Hva er et godt menneske ifølge FNs barnekonvensjon? Hadi Strømmen Lile.

Presentasjon om: "Hva er et godt menneske ifølge FNs barnekonvensjon? Hadi Strømmen Lile."— Utskrift av presentasjonen:

1 Hva er et godt menneske ifølge FNs barnekonvensjon? Hadi Strømmen Lile

2 Hva er et godt samfunn? “Any stance we take is based on some conception of what is good for human beings. This conception will tacitly presuppose a certain belief as to the constitution of human nature.” – Noam Chomsky

3 Det tredje riket

4 FNs verdenserklæring, artikkel 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.

5 Hvordan bli et godt menneske?

6 Nazi-skolene

7 UDHR artikkel 26 (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.

8 BK artikkel 29 (1) States Parties agree that the education of the child shall be directed to: (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential; (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; (c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; (e) The development of respect for the natural environment.

9 Education of the child shall be directed to: (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;

10 Education of the child shall be directed to: (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;

11 Education of the child shall be directed to: (c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;

12 Education of the child shall be directed to: (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;

13 Opplæringslova § 1-1 Opplæringa skal byggje på grunnleggjande verdiar i kristen og humanistisk arv og tradisjon, slik som respekt for menneskeverdet og naturen, på åndsfridom, nestekjærleik, tilgjeving, likeverd og solidaritet, verdiar som òg kjem til uttrykk i ulike religionar og livssyn og som er forankra i menneskerettane.

14 Grunnloven § 109 Opplæringen skal ivareta den enkeltes evner og behov og fremme respekt for demokratiet, rettsstaten og menneskerettighetene.

15 Katarina Tomaševski The words of caution about educational programs merit repeating: “Forcing a prejudiced person to read or hear exhortations on tolerance may only increase his prejudice. Overenthusiastic appraisals of the contributions of a minority may create a reaction of distaste for members of that minority; and programs improperly presented, even with the best intentions, may create an awareness of group difference that did not previously exist.”

16 Lære om…

17 Nasjonal plan The Committee calls upon States parties to develop a comprehensive national plan of action to promote and monitor realization of the objectives listed in article 29 (1). If such a plan is drawn up in the larger context of a national action plan […] the Government must ensure that it nonetheless addresses all of the issues dealt with in article 29 (1). (General Comment nr.1, avsnitt 23)

18 Læreplanene og lærebøker The effective promotion of article 29 (1) requires the fundamental reworking of curricula to include the various aims of education (Ibid, avsnitt 18)

19 Lærerutdanningen The relevant values cannot be effectively integrated into, and thus be rendered consistent with, a broader curriculum unless those who are expected to transmit, promote, teach and, as far as possible, exemplify the values have themselves been convinced of their importance. Pre-service and in-service training schemes which promote the principles reflected in article 29 (1) are thus essential for teachers, educational administrators and others involved in child education

20 Regjeringen

21 Kartlegging etter UPR i 2009 “Menneskerettighetsperspektivet og demokratiforståelse er integrert i læreplanverket både i Generell del, prinsipper for opplæring og i læreplaner for fag.”

22 Hvor lenge varte fornorskingspolitikken?» (Mer enn 100 år, 50 år, 30 år eller 20 år)  11 % svarte riktig «mer enn 100 år». Men 15% svarte «mer enn 50 år».  60 % (480 elever) svarte «vet ikke».  5,1 prosent svarte riktig i Finnmark-B, en av de kommunene som har vært hardest rammet av fornorskingspolitikken.

23 «Synes du samene stiller for store krav/ burde samene slutte å syte?»  52 % av elevene i Finnmark-B svarte at samene er «nokså kravstore/ sytete» eller «veldig kravstore/ sytete». 29 % svarte «veldig».  50 % av lærerne i Finnmark-B svarte «nokså kravstore/ sytete».  18,5 % av lærerne i Oslo svarte «nokså kravstore/ sytete».

24 Holdninger Noen mindre forståelsesfulle utsagn:  1. Jeg avskyr samer på det sterkeste (hat) snakker kråkespråk.  2. Hat. Jeg avskyr samer pga. liten hjerne kråke språk.  3. De skremmer barna sine!  4. Dem er fæl i oppførsel og hele pakka.  5. De er stygge, korte, skitne og lukter dårlig stygg kofte.  6. Samer er forferdelige.  7. Dem er fæle.  8. Nå må de slutte! Hadde det vært opp til meg skulle de fått et 50 meter høyt høyspentgjerde, så de kan holde seg der. De kunne også fått en masse sprit!  9. Trur ikke de har det like bra, men de er alt for store i kjeften (munnen), så de fortjener det!  10. Ja, samene burde ikke ha noen rettigheter. De skal ha et 10 meter høyt gjerde

25 «I still believe in a world order based on the rule of law!»