Even though violence, terrorism, suffering and war are commonplace to many people in the world, the images of the airplanes hitting the World Trade Towers and the Pentagon on 11 September were difficult to absorb. The attacks were unexpected and on a huge scale, and with the help of modern technology they were seen everywhere.

Then the towers came down, leaving thousands dead and missing, thousands homeless and thousands unemployed. Citizens from over 60 countries lost their lives. Few people believed that this could happen in the USA, let alone to such a major symbol.

Shortly after these terrible events a language began to be heard that caused grave concerns about the future for human rights. Politicians used terms such as Acrusade@, AArab terrorists@ and Ayou are either with us or with them@. The mainstream media used headlines such as AAmerica=s New War@ and the AWar on Terrorism@. Virtually none of the messages received by the average US citizen contained anything connected to human rights.

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A group of AI Pakistan members in AI Madegi campaigning on Justice not Revenge

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Human rights educators and activists, as well as many other people, knew immediately that human rights had to be a part of these messages. Whether the discussion was about why 11 September happened or about the hate crimes targeting people who appeared to be or were Arab, there needed to be an understanding that answers could be found in human rights work.

Many young people in the USA were not satisfied with the messages they were hearing. They had many unanswered questions and wanted to hear something different. There was and still is a need to approach the challenges we are facing with a new set of messages and a new set of tools. For many people in the USA, that new set of tools is human rights.

This need became very clear to me one evening as I walked around Union Square, a park in New York City that became the unofficial site for a 24 hour vigil and a place to share experiences and feelings about 11 September and its aftermath.

I joined the vigil for the Bangladeshi citizens who died on 11 September. I found a diverse group of people talking about why the attacks had happened and what should be done. Although a few said that US involvement abroad might have motivated people to hate the USA, in general there was no mention of the human rights and dignity of the many people who are negatively affected by US foreign policy.

I introduced this to the conversation. One of the men in the group who identified himself as a Pakistani thanked me for what I had said. He expressed appreciation that AI was raising these points because it was apparent that no one else was.

From street corner vigils and demonstrations to classrooms and community groups, there is a real and urgent need to broaden our base of understanding, knowledge and awareness of human rights.

Creating the guide

After reflecting on our feelings as individuals and on conversations with friends and colleagues, we decided to focus on the issues occurring at the individual, community, national and ultimately international levels.

We recognized the importance of articulating the issues surrounding 11 September within the human rights framework and as human rights issues. We also knew that we had to be clear about the complexity of these issues. We started to collect articles, types of activity, and questions.

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The September 11th Crisis Response Guide

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As the resources grew, we decided to create a guide because we wanted, in the shortest amount of time possible, to provide teachers and activists with the first step when addressing the various issues that we felt needed to be covered. As a second step, through the use of questions and making available other sources of information, students would be able to choose what they wanted to learn more about.

Educators and activists could use the guide by focusing on one or more units, and each unit could serve as an introduction to a larger field of study.

At the individual level, we used a quote of Eleanor Roosevelt to set the context, AWhere after all do human rights begin?@ This unit starts with a study of the Universal Declaration of Human Rights and how it relates to us on an individual level.

The national, local and community units focus on hate crimes and racial profiling. In the national and community units we provided for reflection on the human rights implications of the internment of the Japanese during the Second World War.

Mainstream media played a critical role in creating and strengthening the climate of fear, revenge, anger and confusion in the USA. This is dealt with in Unit 4, which focuses on Acritical thinking and the media@ and covers how the news is reported and what is left out.

The units that focus on international issues address Islam, Aterrorism@ and humanitarian law. In the USA, it was critical to make clear the distinction between Islam and Aterrorism@ B that the two are not the same. There is also a basic overview of humanitarian law.

Summary

Since 11 September we have been actively engaged with other organizations working to educate the youth of this country on these very important issues. We have conducted workshops, met teachers and activists, and distributed thousands of copies of the September 11th Crisis Response Guide. Now we must find time to revisit and update the guide    just as world events do not stand still, neither can we.

The 11 September was a tragic day for human rights. We hope that our work, and in some small way this resource, will contribute to the awareness and understanding of human rights so that in future crises, human rights will be at the forefront and in the mainstream media. More importantly, we hope that the voices for human rights become so strong that we see fewer violations, less suffering and no more 11 Septembers.

Written by Karen Robinson, Director of Human Rights Education Program, AIUSA

Amnesty International, International Secretariat, Peter Benenson House,1 Easton Street, London WC1X 0DW, United Kingdom. Printed by Riverside Printing Co. Reading.

www.amnesty org. AI Index: POL 32/001/002

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Moldova: success amid adversity

A land locked country with a population of four and a half million, Moldova gained independence in 1990 after the break up of the Soviet Union. It has become one of Europe=s poorest countries, with an average annual income per person of US$360.

Many people live in pre industrial conditions, depending on subsistence farming and bartering for their survival. Education is suffering and illiteracy among rural children has risen dramatically. A significant percentage of the population, most of them women, leave to find work in other countries.

In spite of these difficulties, a group of students at the Law Department of the State Moldovan University established an AI group (AI in Republic of Moldova B AIRM) in 1994. Today, there are groups in the cities of ChiÕinau, Balti and Komrat, and members include lawyers, teachers, economists, journalists and students.

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Moldovan AI members, Evgheni Golosceapov and Marina Usturoi, presenting their HRE program at the 2001 Central and Eastern European HRE Conference in Bled, Slovenia.

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In order to implement an HRE program, AIRM members and supporters learned about HRE methodology in Hungary, Romania and Ukraine. We then worked out how to apply this to the peculiarities and priorities of the Moldovan education system. In 1995 we began an HRE project for schools.

HRE activities since 1995

• A human rights exhibition at the National Library in ChiÕinau.

• A course on human rights law and the role of NGOs with the State Moldovan University and the Helsinki Committee for Human Rights B AHuman rights in Moldova in the transition period@.

• Workshops for teachers on the Universal Declaration of Human Rights (UDHR) and the UN Convention on the Rights of the Child with the assistance of trainers from AIUK and AI Romania, using participatory methodology.

• Setting up the Independent Society for Education and Human Rights (SEIDO) to promote and implement HRE in Moldova.

• Seminars for young people to assist them understand their democratic rights (SEIDO and AIRM).

• An exhibition informing teachers about the work of AI which was followed up with visits and meetings in schools and colleges to encourage students to organize similar events and to work with the media.

• A partnership agreement between SEIDO and AIRM with the Ministry of Education giving formal approval for work with educational institutions.

• A series of meetings to discuss human rights and celebrate the 50th anniversary of the UDHR.

• Involvement in all stages of AI=s regional HRE project, which included Slovenia, Poland, Slovakia, Ukraine, Croatia and the Czech Republic.

• Human rights seminars in ChiÕinau and the surrounding regions on a range of human rights topics. The media used information from the reports written about the seminars to increase public interest in human rights.

• Participation in the 1st, 2nd and 3rd NGO Human Rights Forums in Moldova. This gave AIRM the opportunity to present their HRE work and goals.

• Publishing the first edition of an AIRM bulletin in June 2001.

• A series of human rights seminars for students resulting in an essay competition on a human rights topic and production of a published report about human rights protection in Moldova, which included the best of the essays.

• Planning to establish an International School for Human Rights in cooperation with other NGOs.

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8 www.lib.utexas.edu

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The current economic and social situation in Moldova made it difficult for AIRM to raise awareness about human rights but HRE has proved a useful and effective tool. By focusing our work on long term HRE activities, AIRM has managed to create greater public interest in human rights issues and activate our members.

HRE programs have helped our members to participate in international campaigns and pass information about these campaigns to the media. Since 1997 AIRM has participated in campaigns on Turkey, China and the International Criminal Court and has included information about these campaigns in their HRE activities.

Written by Evgheni Golosceapov and Marina Usturoi, AIRM

[page 4-5]

2nd International HRE Forum: 4 7 Oct ober 2001, Belfast, Northern Ireland

Solidarity and shared values

Setting the scene

The 2nd International HRE Forum was warmly and efficiently hosted by AIUK and AI Northern Ireland. Northern Ireland was selected to support the peace process and the venue, Corrymeela Community=s centre in Ballycastle, was modest yet beautiful. Volunteering is at the heart of Corrymeela Community=s work and this fitted well with the principles of AI    everyone lent a hand to make the forum a success.

The Corrymeela Community is committed to Athe healing of social, religious and political divisions@ by building new relationships of mutual respect, understanding and trust. The centre at Ballycastle is an ideal location to achieve this because it provides plenty of space for sharing experiences and listening to others from different backgrounds. By the end of the Forum we had developed a strong sense of solidarity and shared goals.

Nearly 70 people flew in from all over the world, with 45 AI sections and structures represented. They included a team of first class interpreters for the four core languages; representatives from all the Development Teams; the HRE Team and Program Director; volunteers from AIUK; and a range of excellent speakers.

The Forum=s purpose is to strengthen the HRE network; share experiences, information, methodologies and materials; work out how to improve communication; and discuss strategies on how to use HRE to underpin AI=s work. All this and more was achieved.

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Patrick Corrigan (AI Northern Ireland) and Rajan Naidu (AI UK) explaining the banner made during the HRE art workshop to symbolize HRE and AI.

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The Secretary General=s speech

Irene Khan, AI=s new Secretary General, came to Ireland to give the keynote address. Her speech was visionary and inspirational. It examined the vital role HRE can play in the complex and difficult human rights context of today and the importance of preventative strategies.

Irene drew from her background of two decades in refugee work. She said:

AHRE builds values based on the universality and individuality of human rights, values to shape our moral choices and the choices of our larger society. It imparts skills and knowledge so that people can be empowered. HRE can create space for dialogue in societies which are less open to human rights and can help to build an environment more conducive to change. At the end of the day, change is what all education, including HRE, is about.

ARather like the different clubs in a golf bag, HRE must be used as one of several tools in a multi faceted strategy.@

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Irene Khan, AI=s Secretary General, sharing a moment at the HRE Forum with Jeanne Henry (AI France).

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Irene talked about the role of HRE in assisting the current process of change within AI, and about the need for strategic planning. She said:

AThe challenge is how does HRE fit into the new approaches to campaigning, to theme campaigns and country work... What is the relationship between HRE and membership development?@

Finally, she reminded us:

AProtecting those who have been abused should not be isolated from education. If we understand our rights we can claim them in the future. Let us think of how we integrate HRE better in our work so that it becomes an effective tool of our overall goal to strengthen respect for human rights.@

A cross border primary school initiative

One of the highlights of the Forum was a presentation by AI Ireland and AIUK (Northern Ireland region) of a cross border primary school HRE initiative.

A vivid picture of the political background set the scene for the project, illustrating a dangerous mix of politics and religion leading to a school system that is divided along sectarian lines.

Following two major tragedies in 1998 resulting in a number of deaths, AI Ireland and AIUK (Northern Ireland region) decided to work together to coordinate an HRE peace initiative. This aims to bring children together from the different communities to share experiences and their understanding of human rights in a variety of contexts and to build a relationship of mutual respect and tolerance. Its end goal is to develop a shared human rights culture among young people in both the Republic of Ireland and Northern Ireland.

Presentation from the OHCHR

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Elena Ippoliti   Office of the High Commissioner for Human Rights, UN Decade of Human Rights Education  outlining ideas for working with AI.

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The Forum welcomed back Elena Ippoliti from the UN Decade of HRE, part of the Office of the High Commissioner for Human Rights (OHCHR) at the UN, who brought a message of support from Mary Robinson and gave an update of current plans and ideas for working together on HRE. These included:

• Using UN frameworks to ensure that countries develop and implement HRE plans;

• Working with the OHCHR in technical cooperation and having input to regional and national projects;

• Using the OHCHR for support and sponsorship;

• Making good use of OHCHR publications and training materials;

• Applying for micro grants as part of the Decade=s project, AAssisting Communities Together@;

• Helping to disseminate the Universal Declaration of Human Rights;

• Providing feedback on the OHCHR database for HRE and sending in materials to the collection;

• Supporting the work of the treaty bodies by monitoring country reports on HRE.

Workshops

• Nine 90 minute workshops were facilitated by Forum participants from different countries and regions with the theme of integrating HRE with the work of AI. They were:

• AI Belgium and AIUK: ATeaching children about torture@

• AI Sweden: ARacism as a topic in HRE programs@

• AI Sierra Leone and AI Gambia: AEducating about women=s rights@

• AI Mexico: AWhat is popular education in the informal sector?@

• AI Philippines: AHow to incorporate LGBT issues into a workshop@

• AI France and Elena Ippoliti: AThe importance of AI working with IGOs@

• AI Morocco: AActivities to use in school curriculum@

• AIUK and AI Guyana: AA practical workshop on using art in HRE@

• AI Ireland and AIUK: AA workshop to follow up the plenary presentation@

All the workshops were interactive and stimulating. For more information, please contact HRETeam@amnesty.org

Other events

• The most popular part of the Forum was the ABazaar of Ideas@, an amazing procession of innovative and exciting HRE activities and programs being implemented around the world by AI sections and structures.

• The HRE Team presented the updated procedures and guidelines for applying for government funding.

• The HRE Team=s information officer outlined new ideas for servicing the network, which included a database and a page on AI=s website. Groups gave feedback and ideas on how to make it work efficiently.

• The Coordinating Committee conducted a session followed by group work to discuss how the network and committee could best function for the benefit of the movement.

• Colm Ó Cuanacháin (IEC Chair) talked to the group about the 2002 Standing Committee on Research and Action (SCRA) evaluation of HRE.

• By the end of the workshop the walls were covered with banners and sculptures, made in the AIUK and AI Guyana workshop, which gave a visual impression of HRE in AI.

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Pam Clarke, HRE Information Officer at the International Secretariat (standing), discussing ways to improve information and communication systems with a group of Middle East and North African participants.

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The last night

On a wild wet night in the little fishing port of Ballintoy on the Antrim coast of Northern Ireland, some 50 AI educationalists from around the world went to the local pub and enjoyed an Irish supper and an unforgettable, impromptu international gala concert shared with the local community.

There was poetry from Scotland and Kuwait; folk songs of Antrim played on traditional Irish instruments; a swirl of spectacular national costumes; a quiz and children=s games; songs of love and parting from the Maghreb, the mountains of Austria, Slovenia, Nepal and the islands of the Philippines; exhilarating dances from West Africa, Ireland and Morocco; a theatrical performance from Latin America; chocolates from Belgium, France and Switzerland; and strange drinks from the distilleries of Moldova, Poland and the Czech Republic. Altogether, it was a dizzy and delightful international cultural event in 20 or so languages on the themes of solidarity, peace and justice.

In the bus on the way back to Corrymeela, delegates heard about the start of the bombing of Afghanistan. The evening ended emotionally with the song, AWhere have all the flowers gone?@

[page 6]

HRE Coordinating Committee

Meet the new members

Africa

Cheikh Tidiane Camara from Senegal has many years experience in AI and the formal education sector. In 1985 he helped to establish the AI group in Saint Louis and has been group leader since 1990. In 1995 he became a member of AI Senegal=s Executive Board and has participated in three ICMs. Cheikh has been a teacher of the science of economics for 20 years and his HRE experience is extensive, specifically in evaluation and developing a range of innovative and creative materials used in school HRE programs. This will be his second term on the committee.

[photo caption]

Cheikh Tidiane Camara

AI Senegal

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Americas   North

Karen Robinson is an experienced human rights educator and a keen hockey player. Since 1999, Karen has been the Director of the HRE Program of AIUSA. Previously she was Regional Director for the Mid Atlantic Region of AIUSA, and the Director of the Center for Community Service at the American University in Washington DC, where she also obtained degrees in Law and Society. Karen=s experience includes designing, implementing and evaluating program components in the areas of service learning, adult education, community based education, cross cultural education, formal education, prejudice awareness and anti oppression work. Karen is back on the committee for a second term.

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Karen Robinson

AI USA

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Americas   South

Luis Gonzales Norris is a new committee member from Peru. He has been a member of AI Peru for 18 years and has twice been the President of the Section. HRE has been his responsibility for 15 years. When AI Peru=s HRE program began it was very difficult to implement because of civil war, but most schools now include human rights in the curriculum. Luis is excited about being on the committee because he believes that HRE in AI can help the movement face future challenges.

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Luis Gonzales Norris

AI Peru

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Asia

Djorina Velasco has been a member of AI Philippines since her student days. A varied AI career includes HRE work and coordinating the international youth festival for human rights. In February 2001 she was elected Vice Chair of the Board of Trustees. This is her second term on the committee. She fits all this in with her work as a researcher for a local NGO, the Institute for Popular Democracy. She was also involved in the citizens= movement which led to the fall of President Estrada.

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Djorina Velasco

AI Philippines

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Europe   West

Dan Jones has worked for AIUK as a campaigner and education officer for many years. He has also been involved in HRE training in a number of countries around the world. As a teacher in the 1960s he worked in the primary, secondary and tertiary levels. He also worked with children with special educational needs and with prisoners. He was a youth and community worker in the multiracial East End of London for 17 years, as well as a trade union activist. Dan has written, edited and illustrated a number of books, including stories and poetry for children and HRE books. He is taking on a second term as a member of the committee.

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Dan Jones

AI UK

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Europe   Central and East

Ines Buli/ is a new committee member. Ines grew up in Zagreb, spent four years living in Prague, and a year studying as a foreign exchange student in the USA. She recently graduated from Zagreb University as a teacher of English and Czech literature and language. Ines has been a member of AI Croatia since 1995 and has had various positions at the Section, including coordinator of action files, membership of AI Croatia=s Executive Committee and Campaigns and Actions Coordinator. Currently, Ines works part time with AI Croatia developing HRE activities.

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Ines Buli/

AI Croatia

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Middle East and North Africa

Abdelkefi Ilhem is also new to the committee. She has been a member of AI Tunisia since 1988, and since 1995 has had responsibility for developing HRE for the Section. More recently she was the Secretary General and Chairperson of AI Tunisia, and in June 2001 participated in the First World Congress for the abolition of the death penalty held in Strasbourg, France. She is also an active member of Tunisian organizations concerned with women and the severely disabled.

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Abdelkefi Ilhem

AI Tunisia

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all photos on this page 8 AI

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New acquisitions in the HRE library

The European Convention on Human Rights: starting points for teachers

Author: Taylor, Mark

Publication: 2000

Standard Number: S706

Shelfmark: G SC/COU

• A folder containing A4 sheets for teachers to use in schools to explore the European Convention on Human Rights (ECHR); makes good use of colour, and provides a background to the articles of the ECHR; suggests activities to enable pupils to explore the issues raised by the convention; available in French and English.

cover 8 AThe Big Family@ Strasbourg

Freedom! B human rights education pack

Authors: Dan Jones, Caroline Adams and Marietta Harrow (AIUK)

Publisher: Hodder and Stoughton

Publication: 2001

Standard Number: 0340730587

• Aims to stimulate the student's awareness of human rights issues starting with their own knowledge and experience, and provides a practical educational approach to foster ideas for active teaching and learning about a range of human rights issues. Each unit has a set of teachers= notes for lessons and activities followed by a set of teaching materials for students that can be used as they stand.

We the world

Author: Survival International

Publication: 2000

Standard Number: S458

Shelfmark: G MN/SUR

• Aims to teach young people about contemporary tribal peoples and some of the issues they face; designed to be used with children between the ages of eight and 12 with a range of language levels. There are case studies, with posters of children from minority tribal groups. Each component has suggested activities. Available free from Survival International.

Popular education for human rights: 24 participatory exercises for facilitators and teachers

Author: Claude, Richard Pierre

Publication: 2000

Standard Number: S741

Shelfmark: G HE/CLA

• Contains exercises and background information on the right to education and HRE issues; exercises are organized around the four main themes    human dignity; rights and responsibilities; social justice; equity and equality. Topics discussed include child prostitution, the Universal Declaration of Human Rights, discrimination, the UN Convention on the Elimination of All Forms of Discrimination against Women, development and domestic violence. It contains preventative and defensive plans of action.

Creating a torture free world: learning about human rights   an Amnesty International package of teaching resources for school teachers and educators in the informal sector

Author: AI   International Secretariat

Publication: 2001

AI Index: POL 32/002/2001

• Aims to provide teachers and educators with generic education teaching materials for exploring the issue of torture through experiences of bullying; modular activities include group work, topics for discussion, drama, writing and drawing exercises; background material on torture and a list of resource material for teachers are provided. It can be used in conjunction with the Children's booklet (AI Index: ACT 76/001/01).

Trabajando por la paz: cuadernos para la formacion de promotoras y promotores

Author: Misión Civil por la Paz

Publication: no date

Standard Number: S673

Shelfmark: AMR 41/MIS

• Produced by the Misión Civil Por la Paz, Mexico (AI Mexico is a member), this training manual (in Spanish) is designed as a guide for training activists, community leaders and others as AEducators for Peace@, and contains a comprehensive participatory training scheme in peace education. There are six sub divided workshop themes: familiarization with concepts and notions of peace; non violent action; conflict resolution; values; communicating peace; and action for peace.

A new land and other stories

Author: AI Italy

Publication: 2001

Standard Number : 88 87183 33 3

• This presents 12 fairy stories for children. The main characters are animals and witches and the children are innocent victims of human rights violations. The use of fantasy to explore human rights issues allows children to gain a better understanding of their rights, and through this approach they discover that although in fairy stories witches and magicians may solve problems, in the real world parents and others can perform this role.