1P00CZ90: Value Competence (Blog-5)

Respecting human rights, with equality and a participatory mindset

As a teacher, the respect of human rights, promotion of equality, and the culture of participation are at the core of my professional identity. To translate this into practice, acting professionally and ethically involves ensuring the dignity of each person in contact with the educational setting is upheld. UNESCO further declares that education should be directed toward the promotion of respect for human rights and the contribution to the development of knowledge and skills pertaining to the exercise of citizenship. Also, inclusivity forms one significant area from the studies I did in becoming a teacher, which I always try to promote in the classroom by valuing a diversity of opinion and opening up space for discussion.

Human rights and equality automatically mean participation and making sure the voices of all students are heard and respected. Participatory approaches in education have been found to enhance students' involvement and empowerment, as argued by Shor (1992). Through these principles, I want to engender a classroom culture where every learner feels valued and capable of contributing towards discussions. This is most evident in collaborative learning activities whereby I allow equal participation and allow them to give their diverse thoughts on a given topic. In my continuing self-improvement on teaching, I am equally steadfast to these values, for I know that providing an atmosphere based on basic human rights, equality, is not only a moral commitment but an opportunity where a holistic, socially responsible person can be reared. It is by living these values that I do my part to help bring into being a more just and equitable educational landscape.

Photo: A group of my students celebrated my birthday after the class session.

Here is a real-life example of how I promoteed human rights, equality, and a participatory mindset in their classroom:

I was assigned a project where students are asked to develop a business plan that addresses a specific social issue, such as poverty or gender inequality. I have provided resources and guidance on how to incorporate ethical considerations into their business plans, such as fair labor practices and environmentally sustainable practices. During class discussions, I have created a supportive and inclusive environment where all students feel comfortable sharing their ideas and perspectives. I also incorporate real-life case studies and discussions on current events to help students understand the impact of business on society and the importance of ethical decision-making. I also provided opportunities for students to work together and present their business plans to the class, encouraging a participatory mindset and collaboration.

References:

• Shor, I. (2012). Empowering education: Critical teaching for social change. University of Chicago Press.

• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2012). Education for Sustainable Development: Good Practices. https://unesdoc.unesco.org/ark:/48223/pf0000220304