Iqbal Masih and the students he inspired to take action are each examples of the power children have to bring about change. Like the kids in the video, I'm sure you've all heard that "children are to be seen and not heard." Sometimes people don't value ideas and opinions coming from kids just because it's coming from kids. But that shouldn't stop you from acting on your beliefs.
This week we wanted to inspire you. We wanted you to be motivated to learn about the conditions of living children around the world face. By studying the Millennium Development Goals, we will explore the state of the world's children. We begin by explaining just what the MDGs are, and by outlining each of the goals which we will delve further into in the coming weeks.
What are the Millennium Development Goals? In 2000, world leaders met at the United Nations in New York to talk about the future. Hoping to achieve continued prosperity and to extend the benefits of economic growth to developing countries struggling with poverty, conflict and environmental degradation, the leaders adopted the Millennium Development Goals. If achieved, the eight goals outlined below will secure a vibrant and healthy future for children by removing many of the major obstacles to economic development.
How do you think problems like poverty, lack of education and proper healthcare prevent countries from growing economically? All of these goals are necessary for shared prosperity and growth, but which one would you argue is most important to tackle? Why? Which problems directly affect your community (Atlanta/ the metro area)? How could we, as a school, take action to help achieve this goal? For ideas, go here (or here) and download the guide at the bottom of the page. Make sure your ideas are practical -- they are actions we can actually do within the next few months -- and are inexpensive.
This week we explored human rights at the local level. Former First Lady, and influential member of the UN Commission on Human Rights Eleanor Roosevelt reminded us that human rights start with us:
"Where, after all, do universal human rights begin? In small places, close to home - so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world."
These small places she refers to are the relationships we share among our fellow students, neighbors and co-workers. And human rights begin with the kindness and respect we show these people who make up our communities. In our experiment this week, we asked that some of you ignore your classmates and treat them like they didn't existed. You all had to accomplish a task, but those being ignored found it difficult to do so when they weren't even being acknowledged.
Consider a time when you felt ignored or disrespected. Isn't it difficult to work with someone who doesn't even treat you like you're human? Every day people are excluded because of who they are -- denied their rights because of their skin color, religion, political beliefs, gender or other attributes. So if we want to begin protecting human rights around the world, we must first start by promoting rights here in our communities. Smile at the new girl in class. Stop a friend when he's laughing at someone with a learning disability. By respecting the dignity of those around us, we are in fact fighting for human rights. How can we expect the world to change, if we aren't willing to change?
With that in mind, we asked you to create a list of rules necessary for guiding classroom discussions. What do you think we should keep in mind while sharing our opinions, and listening to those of others? Here is a condensed list of the ideas from all four classes:
Give full attention to whoever has the floor -- no side conversations, or talking over someone. Also, do not attempt to distract the speaker or your classmates.
Speak up/Step back: If you are used to letting everyone else talk, and don't usually share -- make an effort to participate. If you often share your opinions and ideas, give someone else a chance to talk, and listen to what others have to say.
Appreciate Diversity: respect others' opinions, don't make fun of their statements, and do not argue to change anyone's beliefs or ideas. The purpose of sharing is to understand different perspectives, not to determine whose is right or wrong/better or worse.
Stay Positive: bad attitudes not only affect you, they affect those around you -- smile, and let everyone know your mind is in the moment and not elsewhere.
NO VIOLENCE! Do not hit or in any way harm your classmates during lessons -- not even if you're just playing around. Things can escalate and get out of hand.
Be Respectful: Of other students, of us, and of your teachers. This involves following all of the above rules, and not doing anything to show disrespect of someone else.
How well do you believe you have followed these rules? What are some challenges of committing to these guidelines? The following video encourages you to turn your words into action. In every exchange you share with someone, we challenge you to think about these rules and how well you are adhering to them.
We are a human rights education collaboration between Amnesty International and Centennial Place Elementary in Atlanta, Georgia. HRE Coordinators give weekly lessons to students on various rights issues, and empower students to think critically and act on their beliefs.
