superiority from emerging, and help societies to gradually overcome long-held prejudices and negative stereotypes."
Mr. Ban stressed that tolerance should not be mistaken for either concession or condescension, and should also not be confused with indifference.
"Genuine tolerance is about openness, curiosity and communication. It goes hand in hand with knowledge and understanding. Education is one of the best ways to prevent intolerance, by revealing similarities between people and spreading a healthy respect for differences."
This week the General Assembly held a high-level meeting featuring Mr. Ban and numerous international leaders to discuss Saudi Arabia's "Culture of Peace" initiative, exploring ways to increase tolerance between peoples of different faiths and cultures.
UN News Service
Check http://www.fhws.de/termine.htm for the programme of the Human Rights Film Week!
Sunday, 16 November 2008
The conference was opened by Olöf Oláfsdottir (Head of Division for Citizenship and Human Rights Education, Council of Europe) who emphasized, that in her opinion it is not acceptable that social and cultural groups in Europe live separated from each other, sharing just mutual ignorance, but not sharing values.
The conference ended with a presentation by Bashy Quraishy (European Network Against Racism, who explained the difference between lip service and intercultural reality in Europe. He favoured the model of an intercultural society where majority and minority groups coexist on eye-level in their separate private spheres and share a common public space (employment, housing, culture etc.) - versus a model of multiculturalism, where minority cultures are merely tolerated on the periphery, but not accepted.
The conference video documentary and the reports from workshops (including handouts and presentations from trainers and experts) will be posted soon at http://www.dare-network.eu/.
Journalists from the European Youth Press Network EYP interviewed the participants and documented workshops and discussion groups. See http://www.orangelog.eu/ for the reports and pics.
MEP Christa Prets (right) and MEP Doris Pack (left) stated: "You don´t need a lobbyist to access members of the European Parliament - just call us!" They joined the conference for half a day and will support the DARE hearing in the EP on the state of art in EDC/HRE in Brussels in spring 2009.
Where do we go from here? Join DARE and roll the ball towards the next common project!
Thursday, 13 November 2008
Your DARE Conference Team
Monday, 10 November 2008
„Intercultural Dialogue: Challenge for Education for Democratic Citizenship and Human Rights “ is the topic of a European Conference in Vienna (Nov. 14.-16.), providing a forum for more than 160 stakeholders from 37 countries active in the twin fields of civic education and human rights education. The conference aims at fostering collaboration between practitioners, scholars and policy makers on a local, national and European level. Topics like framework policies for civic education and structural barriers in diversity management will be discussed in working groups. Participants can choose from various workshops including innovative educational tools and exchange of best practices in intercultural learning.
The conference is a part of the current DARE project 2007-2010 and is organised in cooperation with Zentrum polis – Politik lernen in der Schule and the Austrian Ministery for Education, Arts and Culture.
The European network DARE - Democracy and Human Rights in Europe consists at present of 44 member organisations from 28 European countries. DARE will use the results of this conference to prepare a hearing in the European parliament in spring 2009 on the topic „Human Rights Education and Democracy Education as Cross-Cutting Issues”.
More information and the detailed conference program for download at:
Arbeitskreis deutscher Bildungsstätten
DARE – Project office
Mühlendamm 3, 10178 Berlin
Friday, 7 November 2008
Wednesday, 22 October 2008
(For further information and applications: http://www.hrea.org/index.php?base_id=398)
Yet, the EU's approach to human rights is subject to critique for its lack of coherence, the application of double standards and ineffectiveness. The specifics of the EU's human rights policy and its operational tools and the interaction between international human rights law and European law are often little understood outside expert circles, leading to false assumptions and expectations as to what the EU can and should deliver in terms of human rights.
This course is an introduction to human rights in the EU's external relations. It seeks to provide fundamental information on the EU's human rights law and policy, explore the critique levelled against the EU and shed light on the legal and political conditions under which the EU seeks to protect and promote human rights globally.
(For further information and applications: http://www.hrea.org/index.php?base_id=398)
The course explains, in general terms, what the EU is and what it does and how it fits into the larger European human rights system. It explores the role of human rights in the Union, including the jurisprudence of the European Court of Justice, the content and meaning of the EU Charter of Fundamental Rights, the challenges that the Union faces with regard to asylum, immigration, racism and xenophobia, as well as the newly established Fundamental Rights Agency. It focuses on a selected range of important means and methods which the EU uses to assist in the promotion and protection of human rights worldwide. They include human rights dialogues, human rights guidelines, human rights clauses, support for democracy and good governance, election observation, peace support operations, and financing human rights. The course critically assesses such tools and operations from a theoretical and practical point of view, questions the existence of a coherent EU human rights policy and analyses the impact of the EU's activities on the ground.
Course 8T09: The European Union and Human Rights
2 February-12 April 2009 | Application deadline: 1 December 2008
Instructor: Dr. Gerd Oberleitner
For further information and applications: http://www.hrea.org/index.php?base_id=398.
Wednesday, 8 October 2008
1. Conference News: “Intercultural Dialogue" (Vienna, 14-16 November 2008)
2. Synchronised Action Days 2008
3. Sustainability and Human Rights
4. Dignity and justice for all of us - Celebrating the 60th Anniversary of the Universal Declaration of Human Rights
5. 60 suggestions for working on human rights and children's rights in the (Belgian) Flemish Schools
6. Appeals for common projects
7. Human Rights Training for Adults: What Twenty-Six Evaluation Studies Say About Design, Implementation and Follow-Up
8. Norwegian Helsinki Committee
9. Call for proposals from the European Union Fundamental Rights Agency
10. New publications and materials a. Buitengewoon recht (Dutch) b. Kinderrechten uit de kinderschoenen (Dutch) c. Rechten in vrijheid (Dutch) d. Rechten proeven (in Dutch) e. Thuis in kinderrechten (in Dutch)
11. DARE Discussion Paper: Teaching Politics in a Globalized World
Tuesday, 16 September 2008
Human Rights Training for Adults: What Twenty-Six Evaluation Studies Say About Design, Implementation and Follow-Up
The first issue in HREA's Research in Human Rights Education Papers has appeared. The paper is a comparative study on models of human rights training. "Human Rights Training for Adults: What Twenty-six Evaluation Studies Say About Design, Implementation and Follow-Up" examines trainings for human rights defenders, police officers, government officials and the general public.
Among its main recommendations are: 1) programmes need to more consistently deliver the interactive, experiential and transformative adult education methodologies that they all agree are essential to effective human rights training; 2) programmes need to emphasise comprehensive mechanisms to follow-up with participants after the formal training programme is complete; and 3) programmes should explore how they might carry out reliable and comprehensive research and documentation of their work as the HRE field as a whole lacks solid longitudinal evaluation data on the long-term impact of human rights trainings on participants.
The Research in Human Rights Education Paper Series intends to foster and disseminate research and evaluation in the practice of human rights education, training and learning. Through the Research in Human Rights Education Papers HREA hopes to encourage more research on the impact of human rights education and make the results available to practitioners, to academics and to funders.
Human Rights Training for Adults: What Twenty-Six Evaluation Studies Say About Design, Implementation and Follow-Up (PDF file)
Katharine Teleki, August 2007 (Issue no. 1), 35 pages
We have been involved in human rights education since the beginning of the 1990s. The aim of our work is to transmit knowledge about human rights, multi-cultural understanding and peaceful conflict resolution, in order to create a “human rights culture”. In this way, we wish to encourage people to be involved in society and to meet other groups of people with an open and positive attitude. The objectives of the Norwegian Helsinki Committee’s human rights education are: to transmit knowledge about and understanding of human rights, multi-cultural understanding and peaceful conflict resolution, as well as the institutions that develop, promote and protect these values; to transmit knowledge about the relationship between human rights and the individual person; to create understanding of how the human rights can contribute to improved relations between people, a fairer society, and conditions for individuals to live a full life; to create a meeting place for dialogue between people with different backgrounds.
We arrange Human Rights Schools in regions such as the Balkans, Russia, Norway and other regions. A Human Rights School is a 9 day course in human rights, multi-cultural understanding and peaceful conflict resolution. The main focus of our educational work are the youth, but we also organize schools and courses for teachers, journalists, public administration officials, refugees, policeforce and prison employees and others.
For more information about the Norwegian Helsinki Committee and our work in human rights education www.nhc.no.
Monday, 15 September 2008
You can find all documents related to the call on the FRA Webpage:
If you wish to submit an offer and you have any questions related to the tender procedure, please contact the procurement section via email (firstname.lastname@example.org), fax (+43-1-58030-691) or telephone (+43-1-58030-649). Deadline for dispatching of offers is 17 October 2008.
Sunday, 14 September 2008
On its second working group meeting in York, UK (Sept 12-14), participants from 6 European countries discussed approaches to better teach issues like the EU and globalization in adult education. Some results and best practices will be presented at the DARE conference in Vienna (Nov. 14-16).
Furthermore the group suggested that sustainability issues are integrated into DARE's work. SIG 3 will prepare suggestions for the coming DARE General Assembly in order to raise awareness for issues like sustainable transportation, consumption, event management etc.
Wednesday, 10 September 2008
I hope all of you had a great summer:)
since the summer is over I want to give you a quick reminder of how nice for DARE it was (or, to be more precise, for SIG 2 members:) - hot, sunny, beatiful city of Rome, tasty pasta and...fruitful talks on common projects.
Do you still remember that we discussed an idea of a common project, which would focus on the development of materials for HRE/EDC practitioners, combining it with adiovisual materials/techniques? Are you still interested in that?
The decision was made to explore this field in more detail and develop a common project about it. LCHR, the leading member of this initiative is organising a human rights film festival "Ad Hoc: Inconvenient Films" October 23 -30 in Vilnius. SIG 2 decided that this might be an opportunity for DARE members, who would like to get involved in the development of this common project, to meet and discuss possible activities, contribute as well as gain experience from people who are using human rights film in HRE/EDC.
We suggest a SIG 2 meeting date could be October 24-27. I am afraid this is the only date which we can offer if the meeting should be combined with the film festival. If a number of DARE members is interested in that, LCHR could do the following things:
- arrange a meeting programme;
- invite external experts working with films/audiovisual arts/video activism that could share their experience with us and give some food for thought;
- prepare a project draft.
That is why now I need your support ASAP. Please, can you send me an e-mail answering the following questions:
- Are you still interested in this initiative?
- Will you be able to participate in the meeting October 24-27?
- Would you like to contribute to the meeting and how (do you have experience, do you want to share it, bring some materials etc.)?
- Which of the project ideas that we discussed in Rome do you prefer:
- Preparation of a tool kit for HRE/EDC practitioners and multipliers, where pre-selected films on various HR aspects and topics could be listed, providing additional information on how to use these films as well where to obtain them etc.
- Development of new methods on how to use audiovisual materials in HRE/EDC, combine them with other tools, etc.
- Sharing experience among DARE members, who use human rights film in their practical work.
Human rights film festival "Ad Hoc: Inconvenient Films"
Lietuvos zmogaus teisiu centras (LZTC)/Lithuanian Centre for Human Rights (LCHR)
A. Smetonos g. 2/11,
Tel.: +370 5 262 88 58
Fax.: +370 5 262 89 60Web.:
Mob.: +370 605 12624
Tuesday, 9 September 2008
Description of the project
Tolerance education in multicultural society (TEMS) is a framework training programme for student-teachers, in-service-training teachers and all others who work in NGOs, particularly with minorities, immigrants, asylum seekers. It prepares them to work with children in a multicultural environment giving them knowledge and experience of minority cultures presented in the CR, particularly Romany. It is a multidisciplinary programme whose major innovation is to bring together themes (HRE and Education for Citizenship among them) which are rarely touched upon in teachers training . TEMS is a mix of cognitive and participative teaching methods aimed at changing teachers' and students' attitudes, making them more open-minded and tolerant.
Teacher training is often reduced to learning about various teaching methods and aspects on teacher attitudes towards pupils are neglected. In societies which until recently were monocultural and where minority issues were not discussed, this leads to teachers having difficulties to face and react to increasing cultural differences among pupils. E.g. the significant minority - the Romany, who have a different attitude towards learning than the Czechs, require particular attention. The common way – to put these children in so called “special schools” - leads to isolation and stigmatisation. Unfortunately, only those teachers who were teaching in the special schools were prepared how to teach children with difficulties and how to reach special ethnic groups as Romany.
At the same time, there are other “new” forms of racist behaviour in
H-P HREC has more than ten years of experience with education for human rights, tolerance and democratic citizenship. There are about seven text books on this topic (latest from the year 2008) which are available as background teaching material. Particularly, basic forms for education of Roma minority are currently developed. To be able to share our positive experience with other, we need to cooperate with partners who have similar experiences e.g. with education of children from “Arabic (Islamic) world”. However, future project must be realized in common language for all partners. We propose English.
The major objective of TEMS is to develop methods, skills and knowledge which would enable the successful development of a multicultural society. These goals can be:
- increasing the quality of teachers training,
- increasing the legal and civil consciousness of students on subjects of human, children and minority rights,
- promoting the tolerant cohabitation of different cultures,
- developing participants' interest in active citizenship,
- enabling the participants to run human rights or/and democratic education courses in their own settings.
The programme is realized in the form of a multidisciplinary course. It combines subjects as history, psychology, pedagogy, sociology and politics in addressing topics such as:
- intercultural dialogue,
- how to work with minorities,
- the possibility of inter-religious dialogue, etc.
The course combines cognitive and participative methods, giving factual information, but also using debates, games and simulations. TEMS is rather a course how to teach in a multicultural environment. H-P HREC uses for the course its experiences with the 120 lessons course practiced as the “good practice” for Romany pedagogical assistants. The basic recognition on which the programme is based :
TEMS consist in the elucidation and explanation of characteristics and attitudes, to support human rights through the cultivation and interpersonal relations. The decisive educational tool is a cleat and simple approach which is acceptable and understandable by children of different ages and cultural backgrounds.
From the year 2009, the programme should be developed in three substantial phases:
1. As starting point, the project describes and summarizes specific phenomena of racism in EU countries, addressing e.g. Anti-Romany, Anti-Muslims, etc. (Anti-Semitic, Anti-Slavic) forms, racism as well as colonial racism. This will not only include dimensions of social assumption but also dimensions of (biographical) experience. The next analytical step will be to work on the specifications of existing interventions critisizing racism, primarly in pedagogical fields. Subsequently, we will look at social representations of racism and their causes with education professionals.
2. Individual partners will design concepts and materials for didactical practice and find (exchange) the common ground for all. Two core methods will be used: comparative studies and didactical reconstruction. The comparative method will help to identify the common ground for all involved countries - and then to add specific 'tools' for each country. The concept of didactical reconstruction will help to develop the concepts. Specific tools of TEMS education for each country will be shared via on-line workshops of students.
3. Strong emphasis will be on producing contextual (European) material, taking into account also variations of educational praxis. Materials of the 'general knowledge' and 'personal perspective' of educational professionals will not become an obstacle for implementation but rather contribute to the success.
Time table of the project
Project period: January 2009 - December 2011.
HP HREC applied for granting from the ESF, 3. Social integration and equal opportunities for the proposed project for a period of 36 month. (Deadline for application is October 2008.)
We will be happy to find a partner (or co-operator), particularly experienced with education of children from Islamic minority. The budged of the project will differ according to the possible partnership, but professional expenses of the partner should be fully covered. The programme would be regularly monitored what is the way how to feed results, new ideas and other feedback into the course content.
Expected outcomes of the project
1. Edition of an textbook on education against social exclusion (in English)
2. Organization of educational courses on education against social exclusion.
3. 20 secondary schools participating in this project (at least one educator from each school participating in the proposed courses).
4. Two online monitoring workshops of students from participating schools.
For further information please contact: HUMANITAS-PROFES – Human Rights Education
Ms Alena Kroupova: email@example.com
Thursday, 4 September 2008
Thank you for your understanding and patience,
Event description: this project is aimed to empower and train young people, active within your local and partner organizations, to develop local actions and associative strategies based on participation, intercultural education and human rights from an European perspective and be active in youth democracy development and decision-making.
- to reflect on the expression and relevance of issues such as democracy, youth participation, youth policy development, non-formal education, human rights, intercultural learning to youth work;
- to promote the principles of democratic youth participation at local, regional and national level;
- to reflect upon the role and function of each civil society actor (young people, NGOs, public authorities - on local, regional and national levels) and to foster their cooperation;
- to initiate innovative local youth actions based on local needs analysis;
- to motivate and enable participants to act as multipliers, sharing their acquired competencies and experiences;
- to create a space for sharing good practices of local youth work from all over Europe;
- to promote non-formal education, peer education and life long learning process;
to cooperate in a network with other participants strengthening the local organizations to contribute in building the civil society.
- First phase: introductory seminar - "Youth participation and local impact - international research implementation".
- Second phase: implementation of local youth actions: presenting the youth participation and non-formal learning, decision-making process in the 8-15 schools. Concrete projects ideas will be worked our on the basis of analyses of local needs prepared by participants during first phase.
- Third phase: implementation of national competition for the schools - the winners will attend the five-day International Summer Camp in Lithuania, consisting NATO simulation, etc.
- Fourth phase: "Only with your voice" International Summer Camp: August 20-25, 2009 - evaluation meeting
Location: Local Communities, Lithuania
Target group: the project will target youth from the disadvantaged backgrounds (rural areas, less access to international and intercultural learning, etc.); there is no age limit for the participants. If they are younger than 18 years old, a group leader is required. There is no background or experience requirement, but it is desirable to have a group leader well experienced in youth active participation activities.
Working language: English
Price: Activities, board and lodging are provided by the hosting organization. 70% of travel expenses to the International Summer Camp will be reimbursed.
Organiser: SARETAS GLOBAL YOUTH NETWORK
http://www.saretas.org/ (available after September 20)
Friday, 15 August 2008
The 4th European conference of the NECE-Network (Networking European Citizenship Education; www.bpb.de/nece) is addressing these new and complicated issues. The conference is titled “Citizenship education facing nationalism and populism: Strategies - Competences - Practices” and takes place in Sofia, Bulgaria, from November 6-8, 2008.
The conference will invite practitioners and experts from all over Europe to exchange interpretations and experiences of nationalism and populism in their respective countries. Nationalist and populist currents are a pan-European problem and therefore have to be discussed in a new and multilateral fashion.
Monday, 11 August 2008
Symposium/Citizens- University for non formal education professionals on historical-political education and remembrance culture in Europe. Berlin, 29.05.2009 - 30.05.2009.
This symposium aims at taking stock and discussing the contribution of learning methods of civic education focussing the CEE-socialist past on the European level.The disasters, wars and dictatorships of the 20th Century are within Europe mostly remembered and interpreted differently. This applies in particular to the period of National Socialism, but also for the experience of suppression under Soviet-style communism.
National differences in perceptions and expectations for the teaching/learning of history (and thus the interpretation of national authority) show how important remembrance respective memory becomes as elementary component of the discourse to the European identity.
Dealing with the crimes and domination mechanisms of National Socialism is over the past years becoming a more trans-national discussion. Differences in national perspectives are presented, discussed and partly brought closer together.
This applies to socialism only limited: although not comparable with the experience of Nazism Socialism also was a long-term European experience with continuity lines into the present.
In many Central European societies there is still a lack of occupation with the communist past: It is often only rudimentary developed and it is often being reduced on a few issues.
The question how we use this experience with the communist era for Civic Education is therefore at the heart of the event.
The symposium will therefore help:
- to take stock with European partners how history education/historical political education and its educational concepts work,
- to take a look at the ways of historical and political-educational occupation with various dictatorships of the 20th Century,
- to present forms of civic youth and adult education that are capable of contributing to public education about the history of communism in Europe.
Actors of civic youth and adult education have different concepts and approaches in dealing with the experience of communism/socialism. These include: Talks with (eye-) witnesses and other forms of biographical communication and exchanges; working with historical learning- and memory locations; etc.
During the symposium, there are going to be three panels on the following themes:
- biographical learning,
- learning and (international) youth meetings,
- learning and historical places/sites
These three panels will serve firstly to take stock, secondly offer possible localisations for paedagogical practice, thirdly introduce best-practice examples from different European countries and finally discuss possible ways of contribution from historical learning to civic education.
Participation on the symposium is open for NGO-practitioners, researchers and interested public of all age groups (they can be involved in practical exercises) it is translated English-German-English simultaneously.We are currently looking for Experts from NGOs active in EDC/HRE who have practical experience in one of the three panels´ issues. We would like to invite them to present their work (methods, paedagogical approach and experiences with the theme) in one of the related areas. They can be either staff from your own organisation or from other organisations active in the field of historical education for EDC/HRE in your country. Therefore papers with a short abstract (750 words) should be handed in until
Participation, Travel and board free for DARE members/DARE affiliated staff/experts.
Organizer: AdB, Bildungswerk der Humanistischen Union, DARE-Democracy and Human Rights Education in
Besides the exchange of methods and knowledge the whole Symposium is being documented and all the contributions will be published.
For further Information please contact:
Georg Pirker, Head of international Department
Arbeitskreis deutscher Bildungsstätten (AdB) / DARE Project Coordinator
Mühlendamm 3, 10178 Berlin
Thursday, 31 July 2008
The paper builds upon a Ph. D. thesis on teaching complex topics such as globalization and European integration which is available online (in German language): http://www.online-dissertation.de/.
Monday, 28 July 2008
A range of practical details in relation to travelling to Vienna, the venue of the DARE conference on Intercultural Dialogue in EDC/HRE (14-16 Nov 2008), sightseeing in Vienna, etc. is available on the website of the host organisation polis - Centre for Citizenship Education in Schools
Thursday, 24 July 2008
"Increasing participation through inclusiveness
Youth organisations play a key role in reducing the gap between where decisions about society are made and where they are implemented. We do this by being there both when decisions are made and when they are carried out. We are engaged in opening up political processes at all levels, and making them accessible to young people. Efforts to ensure equal participation are central to the work of many NGOs, who remain conscious of the internal atmosphere at meetings and in their structures, given that exclusion happens easily and is sometimes hard to notice unless specific attention is drawn to it. "
Is there an analogy for the inclusion of migrants to NGO´s? More to be discussed on the inter-culturalisation discussion group on the Vienna Conference