FORTRESS EUROPE - SEEKING ASYLUM

The following teachers’ notes are intended to support the PSE activity to be used in preparation for Fortress Europe.

Aims

It is important that the pupils are given every opportunity to explore and develop their attitudes and values.

· To understand the need to respect the human rights of people throughout the world.

· To develop within the pupils an awareness of the human rights issues afflicting asylum seekers.

· To be sensitively aware of the plight faced by asylum seekers.

· To develop a charter for human rights within the school.

Introduction

The reasons that people leave their homes and become refugees are varied. Yet all refugees have one thing in common: their human rights are not respected in their home country. But what is meant by a human right?

A right is something to which everyone is entitled. Rights that are laid down in law are called legal rights. Legal rights change as the laws of a country change. But not all laws are fair. People also have moral rights. Such rights reflect what is believed to be fair and just.

Human rights are universal moral rights. They apply to all people, at all times, and in all situations.

After the Second World War, representatives of 48 nations met, and wrote the Universal Declaration of Human Rights. This was passed by the United Nations General Assembly in 1948. Other international declarations have since followed. Sadly many countries choose to ignore the principles outlined in the declaration. Amnesty International believes that over 90 countries regularly torture prisoners.

Where human rights are not respected people are put in danger and some have become refugees.

Who is a refugee?

A refugee is a person who “owing to well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country.” (from the 1951 Convention Relating to the Status of Refugees)

In preparation for the interactive workshop on asylum seekers it is important that the pupils develop an understanding of the basic human rights to which we are all entitled. We should also aim to develop within the pupils an awareness of the human rights issues afflicting the thousands of asylum seekers moving to the UK each year.

SEEKING ASYLUM

Preceding the visit to the interactive display on asylum seekers it is important to engage the pupils awareness of the basic human rights to which we are all entitled.

Each pupil should be given a booklet to work through.

1. Ask the pupils to work in-groups of three. Each person should work through the booklet, initially they should make a list of all the things that they feel they are entitled to; you might also ask them to prioritise these. You will need to prompt them initially.

· Follow this up by asking them to identify what/who they value the most in their lives?

· Can they make a clear distinction between friends and family and material possessions?

· What do they take for granted?

· How would they feel if the most important things in their lives were taken away from them?

The pupils may identify relatively materialistic values, attached to the need for pocket money, possessions, going out, socialising etc. They may, however, identify friends and family as being of greatest importance to them. Can they make this distinction? They will probably take for granted other issues such as access to an education, clean water and having a roof over their head. As they grow older their values will change, as will their priorities. They will become more aware of other issues such as the ability to vote, their choice in marriage etc.

Compile a list of the basic human rights to which we are all entitled. You may wish to give them a copy of the list already compiled.

2. You should now turn attention more specifically to the plight of refugees and those seeking asylum. The pupils should be made aware of whom refugees are and the plight they suffer. In order to develop emotional feelings; ask the pupils to discuss in pairs an occasion in the past when they were upset. How did they feel? How long did it take to get over that experience? Do their experiences still affect them? Try to give them examples e.g. not being allowed to go to a party, the death of a relative, a friend moving away etc. Key Question: Do you think that refugees might feel similar emotions? Ask them to put themselves in a similar, hypothetical situation to asylum seekers. Work through the remaining questions.

· How would they feel if their basic rights were taken away from them?

· What would they do? How would they cope?

· How would they feel about having to leave their homes, families and friends behind?

· Where would they move to? How would they travel? What would they take? How would they cope in another living in another country where they didn’t speak the language? (page 200/201)

In follow up to Fortress Europe and this introductory session the pupils should aim to produce a charter for children’s rights. The pupils should decide on ten rights that the all children everywhere should have. Pupils should be given a set of cards outlining the Universal Declaration of Human Rights. (page 51)