Human rights education in the aftermath of Sudan’s war
by Mujtaba S. Arman
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The modern history of Sudan has been scarred by a series of wars that have left profound consequences for the nation’s people, economy, national fabric, and environment. These wars have encompassed conflicts with foreign powers, such as the Mahdist Revolution’s resistance to Turkish rule and the national struggle against British colonialism, as well as protracted internal conflicts. The seeds of state violence in Sudan were sown with the confinement of farmers who demanded their rights and refused to deliver cotton to the government without receiving their due payment. These farmers were imprisoned in a pesticide storehouse, where 250 of them suffocated and died in an event known as the ‘Anbar Jouda’ massacre. The great poet Salah Ahmed Ibrahim immortalized these courageous farmers in his poem ‘As if they were a watercress package’.
The central tenet of this article is to demonstrate that the infusion of universal human rights values into the educational system is essential for a sustainable democratic transformation in Sudan. Political power transitions will be incomplete without the concurrent creation of an educated and enlightened social base. A fully-fledged democratic transformation cannot be achieved without a quality education that aims to produce a generation of human rights advocates. A new generation of educated Sudanese citizens who respect diverse opinions and celebrate their country’s rich cultural tapestry is needed.
Sudan’s tumultuous history, marred by egregious human rights violations that have severely tarnished the dignity of its people, compels policymakers, education activists, and civil society organizations to diligently seek avenues to instil universal human rights values and principles into the school curricula. Without delving into technical jargon or intricate methodologies, this article highlights the paramount significance of infusing these values into our evolving educational philosophy.
It is undeniable that our teaching and learning methods, particularly at the elementary level, remain largely traditional. The age-old ‘chalk-and-talk’ approach to imparting knowledge continues to dominate classrooms, despite the transformative impact of technology on education. Technology has revolutionized the way we teach and learn, offering a plethora of innovative and engaging tools. A poignant example of this transformation is evident in a video depicting a young elementary school student, deeply distressed and overwhelmed by the sheer volume of subjects he was expected to absorb.
As per the Cambridge Dictionary, pedagogy encompasses the methods and theory of teaching. In light of this definition, our new curriculum must be outcome-driven, focusing on the specific objectives we aim to achieve at the end of each day of instruction. The emerging educational philosophy emphasizes that the teacher ceases to be the sole sage on stage, with learners assuming a central role in the learning process. Active student engagement and participation are the cornerstones of this transformative approach.
The pedagogy of human rights seeks to seamlessly integrate universal human rights values into textbooks without overlooking the unique context of Sudan. These revised textbooks cater to the behavioural, situational, developmental, and social dimensions of learners, ensuring a holistic and relevant education that instils a deep understanding of human rights principles.
It goes without saying that any political transition of power will not be complete or sustainable unless accompanied by the widespread dissemination of universal human rights values through school curricula. If we envision a Sudanese enlightenment era or the democratization of society, we must pave the unbeaten paths that lead to a comprehensive upliftment of society. Educationally speaking, schools are considered the most crucial agents of socialization. Therefore, existing curricula must be developed and redesigned to effectively infuse the fundamental human rights values in their entirety and comprehensiveness. Textbooks should encourage dialogue and respect for diverse perspectives through outcome-based curricula. The right to be different should be fostered and celebrated, and the human rights culture should be seamlessly integrated into educational practices. Embracing criticism is of paramount importance in the new textbooks. The traditional method of teaching and learning, which heavily relies on memorization, must be modified to adapt to the new curricular changes.
Fundamentally, the ethos of human rights should be firmly anchored to the basic principles and values enshrined in the Universal Human Rights Charter. These essential principles and values should be integrated into basic education, particularly given the formative period of early childhood when individuals’ thoughts and personalities are shaped and moulded. The human rights culture should be meticulously interwoven into the attitudes and behaviours of young learners. These values and principles should be meaningfully and explicitly infused into the school curricula. Young learners must grasp the significance of respecting human dignity. In light of Sudan’s protracted history of conflict, young learners must comprehend and promote the culture of peace and non-violent conflict resolution, addressing issues at the school, family, and societal levels to foster a unified and harmonious society. Achieving these goals of integrating human rights values will only be possible if we shift from textbook-centred education to outcome-based education. The latter emphasizes whether students are actually acquiring knowledge and understanding, empowering them to apply their knowledge of human rights values in real-world scenarios rather than simply memorizing concepts.
It is of paramount importance to incorporate the values of non-violence, minority rights, the rights of vulnerable groups, civic consciousness, and the right to life into the educational framework. The renowned Khalifa of Islam, Omar Ibn Al-Khattab, once famously stated, “When have you enslaved people, and they were born free?”. Article 1 of the Universal Declaration of Human Rights Charter clearly states that 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. The primary objective of the new curriculum is to establish a just, peaceful, and democratic society where no individual is mistreated or subjected to actions that demean their human dignity. The new educational curricula should emphasize the existing values of diversity among individuals and society as a whole. It should also foster the spirit of initiative and communication skills among diverse groups and people from different walks of life. These values must be firmly grounded in the universal values of human rights and critical thinking practices. Our nation has endured a long history of suppression and oppression, and the new generation of Sudanese must be equipped with the ability to analyze issues critically and with a discerning eye, rather than simply memorizing information to pass exams or gain marks.
Overall, this article does not aim to specify or articulate the exact methods for integrating these fundamental human rights values into the new curricula, whether at the elementary or tertiary levels. The issue of integration should be left to those with expertise in the field of education, such as policymakers, educators, and curriculum specialists. The new curricula must be tailored in a way that clearly defines specific goals and outcomes. Ultimately, it should be straightforward to determine whether these specific goals and outcomes have been achieved. A deeply rooted and enduring democracy cannot exist without a high-quality education that prioritizes the dissemination of universal human rights values.