Abstract
D.Ed.
On 27 April 1994 every person in South Africa exercised his/her basic rights as a citizen.
By making a cross, citizens acknowledged the authority of the Constitution, and accepted
the responsibility this places on their shoulders. The success or failure of the new South
Africa is not dependent on the wording or impact of the Constitution, but relies on the
willingness of all South Africans to honour the content of the Constitution. Fundamental
rights which apply to each person in the country, can only be demanded on the condition
that people want these rights for others too. Every right that is demanded, implies the
responsibility to honour that right.
South Africa needs humanity, goodwill, benevolence, acceptance and forgiveness.
Provided that a culture of human rights can be established in the country, these ideals can
become reality. Human rights can and should be made part of the South African reality;
the Constitution describes it, the RDP calls for it and society demands it. In the course of
this dissertation, school is focused on as the one institution in society that is eligible for
the establishment of a culture of human rights. A survey done among practising teachers,
underlines this thought. The necessity of, and the need for human rights education is founded in official documentation such as international bills of human rights and conventions, policies of Unesco and the Council of Europe, as well as the educational policies of different countries. World leaders and international academicians plead for the inclusion of human rights teaching programmes in the school curricula and the establishment of a human rights culture as part of the ethos of every school.
Available material on the subject, that is implemented in schools all over the world, are
introduced and evaluated in the light of South African circumstances and needs. Contents
that could possibly be included in a curriculum in South African schools, are represented
in terms of knowledge, skills, attitudes and values. Problems facing human rights education in the South African society, as well as worldwide criticism against human
rights education are dealt with.
The inclusion of a human rights period and the incorporation of human rights contents in
the total school curriculum, are suggested in order to establish a human rights ethos in
schools. Some examples are given to indicate how contents can be concretised within the
class situation. The establishment of an education and a teaching strategy that puts human rights first, and that has the support of all role players, is recommended.
The success of the new South Africa will not be determined by the stock exchange, sport
achievements, technological breakthroughs or political opinions, but through the attitude
and will of each man and each woman to live and let live, and to strive towards a future
together. Education and teaching can make each child and each home aware, and sensitise them to acknowledge, respect and accept every other human being. The Bill of Human Rights should not only remain part of the Constitution, but should indeed become part of every person's philosophy of life and attitude towards life.