Human Rights

Topic 1: Human Rights and living a good life

What do you understand by the term “human rights”?

 Exercise 1.1: We are all born free and equal -1

Do you agree or disagree with the following statement?

We are all born free and equal
— 1st sentence of the Preamble to the Universal Declaration of Human Rights
• All human beings are born free and equal in dignity and rights.
— Article 1 of the United Nations Universal Declaration of Human Rights

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 Exercise 1.1: We are all born free and equal - 2

• The universality of human rights is encompassed in the words of Article 1 of the Universal
Declaration of Human Rights: “All human beings are born free and equal in dignity and rights.”
• The statement “we are all born free and equal” is deliberately ambiguous.
• On the one hand, by virtue of our humanity, we are all born free and equal.
• On the other hand, in many cases government or society may deny many people their right to
freedom and equality.
• Human rights are about making sure that the freedom and equality of all people are respected.

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 Exercise 1.2: Living a good life – 1

Consider:
• What is most important to you in life?
• What do we need to live a good life?

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Topic 2: What are human rights?

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 What has been said about human rights – 1

Quote 1: “Human rights are inscribed in the hearts of people; they were there long before
lawmakers drafted their first proclamation”
Quote 2: "protecting these rights, we can help prevent the many conflicts based on poverty,
discrimination and exclusion (social, economic and political) that continue to plague humanity
and destroy decades of development efforts. The vicious circle of human rights violations that
lead to conflicts – which in turn lead to more violations – must be broken. I believe we can break
it only by ensuring respect for all human rights."
- Mary Robinson, Former United Nations High Commissioner for Human Rights & Former
President of Ireland

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 What has been said about human rights - 2

Quote 3: “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 neighbourhood 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 concerned citizen action to
uphold them close to home, we shall look in vain for progress in the larger world.”
- Eleanor Roosevelt, Politician, activist, First Lady of the United States during World War II, and
Chair of the Committee responsible for the adoption of the UDHR

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 Presentation: What are human rights?
“Human rights are what no one can take away from you”
- René Cassin, one of the drafters of the Universal Declaration of Human Rights (UDHR).

• Human rights are not a gift or a privilege. They are not bestowed on us by others.
• They are basic rights that we have simply because we are human. They are fundamental for
living a good life and for flourishing.
• Human rights are moral principles or norms, which describe certain standards of
human behavior, and are regularly protected as legal
rights in municipal and international law.

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 Human Rights Principles
• Human rights are:
• universal: They are universal because everyone is born with and possesses the same rights, regardless of where they live, their
gender or race, or their religious, cultural or ethnic background.
• inalienable; Inalienable because people’s rights can never be taken away.
• indivisible; interdependent and interrelated. Indivisible and interdependent because all rights – political, civil, social, cultural
and economic – are equal in importance and none can be fully enjoyed without the others.
• Equality and Non-discrimination requires Participation and Inclusion: They apply to all equally, and all have the right to
participate in decisions that affect their lives. All people have the right to participate in and access information relating to the
decision-making processes that affect their lives and well-being. Rights-based approaches require a high degree of participation by
communities, civil society, minorities, women, young people, indigenous peoples and other identified groups.
• Accountability and Rule of Law They are upheld by the rule of law and strengthened through legitimate claims for duty-bearers to
be accountable to international standards.
• For reference: https://www.unfpa.org/resources/human-rights-principles

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 Core principles of human rights

• Fairness towards all human beings

• Respect for others
• Equality among all people
• Dignity is to be preserved at all times
• Freedom for all people

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 How did the Universal Declaration of Human Rights come about? -
1

• After the horrors of World War II, world leaders set up the United Nations. Its purpose was to
stop wars between countries and build a better world.
• One of the first tasks of the United Nations was to list the rights that belong to every human
being in the world – the UDHR.
• All governments promised to respect, protect and fulfil the rights contained in the UDHR.

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 How did the Universal Declaration of Human Rights come about? -
2
• The UDHR was adopted by the United Nations General Assembly in 1948: 56 countries from
all over the world adopted the core set of human rights.
• The UDHR does not make legal requirements on governments. However, over the years it has
become a binding customary international law, which means that governments must respect
it.
• Important to note that the UDHR was adopted and endorsed by high-, middle- and low-income
countries throughout the world.
• Reference: https://www.youtube.com/watch?v=d-UuB1lKzJ0&t=6s
• The UDHR is the most translated document in the world and is available in more than
500 languages, including some audio versions.
• Click here to listen to the preamble of the UDHR in Urdu!

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 We all have civil, political, economic, social and cultural rights

• UDHR promotes and protects a range of different rights, including civil, political, economic,
social and cultural rights.
• Civil and political rights include the rights: to liberty; to be recognized as a person before the
law; to freedom from torture and other cruel inhuman or degrading treatment; to marry or
enter into civil partnerships; to found a family; to freedom of thought, conscience and religion;
to freedom of opinion and expression; to peaceful assembly; to vote and to take part in
government.
• Economic, social and cultural rights include the rights: to work; to an adequate standard of
living; to health and to education; and to participate in the cultural rights of our communities.
• These rights ensure that we can participate fully in society without discrimination.

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 Some rights (but only some) can be limited
• For instance:
• if the exercise of that right by one person infringes the rights of another person.
• Certain rights can be limited or suspended in extreme situations.
• But note that:
• Any restrictions or limitations cannot be arbitrary.
• Certain rights can never be limited or restricted:
• the right to life;
• the right to be free from torture, cruel, inhuman or degrading treatment or
punishment;
• the right to be free from slavery;
• the right to recognition everywhere as a person before the law;
• and the right not to be discriminated against.

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• “Where, after all, do universal human Take some time and create a space for
rights begin? In small places, close to yourself to be still and to think…
home - so close and so small that
they cannot be seen on any maps of Read the famous quotation about human rights
from Eleanor Roosevelt on the left-hand side.
the world...
• Unless these rights have meaning • How do you see human rights close to you?
there, they have little meaning • In your home and family?
anywhere. Without concerted citizen • In your university?
action to uphold them close to home, • How do you respect the rights of others?
• Imagine a world in which every person’s
we shall look in vain for progress in
rights are fully respected.
the larger world."

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 Some people talk of “generations of rights”
• Over the years, discussions about human rights issues have led to an understanding of two different
“generations” of rights:
• "Generations of rights" is a concept that refers to different categories or groups of rights that have
developed over time. These rights are often grouped into three generations:
1. First Generation Rights: These are often called "civil and political rights." They include fundamental
rights like freedom of speech, the right to vote, and the right to a fair trial. These rights are focused on
individual freedoms and protections from government interference.
2. Second Generation Rights: These are known as "economic, social, and cultural rights." They include
things like the right to education, the right to work, and the right to healthcare. These rights are more
about ensuring a decent standard of living and addressing social and economic inequalities.
3. Third Generation Rights: These are sometimes called "solidarity rights" or "group rights." They include
the right to a clean environment, the right to self-determination for nations, and the right to peace. These
rights often involve collective or community well-being and address global challenges.

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 The "first generation of rights,"
The "first generation of rights," often referred to as civil and political rights, serve as a protection mechanism for individuals against
potential abuses or excessive actions by the government or the state. These rights are designed to limit the power of the government
and ensure that individuals have certain fundamental freedoms and protections. Here are some examples of first-generation rights:
1. Freedom of Speech: The right to express one's opinions, ideas, and beliefs without censorship or government interference.
2. Right to Vote: The right to participate in the democratic process by casting a vote in elections to choose leaders and representatives.
3. Right to a Fair Trial: The right to a fair and impartial legal process, including legal representation, when accused of a crime.
4. Freedom of Religion: The right to practice one's religion or belief system without discrimination or coercion.
5. Right to Privacy: The right to personal privacy and protection against unwarranted government intrusion.
6. Freedom of Assembly: The right to peacefully gather with others and express collective opinions or concerns.
7. Right to Equality: The right to be treated equally under the law without discrimination based on factors like race, gender, or
nationality.

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 the "second generation of rights,"
• the "second generation of rights," which are also known as economic, social, and cultural rights. These rights emerged as a concept
after World War II and are primarily focused on addressing economic and social inequalities. Here's a breakdown of these second-
generation rights:
1. Right to Employment: This right ensures that individuals have the opportunity to work in fair and favorable conditions. It aims to
provide job opportunities for everyone.
2. Rights to Food, Housing, and Healthcare: These rights guarantee access to basic necessities like food, shelter (housing), and
healthcare services. They aim to improve living standards and ensure that people have a decent quality of life.
3. Social Security and Unemployment Benefits: Social security includes various programs that provide financial support to
individuals during times of need, such as unemployment benefits, disability benefits, and pensions.
These rights are sometimes referred to as "red" rights. They impose upon the government the duty to respect and promote and fulfill
them, but this depends on the availability of resources. The duty is imposed on the state because it controls its own resources. It's
important to note that second-generation rights are often considered indirect. For example, while individuals may not have a direct
"right to housing" or "right to education," governments are expected to create conditions and policies that make these basic necessities
accessible to all citizens.

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 Third generation of rights
• the "third generation of rights" or "green rights" represents a shift in the way we think about human rights, focusing on collective
rights and environmental sustainability. Here's a closer look at these rights:
1. Right to Identity, Land, and Resources: Indigenous populations often have a deep connection to their land, which is intertwined
with their cultural identity and way of life. The right to identity, land, and resources acknowledges the importance of preserving
indigenous cultures and traditions. It emphasizes that indigenous communities have the right to maintain and protect their ancestral
lands, territories, and resources. This includes safeguarding their land from encroachment, exploitation, and pollution.
2. Right to a Healthy Environment and Sustainability: The right to a healthy environment extends beyond individual well-being to
encompass the broader ecological health of our planet. It recognizes that everyone, including future generations, has a right to live
in an environment that is not only free from pollution and harm but also sustainable. This means using natural resources in a way
that ensures they are available for current and future generations, without depleting or damaging them.
3. Right to Development: The right to development is about ensuring that development efforts benefit all members of society,
including indigenous populations. It emphasizes that development should be inclusive and equitable, respecting cultural diversity
and the needs and aspirations of indigenous communities. It promotes a balanced approach to development that takes into account
social, economic, and environmental factors.
• These third-generation rights are particularly significant because they address the interconnectedness of human well-being, cultural
preservation, and environmental sustainability. They recognize that the actions of one generation can have profound effects on
future generations and the planet as a whole. These rights also underline the importance of respecting the knowledge and practices
of indigenous peoples, who often possess valuable insights into sustainable living and resource management. Overall, they represent
a growing global awareness of the need to protect our planet's ecosystems while respecting the rights and cultural heritage of
indigenous populations.

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 Summing up the UDHR
Human rights:
• concern every part of our lives
• belong to everybody in the world
• must not be arbitrarily taken away from people
• are all necessary for human beings to participate and flourish in society.

https://www.youtube.com/watch?v=d-UuB1lKzJ0&t=6s

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UNIVERSAL DECLARATION OF HUMAN RIGHTS
10 DECEMBER 1948
Consist of 30 articles
Article 1
• All human beings are born free and equal in dignity and rights. They
are endowed with reason and conscience and should act towards one
another in a spirit of brotherhood.
Article 2
• Everyone is entitled to all the rights and freedoms set forth in this
Declaration, without distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, national or social origin,
property, birth or other status. Furthermore, no distinction shall be
made on the basis of the political, jurisdictional or international status
of the country or territory to which a person belongs, whether it be
independent, trust, non-self-governing or under any other limitation
of sovereignty.
Article 3
• Everyone has the right to life, liberty and security of person.
Article 4
• No one shall be held in slavery or servitude; slavery and the slave
trade shall be prohibited in all their forms.
Article 5
• No one shall be subjected to torture or to cruel, inhuman or
degrading treatment or punishment.
Article 6
• Everyone has the right to recognition everywhere as a person before
the law.
Article 7
• All are equal before the law and are entitled without any
discrimination to equal protection of the law. All are entitled to equal
protection against any discrimination in violation of this Declaration
and against any incitement to such discrimination.
Article 8
• Everyone has the right to an effective remedy by the competent
national tribunals for acts violating the fundamental rights granted
him by the constitution or by law.
Article 9
• No one shall be subjected to arbitrary arrest, detention or exile.
Article 10
• Everyone is entitled in full equality to a fair and public hearing by an
independent and impartial tribunal, in the determination of his rights
and obligations and of any criminal charge against him.
Article 11
• (1) Everyone charged with a penal offence has the right to be
presumed innocent until proved guilty according to law in a public
trial at which he has had all the guarantees necessary for his defence.
• (2) No one shall be held guilty of any penal offence on account of any
act or omission which did not constitute a penal offence, under
national or international law, at the time when it was committed. Nor
shall a heavier penalty be imposed than the one that was applicable
at the time the penal offence was committed.
Article 12
• No one shall be subjected to arbitrary interference with his privacy,
family, home or correspondence, nor to attacks upon his honour and
reputation. Everyone has the right to the protection of the law against
such interference or attacks.
Article 13
• (1) Everyone has the right to freedom of movement and residence
within the borders of each state.
• (2) Everyone has the right to leave any country, including his own, and
to return to his country.
Article 14
• (1) Everyone has the right to seek and to enjoy in other countries
asylum from persecution.
• (2) This right may not be invoked in the case of prosecutions
genuinely arising from non-political crimes or from acts contrary to
the purposes and principles of the United Nations.
Article 15
• (1) Everyone has the right to a nationality.
• (2) No one shall be arbitrarily deprived of his nationality nor denied
the right to change his nationality.
Article 16
• (1) Men and women of full age, without any limitation due to race,
nationality or religion, have the right to marry and to found a family.
They are entitled to equal rights as to marriage, during marriage and
at its dissolution.
• (2) Marriage shall be entered into only with the free and full consent
of the intending spouses.
• (3) The family is the natural and fundamental group unit of society
and is entitled to protection by society and the State.
Article 17
• (1) Everyone has the right to own property alone as well as in
association with others.
• (2) No one shall be arbitrarily deprived of his property.
Article 18
• Everyone has the right to freedom of thought, conscience and
religion; this right includes freedom to change his religion or belief,
and freedom, either alone or in community with others and in public
or private, to manifest his religion or belief in teaching, practice,
worship and observance.
Article 19
• Everyone has the right to freedom of opinion and expression; this
right includes freedom to hold opinions without interference and to
seek, receive and impart information and ideas through any media
and regardless of frontiers.
Article 20.
• (1) Everyone has the right to freedom of peaceful assembly and
association.
• (2) No one may be compelled to belong to an association.
Article 21
• (1) Everyone has the right to take part in the government of his
country, directly or through freely chosen representatives.
• (2) Everyone has the right of equal access to public service in his
country.
• (3) The will of the people shall be the basis of the authority of
government; this will shall be expressed in periodic and genuine
elections which shall be by universal and equal suffrage and shall be
held by secret vote or by equivalent free voting procedures.
Article 22
• Everyone, as a member of society, has the right to social security and
is entitled to realization, through national effort and international co-
operation and in accordance with the organization and resources of
each State, of the economic, social and cultural rights indispensable
for his dignity and the free development of his personality.
Article 23
• (1) Everyone has the right to work, to free choice of employment, to
just and favourable conditions of work and to protection against
unemployment.
• (2) Everyone, without any discrimination, has the right to equal pay
for equal work.
• (3) Everyone who works has the right to just and favourable
remuneration ensuring for himself and his family an existence worthy
of human dignity, and supplemented, if necessary, by other means of
social protection.
• (4) Everyone has the right to form and to join trade unions for the
protection of his interests.
Article 24
• Everyone has the right to rest and leisure, including reasonable
limitation of working hours and periodic holidays with pay.
Article 25
• (1) Everyone has the right to a standard of living adequate for the
health and well-being of himself and of his family, including food,
clothing, housing and medical care and necessary social services, and
the right to security in the event of unemployment, sickness,
disability, widowhood, old age or other lack of livelihood in
circumstances beyond his control.
• (2) Motherhood and childhood are entitled to special care and
assistance. All children, whether born in or out of wedlock, shall enjoy
the same social protection.
Article 26
• (1) Everyone has the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory. Technical and professional
education shall be made generally available and higher education shall be equally accessible to all
on the basis of merit.
• (2) Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and shall
further the activities of the United Nations for the maintenance of peace.
• (3) Parents have a prior right to choose the kind of education that shall be given to their children.
Article 27
• (1) Everyone has the right freely to participate in the cultural life of
the community, to enjoy the arts and to share in scientific
advancement and its benefits.
• (2) Everyone has the right to the protection of the moral and material
interests resulting from any scientific, literary or artistic production of
which he is the author.
Article 28
• Everyone is entitled to a social and international order in which the
rights and freedoms set forth in this Declaration can be fully realized.
Article 29
• (1) Everyone has duties to the community in which alone the free and full
development of his personality is possible.
• (2) In the exercise of his rights and freedoms, everyone shall be subject only to
such limitations as are determined by law solely for the purpose of securing due
recognition and respect for the rights and freedoms of others and of meeting the
just requirements of morality, public order and the general welfare in a
democratic society.
• (3) These rights and freedoms may in no case be exercised contrary to the
purposes and principles of the United Nations.
Article 30
• Nothing in this Declaration may be interpreted as implying for any
State, group or person any right to engage in any activity or to
perform any act aimed at the destruction of any of the rights and
freedoms set forth herein.
 Exercise 2.1: Comparing lists
• Look at the list we made during Exercise 1.2 (Living a good life).
• Compare the list of what we identified as important for a good life with the list of rights in the
UDHR.
• What are the similarities?
• What are the differences?

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Topic 3: The relationship between different
rights

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 Exercise 3.1: How all human rights are linked - 1

• Choose one right from the UDHR that you feel is most important for living a good life.
• Imagine that this right is the only one that is guaranteed.
• Think about why this is the most important to you.
• Consider: What other rights would this person need to fully enjoy this one right?

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Exercise 3.1: How all human rights are linked - 2

Can you live “a good life” with only one or some human rights?

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 Exercise 3.1: How all human rights are linked - 3
• All rights are indivisible, interdependent and inter-related, whether they are civil, political,
economic, social or cultural rights.
• The enjoyment of one right is dependent on the possibility of being able to enjoy other rights.
• Similarly, the denial of one right adversely affects other rights.

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Topic 4: Examples of human rights violations

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 Presentation: Human rights violations
• Who violates human rights?
• Violations can be carried out by governments and officials, by organizations and corporations,
by service providers or by individuals.
• When do human rights violations occur?
• Violations occur when a person or group of people do not have all their human rights
respected by others.
• Any of the 30 rights in the UDHR are at risk of being violated and around the world.
• Can you name any historical events that constitute violations of human rights?

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Major historical violations of human rights

• The slave trade

• The Holocaust
• The oppression of Maori people
• The Apartheid in South Africa
• The Cambodian genocide
• The Rwandan genocide.

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 The Slave Trade (16th to 19th century)
• Trading ships sailed from Europe to the west coast of Africa to trade goods for captured people –
slaves - from African traders.
• When the European traders’ ships were full, they would cross the Atlantic to the Americas, where the
slaves were exchanged for rum, sugar or other luxury items.
• The slaves worked on plantations in the Americas, producing goods for consumption in Europe.
• The slaves were transported under horrific conditions and many died during the voyage.
• The slaves were kept as property and were regularly bought and sold. They were frequently victims of
violence and murder.
• Although slavery has been abolished, modern forms of slavery still exist today. Many people around
the world are subjected to forced labour. In addition, sex slavery, especially of young girls and women,
is still a reality in many parts of the world.
•

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 The Holocaust (1933-1945)
• The Holocaust was one of the main reasons why the UDHR was written.
• The Holocaust of the Second World War resulted in the murder of 6 million Jewish people in
Europe by the Nazi regime and its allies.
• Most of the murders took place in “concentration camps” set up in Nazi-occupied territories.
Other groups were also targeted and murdered, including people of different political
backgrounds or of specific ethnic, cultural, sexual and religious identities.
• The Nazi exterminations also involved the murder of some 250 000 to 275 000 people with
disabilities, including people with psychosocial and intellectual disabilities living in
institutions.

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 The oppression of Maori people (19th to 20th century)
• The arrival of white settlers in New Zealand led to the decline of the indigenous Maori
population.
• The colonial policy led to land deprivation and cultural assimilation. Deprived of their means of
survival, many Maori people were forced to move to urban areas.
• In 1881, government troops invaded the settlement of Parihaka which was a symbol of
peaceful resistance against land confiscation.
• Hundreds of men were sent to prison without trial while the village was destroyed and the
inhabitants dispersed.

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 The Apartheid in South Africa (1948-1991)
• Between 1948 and 1991 in South Africa the government enforced a collection of laws that resulted
in the segregation of black and other non-white South Africans from the white population.
Legislation classified inhabitants into four racial groups: “black", "white", "coloured” and "Indian".
• These laws forced non-white South Africans to live in different areas from white people, go to
different schools and use separate health-care facilities and other public services.
• The non-white population was not allowed to vote or to have political representation in
government. Non-white people were denied freedom of association and their right of citizenship.
• Some 80% of the land in the country was set aside for the white minority. Mixed marriages
between different racial groups were prohibited.
• During this period there was also violent repression of non-white South Africans, with hundreds of
people imprisoned or murdered.

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 The Cambodian genocide (1975-1979)
• Between 1975 and 1979 around three million people died at the hands of the Khmer Rouge
regime in Cambodia.
• The Khmer Rouge wanted to make everybody work on farms run by the state in order to
produce enough food to make Cambodia independent of outside aid.
• Children were separated from their parents and made to work in labour camps and adults were
forced to move to rural areas to work in farms.
• Many people died from starvation and forced labour at the farms. Opponents or suspected
opponents to the regime, intellectuals, ethnic minorities and religious people were
interrogated, tortured and killed.
• Numerous Buddhist temples were destroyed.

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 The Rwandan genocide (1994)
• In 1994, during the civil war, 20% of the Rwandan population died in a conflict between two
ethnic groups.
• Tutsis and moderate Hutus were tortured and killed on a massive scale by members of the
Hutu majority. The murders were perpetrated by officials as well as civilians encouraged by
racist propaganda.
• Women and girls were particularly targeted in the conflict as rape was systematically used
against them.
• Many Tutsi houses were also destroyed.
• The international community failed to intervene promptly in the Rwandan genocide.

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 Exercise 4.1: Scenarios on human rights violations
Consider the chosen scenario:

Using your copy of the UDHR, can you identify what human rights have been
violated in this case?

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Scenario 1: Mariko
Exercise 4.1: Scenarios on human rights violations - 1
Mariko is a biology student and a leader of the university student union. A year ago, she wrote an
article in the student newspaper calling for education reform and complaining about the
government’s inaction in this field. Two days later she was arrested by policemen on the campus.
She has been in prison since then. No reasons were stated for the arrest, she has not been able
to contact a lawyer and there is no date for a future court hearing.

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Scenario 2: Wei

Exercise 4.1: Scenarios on human rights violations - 2

Wei is a 50-year-old man who lives in a small and remote town. Both his kidneys have
significantly reduced in their functioning, and so he has to undergo dialysis three times a week.
The nearest health facility is 200 kilometres away from where he lives. The cost of the service,
medicines and the travel take a toll on his financial situation. Despite his health condition, his
employer does not allow him to take time off from work. If he takes a day off, he suffers a cut to
his salary.

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Scenario 3: Yonas

Exercise 4.1 – Scenarios on human rights violations - 3

Yonas is a famous singer and musician. He is also an activist close to the opposition party and has
on several occasions criticized the government in public. Recently, all his concerts have been
cancelled. His passport has been confiscated and he is no longer allowed to travel abroad for
personal or professional reasons.

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Scenario 4: Esma

Exercise 4.1: Scenarios on human rights violations - 4

Esma wants to marry a man of another religion and to adopt this man’s faith. As this is a
persecuted minority religious group in her country, she is abducted and forcibly married to
another man. He treats her like a servant and forces her to do things that she does not want to
do. She has no way of escaping this situation. Because of the national law of the country
regarding marriage, there are many things that she cannot do without his agreement, such as
finding another place to live or complaining to the police. Divorce is also prohibited.

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Scenario 5: David
Exercise 4.1: Scenarios on human rights violations - 5
David is a human rights defender and is trying to create a human rights advocacy NGO in his
country. Two months ago, he was arrested and sentenced to the death penalty for treason
because he criticized the government. Since being put in prison, he has been repeatedly
humiliated and tortured. The letters he receives in prison are opened by prison officials before
they are transmitted to him and in some cases they are even confiscated.

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Scenario 6: Adsila

Exercise 4.1: Scenarios on human rights violations - 6

Adsila is a young woman with a cognitive disability. She was wandering on the street making fast-
paced and repeated bodily movements which led the police to approach her. When she failed to
respond to questioning, she was arrested, which she actively resisted.
She was later transferred to a psychiatric hospital where she was forced to take high doses of
psychotropic drugs which made here extremely unwell. She was bullied and attacked by a
member of the staff and several male patients. She has no way to challenge her detention.

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Scenario 7: Jaya
Exercise 4.1: Scenarios on human rights violations - 7
Jaya is a 24-year-old woman, who is pregnant. On a visit to the health centre, the doctor informs
her that she is HIV-positive. Hearing this news, her husband calls her a “prostitute” and tells her
to leave the house without her possessions.
The law of her country does not allow Jaya to fight her husband in court to get her belongings
back. No one comes forward to help her or provide shelter to her, because of the fear of “being
infected”. Jaya does not have access to social support even though she is destitute.

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Scenario 8: Ramon
Exercise 4.1: Scenarios on human rights violations - 8
Ramon is a 25-year-old man who comes from an impoverished family. He was taken out of school
by his parents at a very young age so that he could earn a living by washing cups and dishes in a
roadside tea shop. When he was 20, he started his own tea stall and started earning well.
However, he became increasingly distressed and started to hear threatening voices.
Subsequently, Ramon was diagnosed with schizophrenia. No mental health services were
available near Ramon’s home town, so his parents felt they had no choice but to admit him
against his will into a State mental hospital in the capital, which was free of charge.
At the state hospital, Ramon is regularly beaten, made to wear a uniform and to live in a closed
ward in unhygienic conditions. After nearly a year he is finally discharged. He applies for a job as
an errand boy in a local government office and is selected for the position. However, when the
office head hears about his mental health diagnosis, he dismisses Ramon.

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