Professor Chandra Lekha Sriram
University of East London
Ethics and Qualitative Methods of Human Rights Work
The Framing of Social Justice: Law, Culture and Politics – “Here” and “There”
The Human Right to Adequate Food
Human Rights Education: Pedagogy and Praxis
Human Rights of Indigenous People
Introduction to Human Rights
Professor Andrew Nathan
Columbia University Syllabus
Teaching about Race, Police Brutality, and the Black Lives Matter Movement
The THR Database is happy to announce the addition of several resources that can be used to teach about race, police brutality, and the Black Lives Matter movement. The 2014 killings of Eric Garner and Michael Brown, as well as countless other incidents of police brutality and racial discrimination are often topics that come up during discussions in human rights classes. These issues are directly related to the structural nature of discrimination, as well as to questions about the enforceability of human rights law and the role of social movements when law fails to produce results.
To help instructors find resources for teaching about these topics, we have included a link on our Resources page to the Anna Julia Cooper Center. Housed on the campus of Wake Forest University, the AJC Center has a wealth of resources related to the study of the intersections of gender, race, and place. Among the resources offered by the Center are a collection of syllabi, including one entitled, “POL 210: BLACK LIVES MATTER: PERSPECTIVES ON BLACKNESS, STATE VIOLENCE, AND RESISTANCE” from Professor Melissa Harris-Perry. (With Professor Harris-Perry’s permission, we have also included this syllabus in our syllabi database).
Do you have favorite resources for teaching about these topics? If so, we’d love to hear about them!
Black Lives Matter: Perspectives on Blackness, State Violence, and Resistance
Journal Recommendation: Radical Teaching about Human Rights
Volume 103 of the Radical Teacher is dedicated to the teaching of human rights. Theoretical contemplation as well as practical suggestions on how to teach the UDHR and other human rights documents, on how to address neoliberalism, and on how to encourage critical thinking are at the heart of the issue.
In addition to reviews and teaching notes, the volume includes the following essays:
Nancy Flowers: “The Global Movement for Human Rights Education”
Gillian MacNaughton and Diane Frey: “Teaching the Transformative Agenda of the Universal Declaration of Human Rights”
Robyn Linde and Miakila Mariel Lemonik Arthur: “Teaching Progress: A Critique of the Grand Narrative of Human Rights as Pedagogy for Marginalized Students”
Melissa Canlas, Amy Argenal, and Monisha Bajaj: “Teaching Human Rights from Below: Towards Solidarity, Resistance and Social Justice”
Mary Nolan: “Teaching the History of Human Rights and ‘Humanitarian Intervention'”
Shane McCoy: “Reading the ‘Outsider Within’: Counter-Narratives of Human Rights in Black Women’s Fiction”
The Volume is available for free at this link: Radical Teacher Vol 103