PART 6 of 6 - Appendices

8/8/2019 PART 6 of 6 - Appendices

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Appendices

1.UniversalDeclarationofHumanRightsPreambleWhereasrecognitionoftheinherentdignityandof

theequalandinalienablerightsofallmembersof

thehumanfamilyisthefoundationoffreedom,

justiceandpeaceintheworld,

Whereasdisregardandcontemptforhuman

rightshaveresultedinbarbarousactswhichhave

outragedtheconscienceofmankind,andthe

adventofaworldinwhichhumanbeingsshall

enjoyfreedomofspeechandbeliefandfreedom

fromfearandwanthasbeenproclaimedasthe

highestaspirationofthecommonpeople,

Whereasitisessential,ifmanisnottobecompelledtohaverecourse,asalastresort,to

rebellionagainsttyrannyandoppression,that

humanrightsshouldbeprotectedbytheruleof

law,

Whereasitisessentialtopromotethedevelopmentoffriendlyrelationsbetween

nations,

WhereasthepeoplesoftheUnitedNationshaveintheCharterreaffirmedtheirfaithinfundamental

humanrights,inthedignityandworthofthe

humanpersonandintheequalrightsofmenandwomenandhavedeterminedtopromotesocial

progressandbetterstandardsoflifeinlarger

freedom,

WhereasMemberStateshavepledgedthemselvestoachieve,incooperationwiththeUnitedNations,

thepromotionofuniversalrespectforand

observanceofhumanrightsandfundamental

freedoms,Whereasacommonunderstandingoftheserightsandfreedomsisofthegreatestimportanceforthe

fullrealizationofthispledge,

Now,therefore,

TheGeneralAssembly

proclaims

ThisUniversalDeclarationofHumanRights

asacommonstandardofachievementforall

peoplesandallnations,totheendthatevery

individualandeveryorganofsociety,keepingthis

Declarationconstantlyinmind,shallstriveby

teachingandeducationtopromoterespectfor

theserightsandfreedomsandbyprogressive

measures,nationalandinternational,tosecure

theiruniversalandeffectiverecognitionand

observance,bothamongthepeoplesofMember

Statesthemselvesandamongthepeoplesofterritoriesundertheirjurisdiction.

Article1Allhumanbeingsarebornfreeandequalin

dignityandrights.Theyareendowedwithreason

andconscienceandshouldacttowardsone

anotherinaspiritofbrotherhood.

Article2Everyoneisentitledtoalltherightsandfreedoms

setforthinthisDeclaration,withoutdistinctionof

anykind,suchasrace,colour,sex,language,

religion,politicalorotheropinion,nationalorsocialorigin,property,birthorotherstatus.

Furthermore,nodistinctionshallbemadeonthe

basisofthepolitical,jurisdictionalorinternational

statusofthecountryorterritorytowhicha

personbelongs,whetheritbeindependent,trust,

non-self-governingorunderanyotherlimitation

ofsovereignty.

Article3Everyonehastherighttolife,libertyandsecurity

ofperson.

Article4Nooneshallbeheldinslaveryorservitude;

slaveryandtheslavetradeshallbeprohibitedin

alltheirforms.

Article5Nooneshallbesubjectedtotortureortocruel,

inhumanordegradingtreatmentorpunishment.


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Article6Everyonehastherighttorecognitioneverywhere

asapersonbeforethelaw.

Article7Allareequalbeforethelawandareentitled

withoutanydiscriminationtoequalprotectionofthelaw.Allareentitledtoequalprotectionagainst

anydiscriminationinviolationofthisDeclaration

andagainstanyincitementtosuchdiscrimination.

Article8Everyonehastherighttoaneffectiveremedyby

thecompetentnationaltribunalsforactsviolating

thefundamentalrightsgrantedhimbythe

constitutionorbylaw.

Article9Nooneshallbesubjectedtoarbitraryarrest,

detentionorexile.

Article10Everyoneisentitledinfullequalitytoafairand

publichearingbyanindependentandimpartial

tribunal,inthedeterminationofhisrightsand

obligationsandofanycriminalchargeagainst

him.

Article11(1)Everyonechargedwithapenaloffencehasthe

righttobepresumedinnocentuntilprovedguilty

accordingtolawinapublictrialatwhichhehas

hadalltheguaranteesnecessaryforhisdefence.

(2)Nooneshallbeheldguiltyofanypenaloffence

onaccountofanyactoromissionwhichdidnot

constituteapenaloffence,undernationalor

internationallaw,atthetimewhenitwas

committed.Norshallaheavierpenaltybe

imposedthantheonethatwasapplicableatthe

timethepenaloffencewascommitted.

Article12Nooneshallbesubjectedtoarbitraryinterference

withhisprivacy,family,homeorcorrespondence,

nortoattacksuponhishonourandreputation.

Everyonehastherighttotheprotectionofthelaw

againstsuchinterferenceorattacks.

Article13(1)Everyonehastherighttofreedomof

movementandresidencewithinthebordersof

eachState.

(2)Everyonehastherighttoleaveanycountry,

includinghisown,andtoreturntohiscountry.

Article14(1)Everyonehastherighttoseekandtoenjoyin

othercountriesasylumfrompersecution.

(2)Thisrightmaynotbeinvokedinthecaseof

prosecutionsgenuinelyarisingfromnon-political

crimesorfromactscontrarytothepurposesand

principlesoftheUnitedNations.

Article15(1)Everyonehastherighttoanationality.

(2)Nooneshallbearbitrarilydeprivedofhis

nationalitynordeniedtherighttochangehis

nationality.

Article16(1)Menandwomenoffullage,withoutany

limitationduetorace,nationalityorreligion,have

therighttomarryandtofoundafamily.Theyare

entitledtoequalrightsastomarriage,during

marriageandatitsdissolution.(2)Marriageshallbeenteredintoonlywiththe

freeandfullconsentoftheintendingspouses.

(3)Thefamilyisthenaturalandfundamental

groupunitofsocietyandisentitledtoprotection

bysocietyandtheState.

Article17(1)Everyonehastherighttoownpropertyalone

aswellasinassociationwithothers.

(2)Nooneshallbearbitrarilydeprivedofhis

property.

Article18Everyonehastherighttofreedomofthought,

conscienceandreligion;thisrightincludes

freedomtochangehisreligionorbelief,and

freedom,eitheraloneorincommunitywithothers

andinpublicorprivate,tomanifesthisreligionor

beliefinteaching,practice,worshipand

observance.

Article19Everyonehastherighttofreedomofopinionand

expression;thisrightincludesfreedomtohold

opinionswithoutinterferenceandtoseek,receive

andimpartinformationandideasthroughanymediaandregardlessoffrontiers.

Article20(1)Everyonehastherighttofreedomofpeaceful

assemblyandassociation.

(2)Noonemaybecompelledtobelongtoan

association.


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Article21(1)Everyonehastherighttotakepartinthe

governmentofhiscountry,directlyorthrough

freelychosenrepresentatives.

(2)Everyonehastherighttoequalaccessto

publicserviceinhiscountry.

(3)Thewillofthepeopleshallbethebasisoftheauthorityofgovernment;thiswillshallbe

expressedinperiodicandgenuineelectionswhich

shallbebyuniversalandequalsuffrageandshall

beheldbysecretvoteorbyequivalentfreevoting

procedures.

Article22Everyone,asamemberofsociety,hastherightto

socialsecurityandisentitledtorealization,

throughnationaleffortandinternationalco-

operationandinaccordancewiththeorganizationandresourcesofeachState,oftheeconomic,

socialandculturalrightsindispensableforhisdignityandthefreedevelopmentofhis

personality.

Article23(1)Everyonehastherighttowork,tofreechoice

ofemployment,tojustandfavourableconditions

ofworkandtoprotectionagainstunemployment.

(2)Everyone,withoutanydiscrimination,hasthe

righttoequalpayforequalwork.

(3)Everyonewhoworkshastherighttojustand

favourableremunerationensuringforhimselfandhisfamilyanexistenceworthyofhumandignity,

andsupplemented,ifnecessary,byothermeansofsocialprotection.

(4)Everyonehastherighttoformandtojoin

tradeunionsfortheprotectionofhisinterests.

Article24Everyonehastherighttorestandleisure,

includingreasonablelimitationofworkinghours

andperiodicholidayswithpay.

Article25(1)Everyonehastherighttoastandardofliving

adequateforthehealthandwell-beingofhimself

andofhisfamily,includingfood,clothing,housingandmedicalcareandnecessarysocialservices,

andtherighttosecurityintheeventof

unemployment,sickness,disability,widowhood,

oldageorotherlackoflivelihoodin

circumstancesbeyondhiscontrol.

(2)Motherhoodandchildhoodareentitledto

specialcareandassistance.Allchildren,whether

borninoroutofwedlock,shallenjoythesame

socialprotection.

Article26(1)Everyonehastherighttoeducation.Education

shallbefree,atleastintheelementaryand

fundamentalstages.Elementaryeducationshallbecompulsory.Technicalandprofessional

educationshallbemadegenerallyavailableand

highereducationshallbeequallyaccessibletoall

onthebasisofmerit.

(2)Educationshallbedirectedtothefull

developmentofthehumanpersonalityandtothe

strengtheningofrespectforhumanrightsand

fundamentalfreedoms.Itshallpromote

understanding,toleranceandfriendshipamongall

nations,racialorreligiousgroups,andshall

furthertheactivitiesoftheUnitedNationsforthe

maintenanceofpeace.

(3)Parentshaveapriorrighttochoosethekindofeducationthatshallbegiventotheirchildren.

Article27(1)Everyonehastherightfreelytoparticipatein

theculturallifeofthecommunity,toenjoythearts

andtoshareinscientificadvancementandits

benefits.

(2)Everyonehastherighttotheprotectionofthe

moralandmaterialinterestsresultingfromany

scientific,literaryorartisticproductionofwhich

heistheauthor.

Article28Everyoneisentitledtoasocialandinternational

orderinwhichtherightsandfreedomssetforthin

thisDeclarationcanbefullyrealized.

Article29(1)Everyonehasdutiestothecommunityin

whichalonethefreeandfulldevelopmentofhis

personalityispossible.

(2)Intheexerciseofhisrightsandfreedoms,

everyoneshallbesubjectonlytosuchlimitations

asaredeterminedbylawsolelyforthepurposeof

securingduerecognitionandrespectfortherights

andfreedomsofothersandofmeetingthejustrequirementsofmorality,publicorderandthe

generalwelfareinademocraticsociety.

(3)Theserightsandfreedomsmayinnocasebe

exercisedcontrarytothepurposesandprinciples

oftheUnitedNations.


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Article30NothinginthisDeclarationmaybeinterpretedas

implyingforanyState,grouporpersonanyright

toengageinanyactivityortoperformanyact

aimedatthedestructionofanyoftherightsand

freedomssetforthherein.

G.A.res.217A(III),U.N.DocA/810at71(1948)AdoptedonDecember10,1948bytheGeneral

AssemblyoftheUnitedNations(withoutdissent)

Availableat:

http://www.udhr.org/UDHR/default.htm


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2.ConventionontheRightsoftheChild

ConventionontheRightsoftheChild

Adoptedandopenedforsignature,ratificationandaccessionbyGeneralAssemblyresolution44/25of20

November1989

Entryintoforce2September1990,inaccordancewitharticle49

PreambleTheStatesPartiestothepresentConvention,

Consideringthat,inaccordancewiththe

principlesproclaimedintheCharteroftheUnited

Nations,recognitionoftheinherentdignityandof

theequalandinalienablerightsofallmembersofthehumanfamilyisthefoundationoffreedom,

justiceandpeaceintheworld,

BearinginmindthatthepeoplesoftheUnited

Nationshave,intheCharter,reaffirmedtheirfaith

infundamentalhumanrightsandinthedignity

andworthofthehumanperson,andhave

determinedtopromotesocialprogressandbetter

standardsoflifeinlargerfreedom,

RecognizingthattheUnitedNationshas,inthe

UniversalDeclarationofHumanRightsandinthe

InternationalCovenantsonHumanRights,proclaimedandagreedthateveryoneisentitledto

alltherightsandfreedomssetforththerein,

withoutdistinctionofanykind,suchasrace,

colour,sex,language,religion,politicalorother

opinion,nationalorsocialorigin,property,birth

orotherstatus,

Recallingthat,intheUniversalDeclarationof

HumanRights,theUnitedNationshasproclaimed

thatchildhoodisentitledtospecialcareand

assistance,

Convincedthatthefamily,asthefundamentalgroupofsocietyandthenaturalenvironmentfor

thegrowthandwell-beingofallitsmembersand

particularlychildren,shouldbeaffordedthe

necessaryprotectionandassistancesothatitcan

fullyassumeitsresponsibilitieswithinthe

community,

Recognizingthatthechild,forthefulland

harmoniousdevelopmentofhisorher

personality,shouldgrowupinafamily

environment,inanatmosphereofhappiness,love

andunderstanding,

Consideringthatthechildshouldbefully

preparedtoliveanindividuallifeinsociety,andbroughtupinthespiritoftheidealsproclaimedin

theCharteroftheUnitedNations,andin

particularinthespiritofpeace,dignity,tolerance,

freedom,equalityandsolidarity,

Bearinginmindthattheneedtoextendparticular

caretothechildhasbeenstatedintheGeneva

DeclarationoftheRightsoftheChildof1924and

intheDeclarationoftheRightsoftheChild

adoptedbytheGeneralAssemblyon20

November1959andrecognizedintheUniversal

DeclarationofHumanRights,intheInternational

CovenantonCivilandPoliticalRights(inparticularinarticles23and24),inthe

InternationalCovenantonEconomic,Socialand

CulturalRights(inparticularinarticle10)andin

thestatutesandrelevantinstrumentsof

specializedagenciesandinternational

organizationsconcernedwiththewelfareof

children,

Bearinginmindthat,asindicatedinthe

DeclarationoftheRightsoftheChild,"thechild,

byreasonofhisphysicalandmentalimmaturity,

needsspecialsafeguardsandcare,including

appropriatelegalprotection,beforeaswellasafterbirth",

RecallingtheprovisionsoftheDeclarationon

SocialandLegalPrinciplesrelatingtothe

ProtectionandWelfareofChildren,withSpecial

ReferencetoFosterPlacementandAdoption

NationallyandInternationally;theUnitedNations

StandardMinimumRulesfortheAdministration


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ofJuvenileJustice(TheBeijingRules);andthe

DeclarationontheProtectionofWomenandChildreninEmergencyandArmedConflict,

Recognizingthat,inallcountriesintheworld,

therearechildrenlivinginexceptionallydifficultconditions,andthatsuchchildrenneedspecial

consideration,

Takingdueaccountoftheimportanceofthe

traditionsandculturalvaluesofeachpeoplefor

theprotectionandharmoniousdevelopmentof

thechild,Recognizingtheimportanceof

internationalco-operationforimprovingthe

livingconditionsofchildrenineverycountry,in

particularinthedevelopingcountries,

Haveagreedasfollows:

PartI

Article1ForthepurposesofthepresentConvention,a

childmeanseveryhumanbeingbelowtheageof

eighteenyearsunlessunderthelawapplicableto

thechild,majorityisattainedearlier.

Article21.StatesPartiesshallrespectandensurethe

rightssetforthinthepresentConventiontoeach

childwithintheirjurisdictionwithout

discriminationofanykind,irrespectiveofthe

child'sorhisorherparent'sorlegalguardian's

race,colour,sex,language,religion,politicalorotheropinion,national,ethnicorsocialorigin,

property,disability,birthorotherstatus.

2.StatesPartiesshalltakeallappropriate

measurestoensurethatthechildisprotected

againstallformsofdiscriminationorpunishment

onthebasisofthestatus,activities,expressed

opinions,orbeliefsofthechild'sparents,legal

guardians,orfamilymembers.

Article31.Inallactionsconcerningchildren,whether

undertakenbypublicorprivatesocialwelfareinstitutions,courtsoflaw,administrative

authoritiesorlegislativebodies,thebestinterests

ofthechildshallbeaprimaryconsideration.

2.StatesPartiesundertaketoensurethechild

suchprotectionandcareasisnecessaryforhisor

herwell-being,takingintoaccounttherightsand

dutiesofhisorherparents,legalguardians,or

otherindividualslegallyresponsibleforhimorher,and,tothisend,shalltakeallappropriate

legislativeandadministrativemeasures.3.StatesPartiesshallensurethattheinstitutions,

servicesandfacilitiesresponsibleforthecareor

protectionofchildrenshallconformwiththestandardsestablishedbycompetentauthorities,

particularlyintheareasofsafety,health,inthe

numberandsuitabilityoftheirstaff,aswellas

competentsupervision.

Article4StatesPartiesshallundertakeallappropriate

legislative,administrative,andothermeasuresfor

theimplementationoftherightsrecognizedinthe

presentConvention.Withregardtoeconomic,

socialandculturalrights,StatesPartiesshall

undertakesuchmeasurestothemaximumextent

oftheiravailableresourcesand,whereneeded,withintheframeworkofinternationalco-

operation.

Article5StatesPartiesshallrespecttheresponsibilities,

rightsanddutiesofparentsor,whereapplicable,

themembersoftheextendedfamilyor

communityasprovidedforbylocalcustom,legal

guardiansorotherpersonslegallyresponsiblefor

thechild,toprovide,inamannerconsistentwith

theevolvingcapacitiesofthechild,appropriate

directionandguidanceintheexercisebythechild

oftherightsrecognizedinthepresentConvention.

Article61.StatesPartiesrecognizethateverychildhasthe

inherentrighttolife.

2.StatesPartiesshallensuretothemaximum

extentpossiblethesurvivalanddevelopmentof

thechild.

Article71.Thechildshallberegisteredimmediatelyafter

birthandshallhavetherightfrombirthtoaname,

therighttoacquireanationalityand.asfaraspossible,therighttoknowandbecaredforbyhis

orherparents.

2.StatesPartiesshallensuretheimplementation

oftheserightsinaccordancewiththeirnational

lawandtheirobligationsundertherelevant

internationalinstrumentsinthisfield,in


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particularwherethechildwouldotherwisebe

stateless.

Article81.StatesPartiesundertaketorespecttherightof

thechildtopreservehisorheridentity,including

nationality,nameandfamilyrelationsasrecognizedbylawwithoutunlawfulinterference.

2.Whereachildisillegallydeprivedofsomeorall

oftheelementsofhisorheridentity,States

Partiesshallprovideappropriateassistanceand

protection,withaviewtore-establishingspeedily

hisorheridentity.

Article91.StatesPartiesshallensurethatachildshallnotbeseparatedfromhisorherparentsagainsttheir

will,exceptwhencompetentauthoritiessubjectto

judicialreviewdetermine,inaccordancewithapplicablelawandprocedures,thatsuch

separationisnecessaryforthebestinterestsof

thechild.Suchdeterminationmaybenecessaryin

aparticularcasesuchasoneinvolvingabuseor

neglectofthechildbytheparents,oronewhere

theparentsarelivingseparatelyandadecision

mustbemadeastothechild'splaceofresidence.

2.Inanyproceedingspursuanttoparagraph1of

thepresentarticle,allinterestedpartiesshallbe

givenanopportunitytoparticipateinthe

proceedingsandmaketheirviewsknown.

3.StatesPartiesshallrespecttherightofthechild

whoisseparatedfromoneorbothparentsto

maintainpersonalrelationsanddirectcontact

withbothparentsonaregularbasis,exceptifitis

contrarytothechild'sbestinterests.

4.Wheresuchseparationresultsfromanyaction

initiatedbyaStateParty,suchasthedetention,

imprisonment,exile,deportationordeath

(includingdeatharisingfromanycausewhilethe

personisinthecustodyoftheState)ofoneor

bothparentsorofthechild,thatStatePartyshall,

uponrequest,providetheparents,thechildor,ifappropriate,anothermemberofthefamilywith

theessentialinformationconcerningthe

whereaboutsoftheabsentmember(s)ofthe

familyunlesstheprovisionoftheinformationwouldbedetrimentaltothewell-beingofthe

child.StatesPartiesshallfurtherensurethatthe

submissionofsucharequestshallofitselfentail

noadverseconsequencesfortheperson(s)concerned.

Article101.InaccordancewiththeobligationofStates

Partiesunderarticle9,paragraph1,applications

byachildorhisorherparentstoenterorleavea

StatePartyforthepurposeoffamilyreunification

shallbedealtwithbyStatesPartiesinapositive,

humaneandexpeditiousmanner.StatesPartiesshallfurtherensurethatthesubmissionofsucha

requestshallentailnoadverseconsequencesfor

theapplicantsandforthemembersoftheirfamily.

2.AchildwhoseparentsresideindifferentStatesshallhavetherighttomaintainonaregularbasis,

saveinexceptionalcircumstancespersonal

relationsanddirectcontactswithbothparents.

Towardsthatendandinaccordancewiththe

obligationofStatesPartiesunderarticle9,

paragraph1,StatesPartiesshallrespecttheright

ofthechildandhisorherparentstoleaveany

country,includingtheirown,andtoentertheirowncountry.Therighttoleaveanycountryshall

besubjectonlytosuchrestrictionsasare

prescribedbylawandwhicharenecessaryto

protectthenationalsecurity,publicorder(ordre

public),publichealthormoralsortherightsand

freedomsofothersandareconsistentwiththe

otherrightsrecognizedinthepresentConvention.

Article111.StatesPartiesshalltakemeasurestocombatthe

illicittransferandnon-returnofchildrenabroad.

2.Tothisend,StatesPartiesshallpromotetheconclusionofbilateralormultilateralagreements

oraccessiontoexistingagreements.

Article121.StatesPartiesshallassuretothechildwhois

capableofforminghisorherownviewstheright

toexpressthoseviewsfreelyinallmatters

affectingthechild,theviewsofthechildbeing

givendueweightinaccordancewiththeageand

maturityofthechild.

2.Forthispurpose,thechildshallinparticularbe

providedtheopportunitytobeheardinanyjudicialandadministrativeproceedingsaffecting

thechild,eitherdirectly,orthrougha

representativeoranappropriatebody,inamannerconsistentwiththeproceduralrulesof

nationallaw.


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Article131.Thechildshallhavetherighttofreedomof

expression;thisrightshallincludefreedomto

seek,receiveandimpartinformationandideasof

allkinds,regardlessoffrontiers,eitherorally,in

writingorinprint,intheformofart,orthrough

anyothermediaofthechild'schoice.

2.Theexerciseofthisrightmaybesubjectto

certainrestrictions,buttheseshallonlybesuchas

areprovidedbylawandarenecessary:

(a)Forrespectoftherightsorreputationsofothers;or

(b)Fortheprotectionofnationalsecurityorof

publicorder(ordrepublic),orofpublichealthor

morals.

Article141.StatesPartiesshallrespecttherightofthechild

tofreedomofthought,conscienceandreligion.

2.StatesPartiesshallrespecttherightsandduties

oftheparentsand,whenapplicable,legal

guardians,toprovidedirectiontothechildinthe

exerciseofhisorherrightinamannerconsistent

withtheevolvingcapacitiesofthechild.

3.Freedomtomanifestone'sreligionorbeliefs

maybesubjectonlytosuchlimitationsasare

prescribedbylawandarenecessarytoprotect

publicsafety,order,healthormorals,orthe

fundamentalrightsandfreedomsofothers.

Article151.StatesPartiesrecognizetherightsofthechildto

freedomofassociationandtofreedomofpeaceful

assembly.

2.Norestrictionsmaybeplacedontheexerciseof

theserightsotherthanthoseimposedin

conformitywiththelawandwhicharenecessary

inademocraticsocietyintheinterestsofnational

securityorpublicsafety,publicorder(ordre

public),theprotectionofpublichealthormorals

ortheprotectionoftherightsandfreedomsof

others.

Article161.Nochildshallbesubjectedtoarbitraryor

unlawfulinterferencewithhisorherprivacy,

family,orcorrespondence,nortounlawfulattacks

onhisorherhonourandreputation.

2.Thechildhastherighttotheprotectionofthe

lawagainstsuchinterferenceorattacks.

Article17StatesPartiesrecognizetheimportantfunction

performedbythemassmediaandshallensure

thatthechildhasaccesstoinformationand

materialfromadiversityofnationaland

internationalsources,especiallythoseaimedat

thepromotionofhisorhersocial,spiritualandmoralwell-beingandphysicalandmentalhealth.

Tothisend,StatesPartiesshall:

(a)Encouragethemassmediatodisseminate

informationandmaterialofsocialandcultural

benefittothechildandinaccordancewiththespiritofarticle29;

(b)Encourageinternationalco-operationinthe

production,exchangeanddisseminationofsuch

informationandmaterialfromadiversityof

cultural,nationalandinternationalsources;

(c)Encouragetheproductionanddissemination

ofchildren'sbooks;

(d)Encouragethemassmediatohaveparticularregardtothelinguisticneedsofthechildwho

belongstoaminoritygrouporwhoisindigenous;

(e)Encouragethedevelopmentofappropriate

guidelinesfortheprotectionofthechildfrom

informationandmaterialinjurioustohisorher

well-being,bearinginmindtheprovisionsof

articles13and18.

Article181.StatesPartiesshallusetheirbesteffortsto

ensurerecognitionoftheprinciplethatboth

parentshavecommonresponsibilitiesforthe

upbringinganddevelopmentofthechild.Parentsor,asthecasemaybe,legalguardians,havethe

primaryresponsibilityfortheupbringingand

developmentofthechild.Thebestinterestsofthe

childwillbetheirbasicconcern.

2.Forthepurposeofguaranteeingandpromoting

therightssetforthinthepresentConvention,

StatesPartiesshallrenderappropriateassistance

toparentsandlegalguardiansintheperformance

oftheirchild-rearingresponsibilitiesandshall

ensurethedevelopmentofinstitutions,facilities

andservicesforthecareofchildren.


measurestoensurethatchildrenofworking

parentshavetherighttobenefitfromchild-care

servicesandfacilitiesforwhichtheyareeligible.

Article191.StatesPartiesshalltakeallappropriate

legislative,administrative,socialandeducational


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measurestoprotectthechildfromallformsof

physicalormentalviolence,injuryorabuse,

neglectornegligenttreatment,maltreatmentor

exploitation,includingsexualabuse,whileinthe

careofparent(s),legalguardian(s)oranyother

personwhohasthecareofthechild.

2.Suchprotectivemeasuresshould,as

appropriate,includeeffectiveproceduresforthe

establishmentofsocialprogrammestoprovide

necessarysupportforthechildandforthosewho

havethecareofthechild,aswellasforother

formsofpreventionandforidentification,

reporting,referral,investigation,treatmentand

follow-upofinstancesofchildmaltreatment

describedheretofore,and,asappropriate,for

judicialinvolvement.

Article20

1.Achildtemporarilyorpermanentlydeprivedofhisorherfamilyenvironment,orinwhoseown

bestinterestscannotbeallowedtoremaininthat

environment,shallbeentitledtospecial

protectionandassistanceprovidedbytheState.

2.StatesPartiesshallinaccordancewiththeir

nationallawsensurealternativecareforsucha

child.

3.Suchcarecouldinclude,interalia,foster

placement,kafalahofIslamiclaw,adoptionorif

necessaryplacementinsuitableinstitutionsfor

thecareofchildren.Whenconsideringsolutions,dueregardshallbepaidtothedesirabilityof

continuityinachild'supbringingandtothechild's

ethnic,religious,culturalandlinguistic

background.

Article21StatesPartiesthatrecognizeand/orpermitthe

systemofadoptionshallensurethatthebest

interestsofthechildshallbetheparamount

considerationandtheyshall:

(a)Ensurethattheadoptionofachildis

authorizedonlybycompetentauthoritieswho

determine,inaccordancewithapplicablelawandproceduresandonthebasisofallpertinentand

reliableinformation,thattheadoptionis

permissibleinviewofthechild'sstatus

concerningparents,relativesandlegalguardiansandthat,ifrequired,thepersonsconcernedhave

giventheirinformedconsenttotheadoptionon

thebasisofsuchcounsellingasmaybenecessary;

(b)Recognizethatinter-countryadoptionmaybe

consideredasanalternativemeansofchild'scare,

ifthechildcannotbeplacedinafosteroran

adoptivefamilyorcannotinanysuitablemanner

becaredforinthechild'scountryoforigin;

(c)Ensurethatthechildconcernedbyinter-

countryadoptionenjoyssafeguardsandstandards

equivalenttothoseexistinginthecaseofnational

adoption;(d)Takeallappropriatemeasurestoensurethat,

ininter-countryadoption,theplacementdoesnot

resultinimproperfinancialgainforthose

involvedinit;

(e)Promote,whereappropriate,theobjectivesof

thepresentarticlebyconcludingbilateralor

multilateralarrangementsoragreements,and

endeavour,withinthisframework,toensurethat

theplacementofthechildinanothercountryis

carriedoutbycompetentauthoritiesororgans.

Article22

1.StatesPartiesshalltakeappropriatemeasurestoensurethatachildwhoisseekingrefugee

statusorwhoisconsideredarefugeein

accordancewithapplicableinternationalor

domesticlawandproceduresshall,whetherunaccompaniedoraccompaniedbyhisorher

parentsorbyanyotherperson,receive

appropriateprotectionandhumanitarian

assistanceintheenjoymentofapplicablerights

setforthinthepresentConventionandinother

internationalhumanrightsorhumanitarian

instrumentstowhichthesaidStatesareParties.

2.Forthispurpose,StatesPartiesshallprovide,astheyconsiderappropriate,co-operationinany

effortsbytheUnitedNationsandothercompetent

intergovernmentalorganizationsornon-

governmentalorganizationsco-operatingwiththe

UnitedNationstoprotectandassistsuchachild

andtotracetheparentsorothermembersofthe

familyofanyrefugeechildinordertoobtain

informationnecessaryforreunificationwithhisor

herfamily.Incaseswherenoparentsorother

membersofthefamilycanbefound,thechild

shallbeaccordedthesameprotectionasany

otherchildpermanentlyortemporarilydeprived

ofhisorherfamilyenvironmentforanyreason,assetforthinthepresentConvention.

Article231.StatesPartiesrecognizethatamentallyorphysicallydisabledchildshouldenjoyafulland

decentlife,inconditionswhichensuredignity,

promoteself-relianceandfacilitatethechild's

activeparticipationinthecommunity.


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10

2.StatesPartiesrecognizetherightofthedisabled

childtospecialcareandshallencourageand

ensuretheextension,subjecttoavailable

resources,totheeligiblechildandthose

responsibleforhisorhercare,ofassistancefor

whichapplicationismadeandwhichis

appropriatetothechild'sconditionandtothecircumstancesoftheparentsorotherscaringfor

thechild.

3.Recognizingthespecialneedsofadisabled

child,assistanceextendedinaccordancewith

paragraph2ofthepresentarticleshallbe

providedfreeofcharge,wheneverpossible,taking

intoaccountthefinancialresourcesoftheparents

orotherscaringforthechild,andshallbe

designedtoensurethatthedisabledchildhas

effectiveaccesstoandreceiveseducation,

training,healthcareservices,rehabilitation

services,preparationforemploymentandrecreationopportunitiesinamannerconduciveto

thechild'sachievingthefullestpossiblesocial

integrationandindividualdevelopment,including

hisorherculturalandspiritualdevelopment

4.StatesPartiesshallpromote,inthespiritof

internationalcooperation,theexchangeof

appropriateinformationinthefieldofpreventive

healthcareandofmedical,psychologicaland

functionaltreatmentofdisabledchildren,

includingdisseminationofandaccessto

informationconcerningmethodsofrehabilitation,

educationandvocationalservices,withtheaimofenablingStatesPartiestoimprovetheir

capabilitiesandskillsandtowidentheir

experienceintheseareas.Inthisregard,

particularaccountshallbetakenoftheneedsof

developingcountries.

Article241.StatesPartiesrecognizetherightofthechildto

theenjoymentofthehighestattainablestandard

ofhealthandtofacilitiesforthetreatmentof

illnessandrehabilitationofhealth.StatesParties

shallstrivetoensurethatnochildisdeprivedof

hisorherrightofaccesstosuchhealthcareservices.

2.StatesPartiesshallpursuefullimplementation

ofthisrightand,inparticular,shalltake

appropriatemeasures:

(a)Todiminishinfantandchildmortality;

(b)Toensuretheprovisionofnecessarymedical

assistanceandhealthcaretoallchildrenwith

emphasisonthedevelopmentofprimaryhealth

care;

(c)Tocombatdiseaseandmalnutrition,including

withintheframeworkofprimaryhealthcare,

through,interalia,theapplicationofreadily

availabletechnologyandthroughtheprovisionof

adequatenutritiousfoodsandcleandrinking-water,takingintoconsiderationthedangersand

risksofenvironmentalpollution;

(d)Toensureappropriatepre-natalandpost-

natalhealthcareformothers;

(e)Toensurethatallsegmentsofsociety,in

particularparentsandchildren,areinformed,

haveaccesstoeducationandaresupportedinthe

useofbasicknowledgeofchildhealthand

nutrition,theadvantagesofbreastfeeding,

hygieneandenvironmentalsanitationandthe

preventionofaccidents;

(f)Todeveloppreventivehealthcare,guidancefor

parentsandfamilyplanningeducationandservices.

3.StatesPartiesshalltakealleffectiveand

appropriatemeasureswithaviewtoabolishing

traditionalpracticesprejudicialtothehealthof

children.

4.StatesPartiesundertaketopromoteand

encourageinternationalco-operationwithaview

toachievingprogressivelythefullrealizationof

therightrecognizedinthepresentarticle.Inthis

regard,particularaccountshallbetakenofthe

needsofdevelopingcountries.Article25StatesPartiesrecognizetherightofachildwho

hasbeenplacedbythecompetentauthoritiesfor

thepurposesofcare,protectionortreatmentof

hisorherphysicalormentalhealth,toaperiodic

reviewofthetreatmentprovidedtothechildand

allothercircumstancesrelevanttohisorher

placement.

Article261.StatesPartiesshallrecognizeforeverychildthe

righttobenefitfromsocialsecurity,includingsocialinsurance,andshalltakethenecessary

measurestoachievethefullrealizationofthis

rightinaccordancewiththeirnationallaw.

2.Thebenefitsshould,whereappropriate,be

granted,takingintoaccounttheresourcesandthe

circumstancesofthechildandpersonshaving

responsibilityforthemaintenanceofthechild,as

wellasanyotherconsiderationrelevanttoan


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11

applicationforbenefitsmadebyoronbehalfof

thechild.

Article271.StatesPartiesrecognizetherightofeverychild

toastandardoflivingadequateforthechild's

physical,mental,spiritual,moralandsocialdevelopment.

2.Theparent(s)orothersresponsibleforthechild

havetheprimaryresponsibilitytosecure,within

theirabilitiesandfinancialcapacities,the

conditionsoflivingnecessaryforthechild's

development.

3.StatesParties,inaccordancewithnational

conditionsandwithintheirmeans,shalltake

appropriatemeasurestoassistparentsandothers

responsibleforthechildtoimplementthisright

andshallincaseofneedprovidematerialassistanceandsupportprogrammes,particularly

withregardtonutrition,clothingandhousing.

4.StatesPartiesshalltakeallappropriatemeasurestosecuretherecoveryofmaintenance

forthechildfromtheparentsorotherpersons

havingfinancialresponsibilityforthechild,both

withintheStatePartyandfromabroad.In

particular,wherethepersonhavingfinancial

responsibilityforthechildlivesinaStatedifferent

fromthatofthechild,StatesPartiesshallpromote

theaccessiontointernationalagreementsorthe

conclusionofsuchagreements,aswellasthemakingofotherappropriatearrangements.


education,andwithaviewtoachievingthisright

progressivelyandonthebasisofequal

opportunity,theyshall,inparticular:

(a)Makeprimaryeducationcompulsoryand

availablefreetoall;

(b)Encouragethedevelopmentofdifferentforms

ofsecondaryeducation,includinggeneraland

vocationaleducation,makethemavailableand

accessibletoeverychild,andtakeappropriatemeasuressuchastheintroductionoffree

educationandofferingfinancialassistanceincase

ofneed;

(c)Makehighereducationaccessibletoallonthebasisofcapacitybyeveryappropriatemeans;

(d)Makeeducationalandvocationalinformation

andguidanceavailableandaccessibletoall

children;

(e)Takemeasurestoencourageregular

attendanceatschoolsandthereductionofdrop-

outrates.


measurestoensurethatschooldisciplineis

administeredinamannerconsistentwiththe

child'shumandignityandinconformitywiththepresentConvention.

3.StatesPartiesshallpromoteandencourage

internationalcooperationinmattersrelatingto

education,inparticularwithaviewto

contributingtotheeliminationofignoranceand

illiteracythroughouttheworldandfacilitating

accesstoscientificandtechnicalknowledgeand

modernteachingmethods.Inthisregard,

particularaccountshallbetakenoftheneedsof

developingcountries.

Article291.StatesPartiesagreethattheeducationofthechildshallbedirectedto:

(a)Thedevelopmentofthechild'spersonality,

talentsandmentalandphysicalabilitiestotheirfullestpotential;

(b)Thedevelopmentofrespectforhumanrights

andfundamentalfreedoms,andfortheprinciples

enshrinedintheCharteroftheUnitedNations;

(c)Thedevelopmentofrespectforthechild's

parents,hisorherownculturalidentity,language

andvalues,forthenationalvaluesofthecountry

inwhichthechildisliving,thecountryfromwhich

heorshemayoriginate,andforcivilizationsdifferentfromhisorherown;

(d)Thepreparationofthechildforresponsible

lifeinafreesociety,inthespiritofunderstanding,

peace,tolerance,equalityofsexes,andfriendship

amongallpeoples,ethnic,nationalandreligious

groupsandpersonsofindigenousorigin;

(e)Thedevelopmentofrespectforthenatural

environment.

2.Nopartofthepresentarticleorarticle28shall

beconstruedsoastointerferewiththelibertyof

individualsandbodiestoestablishanddirect

educationalinstitutions,subjectalwaystotheobservanceoftheprinciplesetforthinparagraph

1ofthepresentarticleandtotherequirements

thattheeducationgiveninsuchinstitutionsshall

conformtosuchminimumstandardsasmaybe

laiddownbytheState.

Article30InthoseStatesinwhichethnic,religiousor

linguisticminoritiesorpersonsofindigenous


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12

originexist,achildbelongingtosuchaminorityor

whoisindigenousshallnotbedeniedtheright,in

communitywithothermembersofhisorher

group,toenjoyhisorherownculture,toprofess

andpractisehisorherownreligion,ortousehis

orherownlanguage.


restandleisure,toengageinplayandrecreational

activitiesappropriatetotheageofthechildandto

participatefreelyinculturallifeandthearts.

2.StatesPartiesshallrespectandpromotethe

rightofthechildtoparticipatefullyinculturaland

artisticlifeandshallencouragetheprovisionof

appropriateandequalopportunitiesforcultural,

artistic,recreationalandleisureactivity.

Article321.StatesPartiesrecognizetherightofthechildtobeprotectedfromeconomicexploitationandfrom

performinganyworkthatislikelytobehazardous

ortointerferewiththechild'seducation,ortobe

harmfultothechild'shealthorphysical,mental,

spiritual,moralorsocialdevelopment.

2.StatesPartiesshalltakelegislative,

administrative,socialandeducationalmeasuresto

ensuretheimplementationofthepresentarticle.

Tothisend,andhavingregardtotherelevant

provisionsofotherinternationalinstruments,

StatesPartiesshallinparticular:(a)Provideforaminimumageorminimumages

foradmissiontoemployment;

(b)Provideforappropriateregulationofthe

hoursandconditionsofemployment;

(c)Provideforappropriatepenaltiesorother

sanctionstoensuretheeffectiveenforcementof

thepresentarticle.

Article33StatesPartiesshalltakeallappropriatemeasures,includinglegislative,administrative,socialand

educationalmeasures,toprotectchildrenfrom

theillicituseofnarcoticdrugsandpsychotropicsubstancesasdefinedintherelevantinternational

treaties,andtopreventtheuseofchildreninthe

illicitproductionandtraffickingofsuch

substances.

Article34StatesPartiesundertaketoprotectthechildfrom

allformsofsexualexploitationandsexualabuse.

Forthesepurposes,StatesPartiesshallin

particulartakeallappropriatenational,bilateral

andmultilateralmeasurestoprevent:

(a)Theinducementorcoercionofachildto

engageinanyunlawfulsexualactivity;

(b)Theexploitativeuseofchildreninprostitution

orotherunlawfulsexualpractices;(c)Theexploitativeuseofchildrenin

pornographicperformancesandmaterials.

Article35StatesPartiesshalltakeallappropriatenational,

bilateralandmultilateralmeasurestopreventthe

abductionof,thesaleofortrafficinchildrenfor

anypurposeorinanyform.

Article36StatesPartiesshallprotectthechildagainstall

otherformsofexploitationprejudicialtoany

aspectsofthechild'swelfare.

Article37StatesPartiesshallensurethat:

(a)Nochildshallbesubjectedtotortureorother

cruel,inhumanordegradingtreatmentor

punishment.Neithercapitalpunishmentnorlife

imprisonmentwithoutpossibilityofreleaseshall

beimposedforoffencescommittedbypersons

beloweighteenyearsofage;

(b)Nochildshallbedeprivedofhisorherliberty

unlawfullyorarbitrarily.Thearrest,detentionor

imprisonmentofachildshallbeinconformity

withthelawandshallbeusedonlyasameasureoflastresortandfortheshortestappropriate

periodoftime;

(c)Everychilddeprivedoflibertyshallbetreated

withhumanityandrespectfortheinherent

dignityofthehumanperson,andinamanner

whichtakesintoaccounttheneedsofpersonsof

hisorherage.Inparticular,everychilddeprived

oflibertyshallbeseparatedfromadultsunlessit

isconsideredinthechild'sbestinterestnottodo

soandshallhavetherighttomaintaincontactwithhisorherfamilythroughcorrespondence

andvisits,saveinexceptionalcircumstances;

(d)Everychilddeprivedofhisorherlibertyshallhavetherighttopromptaccesstolegalandother

appropriateassistance,aswellastherightto

challengethelegalityofthedeprivationofhisor

herlibertybeforeacourtorothercompetent,

independentandimpartialauthority,andtoa

promptdecisiononanysuchaction.


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13

Article381.StatesPartiesundertaketorespectandto

ensurerespectforrulesofinternational

humanitarianlawapplicabletotheminarmed

conflictswhicharerelevanttothechild.

2.StatesPartiesshalltakeallfeasiblemeasurestoensurethatpersonswhohavenotattainedtheage

offifteenyearsdonottakeadirectpartin

hostilities.

3.StatesPartiesshallrefrainfromrecruitinganypersonwhohasnotattainedtheageoffifteen

yearsintotheirarmedforces.Inrecruitingamong

thosepersonswhohaveattainedtheageoffifteen

yearsbutwhohavenotattainedtheageof

eighteenyears,StatesPartiesshallendeavourto

giveprioritytothosewhoareoldest.

4.Inaccordancewiththeirobligationsunderinternationalhumanitarianlawtoprotectthe

civilianpopulationinarmedconflicts,States

Partiesshalltakeallfeasiblemeasurestoensure

protectionandcareofchildrenwhoareaffected

byanarmedconflict.

Article39StatesPartiesshalltakeallappropriatemeasures

topromotephysicalandpsychologicalrecovery

andsocialreintegrationofachildvictimof:any

formofneglect,exploitation,orabuse;tortureor

anyotherformofcruel,inhumanordegrading

treatmentorpunishment;orarmedconflicts.Suchrecoveryandreintegrationshalltakeplaceinan

environmentwhichfostersthehealth,self-respect

anddignityofthechild.

Article401.StatesPartiesrecognizetherightofeverychild

allegedas,accusedof,orrecognizedashaving

infringedthepenallawtobetreatedinamanner

consistentwiththepromotionofthechild'ssense

ofdignityandworth,whichreinforcesthechild's

respectforthehumanrightsandfundamental

freedomsofothersandwhichtakesintoaccount

thechild'sageandthedesirabilityofpromotingthechild'sreintegrationandthechild'sassuming

aconstructiveroleinsociety.

2.Tothisend,andhavingregardtotherelevant

provisionsofinternationalinstruments,States

Partiesshall,inparticular,ensurethat:

(a)Nochildshallbeallegedas,beaccusedof,or

recognizedashavinginfringedthepenallawby

reasonofactsoromissionsthatwerenot

prohibitedbynationalorinternationallawatthe

timetheywerecommitted;

(b)Everychildallegedasoraccusedofhaving

infringedthepenallawhasatleastthefollowing

guarantees:

(i)Tobepresumedinnocentuntilprovenguiltyaccordingtolaw;

(ii)Tobeinformedpromptlyanddirectlyofthe

chargesagainsthimorher,and,ifappropriate,

throughhisorherparentsorlegalguardians,and

tohavelegalorotherappropriateassistancein

thepreparationandpresentationofhisorher

defence;

(iii)Tohavethematterdeterminedwithoutdelay

byacompetent,independentandimpartial

authorityorjudicialbodyinafairhearing

accordingtolaw,inthepresenceoflegalorother

appropriateassistanceand,unlessitisconsidered

nottobeinthebestinterestofthechild,inparticular,takingintoaccounthisorherageor

situation,hisorherparentsorlegalguardians;

(iv)Nottobecompelledtogivetestimonyorto

confessguilt;toexamineorhaveexamined

adversewitnessesandtoobtaintheparticipation

andexaminationofwitnessesonhisorherbehalf

underconditionsofequality;

(v)Ifconsideredtohaveinfringedthepenallaw,

tohavethisdecisionandanymeasuresimposedin

consequencethereofreviewedbyahigher

competent,independentandimpartialauthority

orjudicialbodyaccordingtolaw;

(vi)Tohavethefreeassistanceofaninterpreterifthechildcannotunderstandorspeakthelanguage

used;

(vii)Tohavehisorherprivacyfullyrespectedat

allstagesoftheproceedings.

3.StatesPartiesshallseektopromotethe

establishmentoflaws,procedures,authoritiesand

institutionsspecificallyapplicabletochildren

allegedas,accusedof,orrecognizedashaving

infringedthepenallaw,and,inparticular:

(a)Theestablishmentofaminimumagebelow

whichchildrenshallbepresumednottohavethe

capacitytoinfringethepenallaw;

(b)Wheneverappropriateanddesirable,

measuresfordealingwithsuchchildrenwithout

resortingtojudicialproceedings,providingthat

humanrightsandlegalsafeguardsarefully

respected.

4.Avarietyofdispositions,suchascare,guidance

andsupervisionorders;counselling;probation;

fostercare;educationandvocationaltraining


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15

theeffectiveperformanceofthefunctionsofthe

CommitteeunderthepresentConvention.

12.WiththeapprovaloftheGeneralAssembly,the

membersoftheCommitteeestablishedunderthe

presentConventionshallreceiveemoluments

fromUnitedNationsresourcesonsuchtermsandconditionsastheAssemblymaydecide.

Article441.StatesPartiesundertaketosubmittothe

Committee,throughtheSecretary-Generalofthe

UnitedNations,reportsonthemeasurestheyhave

adoptedwhichgiveeffecttotherightsrecognized

hereinandontheprogressmadeonthe

enjoymentofthoserights

(a)Withintwoyearsoftheentryintoforceofthe

ConventionfortheStatePartyconcerned;

(b)Thereaftereveryfiveyears.

2.Reportsmadeunderthepresentarticleshall

indicatefactorsanddifficulties,ifany,affecting

thedegreeoffulfilmentoftheobligationsunder

thepresentConvention.ReportsshallalsocontainsufficientinformationtoprovidetheCommittee

withacomprehensiveunderstandingofthe

implementationoftheConventioninthecountry

concerned.

3.AStatePartywhichhassubmitteda

comprehensiveinitialreporttotheCommittee

neednot,initssubsequentreportssubmittedin

accordancewithparagraph1(b)ofthepresentarticle,repeatbasicinformationpreviously

provided.

4.TheCommitteemayrequestfromStatesParties

furtherinformationrelevanttothe

implementationoftheConvention.

5.TheCommitteeshallsubmittotheGeneral

Assembly,throughtheEconomicandSocial

Council,everytwoyears,reportsonitsactivities.

6.StatesPartiesshallmaketheirreportswidely

availabletothepublicintheirowncountries.

Article45Inordertofostertheeffectiveimplementationof

theConventionandtoencourageinternationalco-operationinthefieldcoveredbytheConvention:

(a)Thespecializedagencies,theUnitedNations

Children'sFund,andotherUnitedNationsorgans

shallbeentitledtoberepresentedatthe

considerationoftheimplementationofsuch

provisionsofthepresentConventionasfallwithin

thescopeoftheirmandate.TheCommitteemay

invitethespecializedagencies,theUnitedNations

Children'sFundandothercompetentbodiesasit

mayconsiderappropriatetoprovideexpert

adviceontheimplementationoftheConventionin

areasfallingwithinthescopeoftheirrespectivemandates.TheCommitteemayinvitethe

specializedagencies,theUnitedNationsChildren's

Fund,andotherUnitedNationsorganstosubmit

reportsontheimplementationoftheConvention

inareasfallingwithinthescopeoftheiractivities;

(b)TheCommitteeshalltransmit,asitmay

considerappropriate,tothespecializedagencies,

theUnitedNationsChildren'sFundandother

competentbodies,anyreportsfromStatesParties

thatcontainarequest,orindicateaneed,for

technicaladviceorassistance,alongwiththe

Committee'sobservationsandsuggestions,ifany,

ontheserequestsorindications;(c)TheCommitteemayrecommendtotheGeneral

AssemblytorequesttheSecretary-Generalto

undertakeonitsbehalfstudiesonspecificissues

relatingtotherightsofthechild;

(d)TheCommitteemaymakesuggestionsand

generalrecommendationsbasedoninformation

receivedpursuanttoarticles44and45ofthe

presentConvention.Suchsuggestionsandgeneral

recommendationsshallbetransmittedtoany

StatePartyconcernedandreportedtotheGeneral

Assembly,togetherwithcomments,ifany,from

StatesParties.

PartIII

Article46ThepresentConventionshallbeopenfor

signaturebyallStates.

Article47ThepresentConventionissubjecttoratification.

Instrumentsofratificationshallbedepositedwith

theSecretary-GeneraloftheUnitedNations.

Article48ThepresentConventionshallremainopenfor

accessionbyanyState.Theinstrumentsof

accessionshallbedepositedwiththeSecretary-

GeneraloftheUnitedNations.

Article491.ThepresentConventionshallenterintoforceon

thethirtiethdayfollowingthedateofdepositwith


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theSecretary-GeneraloftheUnitedNationsofthe

twentiethinstrumentofratificationoraccession.

2.ForeachStateratifyingoraccedingtothe

Conventionafterthedepositofthetwentieth

instrumentofratificationoraccession,the

ConventionshallenterintoforceonthethirtiethdayafterthedepositbysuchStateofits

instrumentofratificationoraccession.

Article501.AnyStatePartymayproposeanamendment

andfileitwiththeSecretary-GeneraloftheUnited

Nations.TheSecretary-Generalshallthereupon

communicatetheproposedamendmenttoStates

Parties,witharequestthattheyindicatewhether

theyfavouraconferenceofStatesPartiesforthe

purposeofconsideringandvotinguponthe

proposals.Intheeventthat,withinfourmonths

fromthedateofsuchcommunication,atleastonethirdoftheStatesPartiesfavoursucha

conference,theSecretary-Generalshallconvene

theconferenceundertheauspicesoftheUnited

Nations.Anyamendmentadoptedbyamajorityof

StatesPartiespresentandvotingatthe

conferenceshallbesubmittedtotheGeneral

Assemblyforapproval.

2.Anamendmentadoptedinaccordancewith

paragraph1ofthepresentarticleshallenterinto

forcewhenithasbeenapprovedbytheGeneral

AssemblyoftheUnitedNationsandacceptedbya

two-thirdsmajorityofStatesParties.

3.Whenanamendmententersintoforce,itshall

bebindingonthoseStatesPartieswhichhave

acceptedit,otherStatesPartiesstillbeingbound

bytheprovisionsofthepresentConventionand

anyearlieramendmentswhichtheyhave

accepted.

Article511.TheSecretary-GeneraloftheUnitedNations

shallreceiveandcirculatetoallStatesthetextof

reservationsmadebyStatesatthetimeof

ratificationoraccession.

2.AreservationincompatiblewiththeobjectandpurposeofthepresentConventionshallnotbe

permitted.

3.Reservationsmaybewithdrawnatanytimeby

notificationtothateffectaddressedtotheSecretary-GeneraloftheUnitedNations,whoshall

theninformallStates.Suchnotificationshalltake

effectonthedateonwhichitisreceivedbythe

Secretary-General

Article52AStatePartymaydenouncethepresent

ConventionbywrittennotificationtotheSecretary-GeneraloftheUnitedNations.

Denunciationbecomeseffectiveoneyearafterthe

dateofreceiptofthenotificationbytheSecretary-

General.

Article53TheSecretary-GeneraloftheUnitedNationsis

designatedasthedepositaryofthepresent

Convention.

Article54TheoriginalofthepresentConvention,ofwhich

theArabic,Chinese,English,French,RussianandSpanishtextsareequallyauthentic,shallbe

depositedwiththeSecretary-Generalofthe

UnitedNations.Inwitnessthereofthe

undersignedplenipotentiaries,beingduly

authorizedtheretobytheirrespective

Governments,havesignedthepresent

Convention.


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3.AdditionalPeaceEducationResourcesThroughoutthiscoursewehaveprovidedAdditionalResourcesrelevanttoeachsection

whichdirectyoutootherorganizationsormaterialsthatmaybeofinterestandvaluetoyou.Inthisappendixwewouldliketohighlightkeyresourcesandorganizationsthatwe

feelareessentialtopeaceeducation.

CurriculaandLessonPlansThefollowingprogramswereconsultedindesigningthisprogram,andprovideadditional

resourcesforteachers.

LearningtoAbolishWar:TeachingTowardsaCultureofPeace

DevelopedbyBettyA.ReardonandAliciaCabezudo

HagueAppealforPeace,2002

http://www.haguepeace.org/index.php?action=resources

Includesthreebooks:

Book1RationaleforApproachestoPeaceEducation

Book2SampleLearningUnits

Book3SustainingtheGlobalCampaignforPeaceEducationToolsforParticipation

Inter-AgencyNetworkofEmergencyEducationPeaceEducationProgramme

EditorialcoordinationbyAntonellaVerdiani

DevelopedandendorsedbyUNESCO,UNHCR,UNICEFandINEE

http://www.ineesite.org/index.php/post/peace_education_programme/

Includesmanualsforteachers,teachertrainers,andcommunityworkshops.ItalsohasantwoTeacherActivitiesBookswhichcontainextensivelessonplans.

TeachingToleranceSouthernPovertyLawCenter

http://www.splcenter.org/what-we-do/teaching-tolerance

Providesextensivelessonplansandteachingresourcesonthemesrelatedtopeace

education.

TeachforPeace

http://www.zisman.ca/peace/

Extensivelessonplansandwebresourcesforpeaceeducation

PeaceMediaClearinghouse

http://peacemedia.usip.org/

Collectionofkeyaudioandvisualresourcesandbestpracticesrelatedtoconflict

management.


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PeaceEducationOrganizations

GlobalCampaignforPeaceEducation

http://www.peace-ed-campaign.org/

Producesamonthlynewsletteronpeaceeducationnewsandevents.

InternationalInstituteonPeaceEducation

http://www.i-i-p-e.org/index.html

Annualeventthatbringspeaceeducatorsfromaroundtheworldtogetherinalearning

community.

OtherKeyOrganizations

AlternativestoViolenceProjectInternationalhttp://www.avpinternational.org/

Offerexperientialtrainingprogramsonhandlingconflictincreativeways.

OjaiFoundation

http://www.ojaifoundation.org/

Offersexperientialworkshopsoncompassionatecommunicationasawayoflife.

AdditionalProfessionalDevelopmentOpportunities

HumanRightsEducationAssociates

http://www.hrea.org

Offersonlinecoursesrelatingtohumanrightseducation

TosubscribetotheGlobalHREAlistserv,[email protected]

UniversityforPeace

http://www.upeace.org

Offersmastersdegreesrelatingtopeaceandconflict,includingaMasterofArtsinPeace

Education,andalsooffersselectedonlineclasses

TranscendPeaceUniversity

http://www.transcend.org/tpu/

Transcend,foundedbyrenownedpeacescholarJohanGaltung,istheworldsfirstonline

peaceuniversity,andoffersavarietyofonlinecoursesrelatingtopeace.

ProfessionalNetworks

TeachersWithoutBordersGroupsSiteforPeaceEducation

http://groups.teacherswithoutborders.org/en/peace-education

TWBsGrouppageforPeaceEducation,wherememberscandialogue,collaborate,and

shareresources.


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PeaceandCollaborativeDevelopmentNetwork

http://www.internationalpeaceandconflict.org

Onlinenetworkofover16,000peacebuilderswhichcontainsextensiveresourcesrelatingtothepeaceandconflictfield.

PeaceByPeacehttp://www.peacexpeace.org

Anonlinecommunitywhichfocusesonraisingwomensvoicesandbuildingacultureofpeace.


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4.CreativeArtsSupplement

Theproblemsthatexistintheworldtodaycannotbesolvedbythelevelofthinkingthat

createdthem.-AlbertEinstein

Buildingapeacefulworldrequirescreativitysincetheproblemswefacecannotbesolvedatthesamelevelofawarenessorconsciousnessthatcreatedthem.Studentsneedtohave

theskillstothinkoutsideofthebox,andcreativeartssuchaspoetry,creativewriting,theater,art,andmusiccanbeusedtohelpstudentscultivateskillsforcreativethinking.

Creativeartsalsohelpstudentsaccesstheiremotionsandfeelings,whichisanessential

stepinlearningtorespectthefeelingsofothersanddevelopingempathy.Inthissection,wewillexploresomewaysinwhichyoucanusecreativeartsinyourclassroom.These

examplesaredesignedtohelpyouthinkabouthowyoucanusecreativeartsasanapproachtopeaceeducation.Thepossibilitiesforusingcreativeartsinpeaceeducation

arenearlyendless,andwehopethattheseexampleswillhelpinspireyourowncreativity.

PoetryPoetryhashadanimportantroleinpeacemovementsthroughouthistory,aspoetshave

challengedviolentsystemsandoppression.Ithasalsobeenusedasaformofself-

expressionandapathtodevelopinnerpeace.Studentscanbenefitfromreadingand

analyzingpoemsaswellaswritingtheirown.

Althoughwritingpoetrycansometimesbeintimidatingforstudents,therearevarious

successfulwaystointegratepoetryintoyourclassroompractice.Onewayistoencouragestudentstowritepoetrythatrelatestotheirdailylives.Studentsmayalsowritepoetry

collectively,whichallowsstudentstodevelopteambuildingskillsthroughthecollaborative

learningprocess,andalsomaymakestudentsfeelmorecomfortableaboutwritingpoetry.TheSampleLessonbelowgivesanexampleofagrouppoetrywritingexercise.

Ingeneral,teachersneedtogaugehowmuchstructurestudentswillneedinwriting

poems.Somestudents,typicallyyoungerstudents,findthatstructure,suchasusing

rhymingorasetnumberofsyllables,makeswritingpoetryeasier.However,other

studentsfindsuchstructurestobelimiting.Therefore,itisimportanttokeepyour

studentsinmindwhendecidingonthestructureofthecreativewritingactivitiesinyour

classroom.

GettingStarted:SuggestedActivity

Averysimplewaytogetstudentstowritepoemsisthissimplethree-stanzapoemexercise.

Beginbyassigningstudentsanotheridentity,andthenaskthemtowriteathree-stanza

poemfromthecharactersperspective.Thefirststanzashouldbeaboutthepast,the

secondstanzaaboutthepresent,andthethirdstanzashouldbeapleaorappealtothe


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audience.Itisaverysimpleexercise,butithelpsstudentsrealizethattheymaybemore

comfortablewritingpoetrythantheyoriginallythought.Manystudentswhodidntthink

theycouldwritepoetrymaybesurprisedattheirwritingabilitiesaftercompletingthis

exercise.

SampleLessonPoetryCollectivePoetry(Winfield,n.d.)

Collectivepoetryisanexercisedesignedto

encouragestudentstoworkfromasharedpattern

inordertojointheirvoicesinacollectiverhythm.

Weallhavestories.Intellingourpersonal

narratives,wecometoknoweachotherand

ourselves.Whatarethelyricsofyourstudents'

favoritesongs?Whathappenswhenchildren

begintoimaginethiscountryortheirhomeland

beforetheywereborn?Whathappenswhen

childrenandtheirteachersbegintoexplorethestoriesofordinarypeople,familiesandself?

Thisactivitycreatesopportunitiesforstudentsto

writepoetry,investigatehistory,distinguish

betweentheideasoffactandopinionand

participateinthedramaticreadingofastory

poem.

Wovenintothecurriculumisthethemeof

patterns.Peopleareconnectedtoeachother

throughsocietalpatterns.Familiesarewoveninto

ageneticpatternbasedonancestry.Poetsand

artistsoftenusepatternstoexpresstheirart.The

lessonobjectivesincludestudentexploration,

analysisandcreationofpatterns.

Collectivepoetryisanexercisedesignedto

encouragestudentstoworkfromasharedpattern

inordertojointheirvoicesinacollectiverhythm.

Itbuildscommunityandencouragesparticipation

fromthosetooshytoshareindividually.

CollectivePoemProcedure

Givestudentsa3-by-5card.

Askstudentstonumber1to5ontheleftborder.

Thenaskthemtolist:

1. Whatyourparents/guardianssaythatannoysyou,makesyoulaugh,makesyou

feelsafeorscaresyou.

2. Yourfavoritesoundthreetimes.3. Yourfavoriteplaceintheworld.4. Yourfavoritecolorfivetimes.5. Yourfavoritethingtodo.

Askfivestudentstocollectivelyreadtheirpoems.

Theytaketurnseachreadingonelineatatime.

Theyreadeachlineinanyorderuntiltheyeachhavereadallfivephrases.Forinstance,thefirst

studentmightchoosetofirstreadhisorher

favoritesound.Aftertheotherschooseandreada

line,thenthefirststudentchoosesasecondlineto

read,asdotheothers,untilallfivestudentshave

readallfivelines.

Hereisanexampleofhowthefirstlinereadofa

collectivepoemmightsoundwithfivereaders

participating:

Student1:blue,blue,blue,blue,blue

Student2:inmypinkbedroomwithmybutterfly

bearStudent3:notuntilyoufinishyourhomework

Student4:tick-tock,tick-tock,tick-tock

Student5:Whatever!

Thelyricalandrhythmicwaythecollectivepoem

flowsoftenpleasantlysurprisesbothaudience

andactor.Introducetheideaofpatternswiththis

activity,explaininghowthepatterntheyusedto

createtheirlisttransfersintotherhythmofthe

collectivepoem.

MusicMusicisawonderfultoolforpeaceeducation,asmusichasthepowertotranscendallkindsofborders.Listenersdonotalwaysneedtounderstandthewordstofeelthesong's

rhythmandfeelaconnectiontothemessage.Teachersshouldtrytoharnessthepowerofmusicintheirclassroomsaspartofapeaceeducationcurriculum.Musiccanandshouldbe

taughtasitsownclass,butmusiccanalsobeintegratedintoallareasofthecurriculum.


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Onewaytousemusicistoincorporatemusicfromavarietyofculturesforperformance

and/orpracticebythestudents.Musiccanbeagreattooltofosterstudents'interestin

othercultures,andcanbeusedasanintroductiontodeeperculturalexplorations,suchas

examiningtheculturalvaluesthatareportrayedinasong'slyrics.Musicisalsoaneffective

waytostudylanguages.

Anotherwaytousemusicistoallowstudentstocreatetheirownmusic.Thiscanmean

thatstudentsmaketheirowninstrumentsorcreatetheirownlyricsorentiresongs.Inthe

creationoftheirownsongsstudentscantalkaboutsongsthattheyknowandwhatthey

likeaboutthesesongs.Studentscandiscusstheroleofmusicintheirpersonallivesaswellastheirsociety,andexplorethemeaningofsonglyricsandtheemotionsthatsongsevoke.

Oneexcitingwaytoincorporatemusicintotheclassroomistocreatecollectivemusic.

Workingtogetheronamusicalenterprisealsoallowsstudentstolearnimportantskillsof

cooperationandteamworkthatareimportanttothegeneralconceptofpeace.Makingmusicshouldrarelybeasolitaryactivity.

Teacherscanalsousepopularmusicfromthepastandpresenttostudydifferentissues.

Forexample,teacherscanusemusicinahistoryclasstohighlightissuesthatwere

importanttothegenerationbeingstudied.Popularmusiccanalsobeanalyzedandserveas

atoolfordialogue.Studentsoftenlistentomusicoutsidetheclassroom,sousingmusicthat

ispopularcanbeawayforteacherstoconnectwiththeirstudents.

SampleLessonMusic

TheSoundsofChange

(AdaptedfromTeachingTolerancehttp://www.tolerance.org/activity/sounds-

change)

Musiccancreatepowerfulconnectionsbetween

people,helpuslearnaboutdifferentcultures,shatterstereotypes,questionsocialinjusticesand

inspireustocreatetheworldasitshouldbe.Its

purposeextendsbeyondentertainmentto

educate,inspire,representpeople,influenceand

changesociety,andprovidesocialcommentary.

Foryoungpeople,inparticular,itcanprompt

investigationandactionandhelpthemmake

senseoftheworld.Thislessonchallengesstudentstoanalyzeandreflectonthemessages

andlessonsofsonglyricsandcreatetheirown

outletstoexpressaviewpointormessagerelated

totolerancethatisimportanttothem.

Objectives

Activitieswillhelpstudents:

Explainhowmusicevokesfeelingsandemotion.

Understandrelationshipsbetweenmusicandculture.

Analyzesonglyricstocriticallyexaminethemesandmessages.

Considertheeffectivenessofmusictocommunicateideas.

Usemusictoexpressapersonalviewpointormessageaboutatolerance-relatedissuethats

importanttothem.

EssentialQuestions

Whatcanwelearnfrommusic? Whatistheroleofmusicinsociety? Areyoungpeopleinfluencedbythemusic

theylistento?

Whatresponsibilitiesdosongwritershavetousetheirplatformsforpositivechange?

Whyistheviewpointofsongwritersrelevant?

EarlyGrades(3-5)


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LanguageArts,SocialStudies,Music

1.Asaclass,discussthefollowingquestions:

a. Howmanyofyoulikelisteningtomusic?b. Whatarethereasonsyoulisten?c. Howdoesmusicmakeyoufeel?d.

Doyouthinkyoucanlearnanythingfrommusic?Ifso,what?

2.Ontheboard,createalistofyourfavoritesongs.

Doclassmatessharesimilarordifferentchoices?

Whymightthatbe?Isitokaytohavedifferent

musicalchoicesthanyourfriends?Wouldyoube

willingtolistentoanewsongifafriend

recommendedit?

3.Whatmakesasonggoodinyouropinion?A

goodsound?Interestingwords?

4.Whenyoulistentoasong,doyoureallylistentoitswordsorjustsingit?Sometimesthesame

personwhosingsasongwritesthewords(lyrics)

orthemusic.Othertimesdifferentpeopledevelop

thesound,writethewords,andsingit.Often,the

songwriteristryingtoshareamessageorpointof

viewwiththeaudience.Canyouthinkofany

songswherethesongwriteristryingtosharea

particularmessage?Referbacktothelistyou

createdatthebeginningofthelessonforpossible

examples.

5.Lookatthelyricstoasongthatfromyour

cultureoranotherculture.Eitherprinthandoutsofthesongslyrics,writethelyricsontheboard,

listentogether,orsingthesongtogether.

6.Afteryoulistentothesongorreadthelyrics,

drawapictureorwriteafewsentencesaboutthe

messageofthesong.

7.Shareyourinterpretationswithotherstudents.

Canyouidentifyanymetaphorsinthesong?(A

metaphorisafigureofspeechinwhichawordof

phrasethatordinarilyrepresentsonethingisusedtorepresentsomethingelse.)

8.Whatdoyouthinkthewriter/composerhoped

wouldhappenwhenpeoplelistenedtothesong?

Doyouthinkthesamemessagewouldbe

importantorrelevantintodayssociety(ifthe

songisfromthepast)?Whyorwhynot?

9.Withinyourgroup,brainstormaboutother

messages/viewpointsthatsongwriterscouldsing

aboutthatwouldberelevanttotoleranceinyour

schoolorcommunity.Thinkabouttoleranceof

othergroupsincludingthosewithdisabilities,thoseofdifferentreligions,ethnicbackgrounds,or

viewpoints,orthosewhocomefromdifferent

neighborhoods.

10.Imagineyouareacurrentsingerorsongwriter

whohasbeenaskedtowriteasongaboutoneof

theseissuestosingatyournextconcert.Pickthe

issueyouwouldliketowriteasongabout.Then,

writeaparagraphaboutthesongyouwillwrite

includingtheissueyouvechosen,whyits

importanttoyou,whyyouthinkitsrelevantin

yourschoolorcommunity,andwhatmessageyou

wouldwantyoursongtoshare.

12.Finally,createatitleforyoursongandaCD

coverthatillustratesitsmessage.

ArtArtisapowerfulwaytoengagestudentsofallagesanddevelopmentallevels,andcanbe

animportantwayforstudentstoexpressemotionsandrelationships.Itcanbeespecially

relevantforstudentswhomaynotbeasstronginreadingandwriting,asitallowsthemto

expressandmaketheiropinionsknown.Artalsohasalonghistoryasamechanismfor

socialchangeandthereforeitisimportantforstudentstobeabletoworkwiththismedium.Likemusic,artcanbetaughtasitsownsubject,andcanalsobeintegratedintoall

othersubjectareas.Thefollowingaresomeexamplesandsuggestionsfromsuccessfuluses

ofartinpeaceeducation.


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SampleTechniques

Posters

Manyorganizationshavepostercontestsasawaytogetstudentsexcitedaboutaparticular

issue.Studentscancreatepostersforaspecificday(forexample,InternationalHuman

RightsDayonDecember10)ortheycancreatepostersforanynumberofschooleventsorcampaignsthatrelatetopeace.Thisactivitycanbeacontestornot,dependingontheintentionofthelesson.

TraditionalArtwork

Studentscanlearnaboutotherculturesbycreatingartthatrepresentstraditionalorculturalartfromvariousregionsoftheworld.Workingwithartsandcraftsfromother

culturesteachesstudentshowtounderstandandrespectdiversity.Fromthisexercise

studentscanapplywhattheyhavelearnedtocreatetheirownculturalartworkthat

representstheircontemporaryrealities.

InnerPeaceTree

Inthisexercise,youwillneedpaperandanobjecttohangthepaperon(eitherarealtree,

oranotherobjecttosymbolizethetree).Studentsaregiventhreepiecesofpapercutoutin

theshapeofleaves.Oneleafrepresentsthepersonal,oneleafrepresentsthelocal

(community,school,family)andoneleafrepresentstheglobal.Oneachleaf,studentswrite

amessagethatstartswithIfeelpeacewhenandcompletethesentencewithrespectto

eachlevel.Then,studentshangtheirleavesonthetree(orpostthemonawallinthe

classroom).Thisactivitycanbeusedtohaveadialogueaboutinnerpeaceandwhatpeace

meanstothestudentsintheirownlives.

WarToystoPeaceArt

WarToystoPeaceArt(n.d.)isaprogramthatwasstartedinBritishColumbia,Canada.

Throughthisprogram,studentslearnabouthowviolenceiscommunicatedthroughthemedia,videogames,ortoys.Studentsthenbegincollectingwartoys,suchasgunsandtoy

soldiers,fromthestudentbody.Thestudentsusethesewartoystocreateanewpieceof

artwork.Theirnewartworkrepresentswhateverpeacemeanstothem,asindividualsorasagroup.

"Don'tBoxMeIn"Shoeboxes

Toexploreissuesofprejudice,stereotypesandidentity,trythisactivitycalled"Don'tBoxMeIn."Studentsuseshoeboxesandcovertheoutsidewithstereotypesthatpeoplemay

falselyholdtrueaboutthemandthencovertheinsidewithwordsorimagesthatrepresentwhotheyreallyare.

Quilts

Tolearnaboutimmigrationormulticulturalism,studentscancreatequilts,whichrepresentharmonybecauseofallthedifferentelementsthatworktogethertocreatea

largerwhole.


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ArtExchange

AnyoftheaboveprojectscanbeusedinArtExchangeswherestudentsexchangetheir

artworkwithstudentsfromotherpartsoftheglobe,thecountry,ortheircommunityto

learnaboutdifferencesanddiscussdiverseperspectives.

TheatreTheatreanddramaareimportanttoolsforpeaceeducation.Inparticular,theatrecanbe

usedtoexplorethemesofsocialjustice,equality,andotherissuesthatarerelevanttothe

studentslives.Inthissectionwewillexploreoneformoftheatrethatisbasedonthe

philosophyofPauloFreire,calledTheatreoftheOppressed.

TheatreoftheOppressed

AsmentionedintheearliersectiononPauloFreire,TheatreoftheOppressedisawayof

applyingpeaceeducationprinciplesofdialogueandcriticalthinkingtotheartoftheatre.

Whiletheatreinitselfisaformofinformaleducationthatcanbeusedanywhere,from

publicparkstorealtheatervenues,theatreisalsoagreatwaytoengagestudentsintheclassroom.OfparticularinteresttoeducatorsmightbetheTheatreoftheOppressed

workshops,designedbyAugustoBoal.

ThereareasmanyformsofTheatreoftheOppressedasthereareperformers.Hereisalist

ofsomeofthemostcommonforms:

Simultaneousdramaturgy-whentheactorsstoptheactionandasktheaudiencefortheiropinionsabouthowtoresolvethesituation,promotingdialoguebetweentheactors

andtheaudience.

Imagetheatre-actorsareaskedtomoldorsculpttheirbodiesorthebodiesofotherstoformanidea,emotion,orsituation,thenmoveintoagroupandreformimagestoforma

biggerpictureorimage.Thisformemphasizesusingthebody,ratherthanspeech,asthe

mediumofexpression.

Forumtheatre-aftertheperformersactoutasituation,audiencemembersareinvitedto

cometothestageandtaketheroleofoneoftheperformerstotrytoresolvethesituation.

Newspapertheatre-aseriesoftechniquesusedtogettheaudiencetotransformnews

storiesintoatheatricalscene.

Invisibletheatre-apreviouslyrehearsedplayperformedinapublicspacewherethepublicisnotinformedthatitisaperformance.

SampleLessonTheatreThefollowinglessonisanexampleofusing

TheatreoftheOppressedintheclassroom

(TeachingTolerance,n.d.).

CircleSculpture

Level:Grades6to8,Grades9to12


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Subject:SocialStudies

AnintroductiontotheTheatreoftheOppressed

*ThislessonplanistoaccompanytheTeaching

Tolerancemagazinearticle"FlippingtheScripton

BiasandBullies"

Framework

"Itisn'teasytheater,"directorJeannieLaFrance

said."Butit'sawesome."Shewastalkingaboutthe

TheatreoftheOppressed,asetoftheatrical

techniquesthatchallengeourmostbasic

assumptionsaboutdrama.Byblurringtheline

betweenactorandaudience,Theatreofthe

Oppressedcanshakeyourstudentsoutof

complacencyandmakethemfeelempoweredto

confrontinjusticeinaneffective,nonviolent

manner.Thesetechniquescanattractstudents

whowouldn'tnormallygetinvolvedindrama

andimplementingthemdoesn'tcostalotofmoney.

Itdoestakework.However,ifyoutakethetimeto

introducethesetechniquesandcreateasafe

environmentforself-expression,youwillfindthat

studentsmakerapidprogress.

Thefour-dayplan,basedonthe"circlesculpture"

technique,givesyouastep-by-steplookathowto

introducetheTheatreoftheOppressedinyour

classroom.

Objectives

Studentswilllearnthetechniquesof"circlesculpture"andperformas"spect-actors"ina

performanceaboutatopicthatisimportantto

theircommunity.

Time&Materials

Fourclasssessions(onetointroducetheprocess

andtheotherstoteacheachvariationonthe

process)

Chalkandchalkboard(ormarkeranddryerase

board)

Newsprintorposterboardandmarkers

ANoteonClassroomEnvironment Thefirststepthismulti-daylessoninvolvessafety

andtrustbuilding.Takespecialcarewhileguiding

theactivitiestoensurethateachstudentfeels

valuedandheard,andthatallopinions,thoughts,

andfeelingsareconsideredequal.

Remember,oncetrusthasbeenestablished,the

community'sgrowthandlearningcanbeboth

rapidanddeep.Attheconclusionofthese

activities,studentscanemergewithashared

experiencethatispowerfulandtransformational.

Trusttheprocess,yourstudentsandyourself.

Process

Day1Bydeconstructingaquotefromtheater

artist/educatorMichaelRohd,andengagingina

warm-upactivity,studentswillbegintoexplorethetechniquesoftheTheatreoftheOppressed.

QuoteActivity

1.Writethefollowingquoteontheboard:

"Theatreallowsustoconversewithoursouls,to

passionatelypursueanddiscoverwaysofliving

withourselvesandwithothers."

MichaelRohd,theatreartist&educator

2.Askthreeorfourdifferentstudentstoreadthe

quotealoud.

3.Askstudentstopairupandsharewiththeir

partneranexampleofaplay,movie,television

programorotherperformancepiecetheybelieve

isanexampleofwhatMichaelRohdisdescribing.

4.Brainstormalistofemotionsassociatedwith

theirexamples.Writetheresponsesontheboard.

Explaintoyourstudentsthattheseriesof

activitiesyouhaveplannedforthemoverthenext

fewdaysmaybringupsomeemotionsmentioned

onthelist.Letthemknowthatyouwilldoallyou

cantocreateasafespaceforlearning.Encouragethemtotakepersonalresponsibilityfordoing

theirparttomaintainthatsafespace.

Warm-up/Energizer

Warm-upsandenergizersareessentialin

preparingstudentsfortheaterwork.Theycreatea

safespaceforself-expressionandcauseshiftin

thewaystudentsengagewithaparticulartheme.

Warm-upsandenergizersnotonlygetthegroup

started,theyfosterasafeandplayfulinteraction

amongtheparticipants.Inaddition,thegroupgets

anopportunitytobeginparticipatingin

structuredactivitiesinwhichtheywillbeaskedtousetheirbodiesinanewway.Thisshiftsthem

fromtheirautomaticresponsesandhabits,and

setsthemuptoengageatopicfromanew

perspective.

Cover the Space

Thismovementactivitywillhelpstudentsshift

fromthetraditionalclassroomformat.Withthe


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exceptionofdirectionscomingfromyou,thisisa

silentexercise.

Designateanopenspace.Youmaymarkitoffwith

physicalboundarieslikedesksorchairs,oryou

maysimplydesignatethespace.

Tellstudentstostartwalkingaroundthespace.

Directthemtotrytocovereveryinchofthedesignatedspace.Theyshouldkeepwalking.No

talkingorphysicalcontactareallowed.Afterafew

minutes,askstudentstobeawareoftheirbodies.

Thoughtheycan'ttalk,theyshouldlookatone

another.Asktothembecomeawareofthefloor,

thespaceunderneaththeirfeet.Afterafewmore

minutes,letthemknowitistheirjob,asagroup,

toensurethattheentirespaceiscoveredatall

times.Tellthemwhenyoucall"freeze"they

shouldstop.Oncetheyhavestopped,givethem

feedbackonhowwelltheyarecoveringthespace,

then"unfreeze"andresumewalking.Keepitgoing

untilyouaresatisfiedthatthegrouphasbecomecompletelyfocusedonthetaskof"coveringthe

space."

Follow-upquestionsfortheclass

1.Howdoyoufeelabouttheenergyandfocusyou

broughttotheexercise?

2.Whathelpedtokeepyoufocused?What

happenedwhenyouwerenotfocused?

3.Howdiditfeeltodothisinsilence?Werethere

timeswhenyouwantedtospeak?

4.Didthegroup"coverthespace?"

FramingtheIssue

Everyonesitsinacircleandbrainstormsaboutan

issueyouwillbeexploringwiththegroup.For

example,youcanaskthegrouptosharethoughts

orconcernstheyhaveregardingtheincreasein

anti-blackhateincidentsacrossthecountryinthe

monthafterBarackObama'selection.

Youcaneithergoaroundthecircleorcallon

studentstoraisetheirhands.It'snotadialogueat

thispoint.Peoplebrieflysaywhat'sontheirmind

andotherslisten.

Afterhearingthethoughtsandconcernsjust

shared,youaskthegroupforsinglewordsthat

cometomindaroundthisissue.Thesecanbe

themesoremotions(i.e.,fear,anger,guns,crime,

jealousy,race,harassment).

Youwritethemdownasthey'recalledout.Aim

foralistof30-50singlewords.Whenyou've

finished,readthelistbacktothem.Thislistwill

serveasablueprintfortherestoftheactivity,but

itisalsoonethatyou'lllikelyreturntoagainand

again.

Debrief

Studentsshouldreturntopairstosharefeelings

raisedbytoday'sactivities.Aftereachpartnerhas

anopportunitytoshare,askthepairstoselectonefeelingwordthatcapturessomeofwhatboth

partnersshared.Theyshouldwritethewordon

anindexcard,withoutsigningtheirnames,and

turnitin.(Youwilladdthewordstothelist

createdearlier.)

Returntowholegroupandthankeveryonefor

theirparticipation.Letthemknowwhenthe

processwillcontinue.

Day2

Warmup/game

TheWindBlows

Startbyhavingeveryonesitinacircleofchairs.Pullonechairoutofthecirclesothatoneperson

doesnothaveplacetosit.Youmaywanttoask

whowouldliketovolunteertopulltheirchairout.

Theobjectoftheactivityistohaveoneperson

standinthecenterandshareastatementwiththe

groupastatementthatistrueforthestudent.

Forinstance,ifthestudentisnervousaboutatest,

sheorhecansharethat.Thestatementdoesn't

havetobetrueforeveryone,justforthestudent

inthecenter.

Thestatementmustbesharedinthisformat:"The

windblowsif...(insertstatement)".Thepersonin

thecentercanshareanythingtheyfeelcomfortablesharing.Forexample,"Thewind

blowsifyouarefeelinghappytoday"or"thewind

blowsifyouaretheeldestinyourfamily."

The"wind"hasjustblown,andtheparticipants,

likeleaves,mustfindanewlocationifthis

statementisalsotrueforthem.Thisisthe

opportunityforthepersonstandinginthecenter

totakeanopenchairbeforeanotherindividual

takesit.Whoeverisleftinthecenter,withouta

seat,istheonewhowillsharenext.

Youcanplaythegamefor10-15minutes

dependingonyourgroup.Astheyfindarhythm,

youmayremindthemthattheycanshareabout

experiences,likesanddislikes,family,etc.

whateverfeelssafe.

Follow-upquestions

1.Wereyousurprisedbythethingspeoplechose

toshareinthegroup?

2.Ifyouwereinthemiddle,howdidyoudecide

whattoshare?


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3.Wereyouhonestinyourresponses?Didyou

changeseatseachtimethestatementwastruefor

you?

4.Howdoyoufeelaboutbeingapartofthisgroup

rightnow?Reframingtheissue

Askstudentstorecallthecommunityissuethey

exploredinthelastclasssession.Readstudentsa

recentnewsreportaboutthatissue(forinstance,

ifyourclasschosetotalkaboutracialbacklash

incidentsfollowingtheelectionofBarackObama,

youmightselectastoryaboutoneofthose

incidents.)

Askeachpersontoselectasinglewordfromthe

listtheygeneratedduringthelastclasssessiona

wordthatcharacterizeswhatwassharedfromthe

newsreport.

PartnerSculpt

Everyonegetsapartner.Onepartnerwillstartas

thesculptor,theotherasclay.

Demonstratetothegrouphowtosculpthuman

clay.Thesculptorcansculptbytouchingthe"clay"

andmovinghisorherpartnerintoplaceorby

mirroringandshowingthemthepositionthey

shouldtake.Thesculptorcannottalk.Theactivity

issilent.

Youcalloutawordfromthelistandthesculptor

usestheclaytocreateanimageinresponsetothe

word,tomakeapieceofart.Thegoalisnotto

illustratethewordortoplaycharades.Itistoshape,imagine,andcreate.Theimagecanbe

realistic,abstract,concrete,orsymbolic.Thereare

norightorwrongimages!Itdoesn'thavetohavea

"meaning".Itcancomefromathoughtorafeeling.

Afterthesculptorshavesculpted,theycanwalk

aroundandlookatothers'images.Thereshould

beagalleryofresponsestotheword.Whenevery

sculptorhasreturnedtotheirimageyousay"clay,

relax"andtheclayandsculptortradeplaces.

Gobackandforththroughavarietyofwordsuntil

youfeelreadytomoveon.

Debrief

1.Howdoyoufeelaboutyourparticipationtoday?

2.Didyoupreferbeingtheclayorthesculptor?

3.Wereyouabletoexpresswhatyouwanted

throughthisexercise?Whyorwhynot?

Congratulatethestudentsontheirhardwork.

Encouragethemtotalktoothersaboutwhatthey

experiencedtoday.Remindthemwhenthegroup

meetsagain.

Day3

GroupSculpt

Everyonegetsintogroupsoffourorfive.Each

groupwillpicksomeonetosculptfirst.Youcalloutawordandtheysculpt.Thistimethey

havemorepiecesofclaytoworkwith.However,

justbecausetheyhavemorebodies,doesn'tmean

thattheyhavetosculptarealisticstoryorscene.

Theycan,buttheycanalsosculptabstractimages.

Theyhavetosculptquicklyandsilently.

Duringeachroundofwords,youcanrelaxallthe

imagesbutoneandalloweveryonetoseeeach

other'swork.Yougoaroundtheroomuntileach

imagehasbeenfeaturedandthenmovetothe

nextword.Youwanttomakesureeachgroup

memberhasachancetosculptatleastoncebefore

movingon.

Day4

Warmup/game

Shape&NumberCircleSculpt

Everyonestandsinacircleandthreepeoplegetin

themiddle.Youcalloutawordfromthelistand

thethreepeoplecreateanimageontheirown.

Theyareallclayandtheysimplyfindapositionin

relationtoeachotherasyoucounttofive.On

"five,"youcallout"freeze"andtheyhold

whateverpositiontheyarein.

Explaintotherestofthegroupthattheyarelookingatoneoutofaninfinitenumberof

possibleimagesforthisword.Theywillnowhave

achancetore-sculptthatimageasmuchasthey

like.Anyonecanstepintothecircleandre-sculpt.

Oneatatime,thegrouptriestoshareasmany

imagesastheycan.Theysculptsilentlyandpause

afewsecondsbetweenimages.Thiscontinues

untilyoustoptheroundandgoontoanewword.

Debrief

TipsonProcessingtheImages

Ifyouwanttotalkaboutanimage,askwhat

peoplesee.Whateverresponsestheygiveare

valuable.Makeapointofnottryingtohavethem

answerinacertaincontext.Justaskwhattheysee.

Havepeopletellthestorytheyseeintheimage.

Pushforasmanydifferentstoriesasyoucanget.

Astheywalkaroundandlookatimages,remind

themtoseetheimages,notjustglanceatthe


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ReferencesArtsforPeace:PeaceEducationThroughArts,CultureandExposure.(n.d.).Retrievedfrom

http://www.arts-for-peace.org/index.html

Fountain,S.(1999).PeaceEducationinUNICEF.Manuscriptinpreparation.Retrievedfrom

www.unicef.org/girlseducation/files/PeaceEducation.pdf

OragamiPeaceTreeProject(n.d.).Retrievedfromhttp://www.peacetree.info/main.php

Projects.(n.d.).InternationalArtPartnershipPeaceTree.Retrievedfrom

http://www.iap-peacetree.org/iap/projects.html

RadiantPeaceEducationAwards.(n.d.).RetrievedfromTheRadiantPeaceFoundation

International,Inc.website:http://www.radiantpeace.org/trpeaix.html

TeachingTolerance(n.d.).CircleSculpture.Retrieved

fromhttp://www.tolerance.org/activity/circle-sculpture

TowardsaCultureofPeace.(n.d.).LookingatPeaceEducation.Retrievedfrom

http://www.ppu.org.uk/learn/peaceed/pe_ednetcurriculum.html

WarToystoPeaceArt.(n.d.).Retrievedfrom

http://www.wartoystopeaceart.com/workshop.html

Winfield,M.CollectivePoetry.TeachingTolerance.Retrievedfrom

http://www.tolerance.org/activity/collective-poetry

AdditionalResources

PlayingforChange:PeaceThroughMusic

http://www.playingforchange.com/

Thisprojectstartedasadocumentaryfilmtoshowtheuniversallanguageofmusicasittranscendsculturalandnationalborders.Thefilmmakerstraveledtheworldgetting

footageofstreetmusiciansinvariouscountriesperformingthesamesongs,andlayered

themusiciansoveroneanother,creatingaglobalconcert.Thedocumentaryisagreatresourceforshowingthepowerofmusicforpeace.Theorganization'snon-profit

branch(www.playingforchange.org)promotesmusiceducationandhasstartedmusicschoolsinunderservedareasaroundtheworld.


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5.Quizzes

Unit1Quiz

1. Thefieldofpeaceeducationhasbeeninfluencedbya. theacademicfieldofpeacestudiesb. internationalorganizationssuchastheUNc. socialjusticemovements.d. alloftheabove

2. Withregardsto

PART 6 of 6 - Appendices

Documents