Abstract

This article describes an innovative service learning project designed for undergraduate courses examining human rights. The project vividly illustrated the role of dehumanization in affecting human rights. Within the broader context of discussions about human rights issues writ large, it forced students to reconsider questions about rights not accorded to those on the fringes of society. We discuss the project in detail, including its planning, implementation, and pedagogical value. The article begins with an overview of human rights education, followed by thoughts on the benefits and challenges of a service learning approach. It concludes with an assessment of the effectiveness of our activity.

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Additional Information

ISSN
1085-794X
Print ISSN
0275-0392
Pages
pp. 189-207
Launched on MUSE
2004-02-06
Open Access
No
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