Freedom of thought, conscience, religion, opinion and expression is central to a human rights culture. These rights include the freedom to change religion or belief; to hold opinions without interference; and to seek, receive and impart information and ideas through any media and regardless of frontiers.
Confidence and self-esteem is tied to the individual capacity to freely express our own difference and values, and still be respectful of others. Learning of everyone’s values and sensibility is the best way to evict conflicts or hurtful situations. When you work together for human rights, practicing good relations is crucial.

a) A Blog or a “Who Am I?” book

If the Human Rights Club (see activity 1) has a web site, create a blog where each member can present his/her self-portrait, including his/her personal views and difficulties about human rights in his/her own life. Or have each member write the same information in a book that could be accessible to all members.

In school classroom, children begin a book about themselves, with a self-portrait on the cover. Personal pictures, prose and poems can be collected in this book. As children learn to write, they can put personal details, questions about themselves and answers to questions in it too. If resources are limited, a book can be made for the whole class with a page or two for each child.

b) Frames of Reference

Describing the personal frame of each member in a group is very important for creating a spirit of respect and to generate a better comprehension between members.

Divide the group into small groups and talk about words and behaviours each member considers the most hurtful to others. For each word, phrase or behaviour, the group should accept that it is hurtful and discuss
(1) whether people should be allowed to say/do such things
(2) what to do when it happens.

Finally discuss with the group the rights and responsibilities involved in abusive language or behavior.

• Are some words/behaviours only for girls or women? For boys or men?
• Why did some people think a particular word/behaviour was very painful and others find it playful?
• Does a leader or a teacher have a responsibility to stop hate speech or abusive behaviour?
• Do participants or students have a responsibility to stop it in their own lives? If so, why?
• What can you do in your community to stop hate speech or abusive behaviour?
• Why is it important to do so?

Opinions may vary depending on whether we like what we see or not. This is reflected in our choice of words.

For example, a person can be described as “aloof” or “independent”, “aggressive” or “assertive”, “submissive” or “prepared to cooperate”, “more driven” or “less afraid of hard work”. Ask people to think of other dichotomies of this sort.

Have people list in the most positive way possible five qualities about themselves they really admire. Then put these into a negative frame of reference so that the same things become hurtful instead of praiseworthy. Then do the reverse, first listing possible negative qualities they do not particularly like about themselves, and then using mirror words that make the list less offensive.

Another version of this activity is to ask people to list adjectives that generally describe girls or boys, women or men. Then reverse the gender (e.g. qualities described as “energetic” or “ambitious” in a boy might be considered “abrasive” or “pushy” in a girl).