2014 SHREI Symposium

2014 SHREI Symposium
June 7, 2014
8:30 a.m. - 4:45 p.m.
Stanford Humanities Center

Welcome (video
Laura Hubbard, Associate Director, Stanford Center for African Studies 

Keynote Address (video) (presentation)
Teaching Human Trafficking: A Global, Multidisciplinary and Community-Engaged Approach 
Katherine Jolluck
Senior Lecturer, Stanford Department of History

2013-14 SHREI Fellow Project Spotlights (video) (presentation)
Lesley Louden, Julie Maia, Erica Onugha, Patricia Gibbs Stayte, Mary Conroy Zouzoulas, Jordan Hayes, Chesa Caparas, Celso Batalha

Presentation of the 2014 Outstanding Student Project Award (video)
Elizabeth Sáenz-Ackermann, Associate Director, Stanford Center for Latin American Studies
2014 Awardees:
Toxic Networks, De Anza College
End Modern Slavery, Evergreen Valley College 

2013-14 SHREI Fellowship Capstone Presentations

Panel A (video)

Gender & Human Rights Selfie Project(s)
Lesley Louden, Photography, Foothill College, Cabrillo College, West Valley College (presentation)

In the ‘Gender & Human Rights Selfie Project(s),’ students study Articles from the Universal Declaration of Human Rights and international gender-related human rights issues and then create a self-portrait photograph that portrays how they themselves or someone they know either embodies or defies a gender-based stereotype. As a class, we do many analysis activities with photographs, media, and advertising to examine the origins of gender roles and what influences our perception of gender traits and stereotypes. In the final part of the project, students learn to write about their ideas and link their visual projects to international human rights issues. The ‘Gender & Human Rights Selfie’ Project was designed for photography and art and design students; however, parts of the ‘HR Selfie Project’ can be adapted for many subject areas. This curriculum strives to engage students on a personal level and then expand upon their understanding of gender discrimination through the examination of international human rights issues.

From Dignity to Global Citizenship: A Feminist Approach to Human Rights Education
Julie Maia, English, Women and Gender Studies, West Valley College (presentation)

Composed over 65 years ago, the Universal Declaration of Human Rights (UDHR) articulates a powerful vision of ethical human interactions. How can we expand this vision to address 21st century challenges? This presentation provides an answer by exploring connections among Gender Studies, feminist theory, and contemporary human rights movements around the world, focusing on four key concepts: dignity, gender, feminism, and global citizenship. Through hands-on exercises, we’ll sample classroom activities that use these concepts to bring the UDHR into the 21st century. Employing “best practice” pedagogies, this conceptual and experiential approach to Human Rights Education is designed to inspire community college students to create new visions of a just and humane future grounded in the ethical ideals of the UDHR.

Dignity and Human Rights: Learning to Write and Research with Cultural Humility
Erica Onugha, English, Foothill College (presentation)

Raising awareness about international human rights issues is a key aspect of promoting global citizenship at community colleges. However, one challenge is discovering how to empower students to write about other countries and cultures without reproducing preexisting stereotypes and media-generated narratives. This presentation will discuss how to address this challenge by integrating international human rights into composition courses with two key concepts and changes: making universal dignity the course foundation and using cultural humility to conduct research. This research process focuses equally on discovering what the human rights issues are and how to write about them with respect. These curricular changes develop student writers’ confidence and ultimately promote community engagement.

Panel B (video)

Building Global Citizenship/Studies: A Curricular Map for Community College Instructional Design Development (video)
Patricia Gibbs Stayte, Sociology, Foothill College (Prezi)

How could you successfully internationalize the curriculum at a California Community College? Using Foothill College in the 2013/14 academic year as a case study, the presentation will chronicle the process of recognizing and building global citizenship/global studies while considering instructional design at various curricular levels: 1) campus group, 2) lesson module, 3) full course, and 4) certificate or associates degree. This presentation will include consideration of low enrollment and the pending discontinuation of global studies associates programs at two local colleges. The focus will be on challenges and future initiatives of Stanford Human Rights Education Initiative fellows, Foothill, and other globals.

A Needed Addition to the 21st century Community College Curriculum
Mary Conroy Zouzoulas, Global Studies, Psychology, Child Development, San Jose City College (presentation)

Focusing on Global Studies provides a clear and powerful means to learn about human needs, human rights and human responsibilities. This presentation will focus on the need for courses and degrees in Global Studies at the community college and efforts at San Jose City College to offer relevant courses and to develop a Global Studies degree. The rationale for the introduction of a Global Studies degree, including program goals, core courses and student learning outcomes, will be discussed. The proposed degree structure, transfer opportunities in the CSU and UC systems, and potential career pathways will also be introduced.

From SHREI to Human Rights 101: Adding a Human Rights Course to the Curriculum
Steve Miller, Political Science Instructor, Modesto Junior College, 2012-13 SHREI Fellow

Last year, my community college approved a new political science course entitled Human Rights. Recently, the California Community College Chancellor’s Office approved this course as transferrable to the University of California system and to the California State University system. The course is also part of my college’s Associate in Arts in Political Science for Transfer degree. In this panel presentation, I will discuss the steps I took to develop this course and secure these approvals. And I will share how SHREI served as my main inspiration and primary source of knowledge that enabled me to have opportunity to propose this new course. While the course I developed is listed as a political science class, it is certainly possible for community college faculty members in other disciplines to develop a similar kind of human rights course.

Creating Pathways for Human Rights Education in the California Community College Classroom
Katie Zanoni, Co-founder of the Peace Studies Associate Degree at San Diego City College and Doctoral Student at the University of San Francisco, 2012-13 SHREI Fellow (presentation)

San Diego City College (SDCC) is home to the first state-approved Peace Studies Associate Degree in California. In 2013, the Academic Senate for California Community Colleges adopted Peace Studies as a formal discipline. This presentation provides an overview of the development process, an analysis of the pedagogical framework, and an explanation of the core disciplinary threads included in the degree program. In addition, a review of the Introduction to Peace Studies course is offered to illustrate how Human Rights Education is an integral component of the curriculum. Finally, the following critical questions are presented for discussion to identify methods to advance Human Rights Education within Community Colleges in California. What are the differences and similarities between Peace, Human Rights, and Global Education? What strategies can be used to increase awareness and build community to strengthen curricula related to Human Rights within higher education in California?

Panel C (video)
Hailing the World: Toward A Working Pedagogy of Human Rights Education
Jordan Hayes, English, Foothill College, College of San Mateo 

Human rights, in their constructed universality, belong to each of us. Even across gulfs of difference, we feel a profound sympathy for those whose rights are threatened, and outrage at those perpetrating or abetting the violation of those rights. Many times, these emotional responses ultimately inspire the careful reasoning that enables effective critique of the governments charged with safeguarding our rights. How do human rights educators enlist and interrelate such different styles of thinking? In hazarding an answer, I’ll use my experiences teaching the 1990 UN Convention on the Rights of the Child as well as curricula by former SHREI Fellows to induce a brief working theory of Human Rights Education. I’ll argue that the way we interleave distinct rhetorics of affect and governmentality suggests challenges best met with a cosmopolitan ethics of global engagement.

Human Rights Curriculum for the Digital Age
Chesa Caparas, English, De Anza College (Prezi)

“This reading was boring!” “Why are we learning this?” “How is this relevant to me?” We often hear questions like these when we introduce complex or highly specialized course material, like the Universal Declaration of Human Rights (UDHR). Particularly in gateway courses, students enter with various skills and many might find it difficult to decode historical documents like the UDHR. Furthermore, given that students take these courses as a requirement rather than as an elective, some might resent having to learn about grave matters, including international human rights violations. Therefore, we need new student engagement techniques that account for a variety of skill levels and student investments in human rights issues. My presentation explores engaging activities and assignments for use in human rights education at the pre-transfer and transfer level. Examples focus on human rights and digital culture in composition classes, but I also give a framework for using these assignments in any class.

Implementing Human Rights Education in STEM Courses
Celso Batalha, Physics, Evergreen Valley College (presentation)

Quite often, a non-science major walks into a science classroom feeling waves of apprehension derived from years of misconceptions about what science really is. On the other side of the desk, the professor experiences feelings of excitement as well as a certain feeling of desperation in the face of delivering extensive course content, dictated by previous articulation agreements, during an insufficient 16-week time frame. In this presentation, I demonstrate how Human Rights Education (HRE) can help with delivering challenging science course materials and engage students’ participation and commitment. HRE provides a springboard from which non-science majors can learn science and its applications to resolve real world situations. This is done without adding lecture hours or increasing course content. The course "Earth Sciences” was the initial test case for this project. Students in this course investigated and made presentations on the impacts of Climate Change and mining on human rights issues. Future development is expected in Astronomy and Physics courses.

Facilitated Discussions
Each discussion took place twice

What Are UNIVERSAL Human Rights and Why Are They Controversial? (video round 1) (video round 2) (handout)
Pawel [Pavo] Lutomski is a lecturer in the International Relations Program at Stanford, where he has taught seminars in international law and international relations for the past twelve years.

We will explore the question of why universal human rights are not universally valid and enforced. Among others, we will assess such explanations of this problem as "cultural relativism" and "sovereign defense." In search of a solution, we will work with some relevant documents to select those universal human rights that are indispensable and assess to what extent they still may be controversial and why.

How Can We Teach International Human Rights Through Service Learning in the Local Community?(video round 1) (video round 2) (presentation) (handout)
Diane H. Steinberg, Visiting Scholar in the Program on Human Rights at Stanford’s CDDRL, is part of the SHREI team, and she serves as the Online Forum Coordinator for Special Lecture Debates on the Human Rights & International Criminal Law Online Forum.

After introducing a service-learning pedagogical framework that combines academic content, community-based work experience, and structured reflection, we will discuss various ways that community college faculty members can integrate service learning with community partners into their courses.

How Can We Help Students Meaningfully Engage with Human Rights Topics in Written Assignments when the Complexity of These Topics Appears to Outpace the Student’s Technical Capacities as a Writer? (video round 1) (video round 2)
Penelope Van Tuyl, Associate Director of Stanford’s WSD Handa Center for Human Rights and International Justice is trained as a lawyer, and has taught undergraduate courses in international law and human rights at UC Berkeley.

In this session, we will exchange tips and ideas about how to mentor students who struggle with college-level writing about complex human rights topics, including how to help them improve their writing skills, engage deeply with the substance of the course, and have a positive experience working on their term papers.

Closing Remarks (video) 
Enrique Luna, History, Gavilan College, 2011-12 SHREI Fellow
Jovana Knežević, Associate Director, Stanford Center for Russian, East European & Eurasian Studies

 

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SHREI NEWSLETTER

SHREI Newsletter Winter 2014 image

SHREI Newsletter Winter 2014
New Workshops for Community College Instructors; Art at De Anza College; 2013-14 SHREI Fellows; 2014 SHREI Symposium; Upcoming Film Screening; Outstanding Student Project Award Read More

SHREI Newsletter Fall 2012 
SHREI Announces 2012-13 Human Rights Educator Fellows; Recap: 2012 Symposium. Read More

 

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Multiple email phishing/scam attempts are circulating claiming that SHREI and other organizations (such as the Gates Foundation) are hosting human rights conference