Tolerance, Types of Discrimination and Human Rights
1. School Name: Ghebi Public
School,Georgia
The founder of the project
`Tolerance` : Tamari Samsonidze
2.
3. “Tolerance is respect, acceptance and appreciation of the
rich diversity of our world's cultures, our forms of
expression and ways of being human.”
4. In 1996, the UN General Assembly (by resolution 51/95) invited UN
Member States to observe the International Day for Tolerance on 16
November.
The International Day for Tolerance is a time
for people to learn about respecting and
recognizing the rights and beliefs of others.
5. Tolerance is the most necessary quality of man. Tolerance is one of the
conditions of good manners. Intolerance leads to the worst disaster. So,
we put so much importance on tolerance.
6. Tolerance is the appreciation of diversity and the ability to live and let others live. It is the
ability to exercise a fair and objective attitude towards those whose opinions, practices,
religion, nationality and so on differ from one's own.
7.
8. The Importance Of
Tolerance
Tolerance is really a very highly useful quality. It is
one of the basic principles of good manners. We can
do justice if we are tolerant to hearing the different
views of others. If we are tolerant we can make the
due assessment of the views of others. Tolerance as a
quality is indispensable in the democratic countries.
Tolerance is the first condition for the exercise of of
all views. We must be tolerant of the views however
bitter that may be. So, every student, every citizen
and every individual culture the habit of tolerance.
9. Albert Einstein
“Laws alone can not secure freedom of
expression; in order that every man
present his views without penalty there
must be spirit of tolerance in the entire
population.”
10.
11. “When you take stories of adversity and flip them into stories of glory—of
how the human spirit is able to overcome, even in the worst of
circumstances—there is power that our students stand to get from that.”
Barbie Garayúa-Tudryn
12.
13.
14.
15. If you call someone FAT, it
doesn't make you any SKINNIER;
If you call someone STUPID, it
doesn't make you any SMARTER.
17. Behavior that is intentional,
hurtful and repeated by one or
more persons.
The behavior is repeated, or has
the potential to be repeated,
over time.
BULLYING
18. Actions such as making
threats, spreading
rumors, attacking
someone physically or
verbally, and excluding
someone from a group on
purpose.
BULLYING
INCLUDES :
19.
20. Verbal bullies use words to
hurt or humiliate another
person.
Verbal bullying includes
name-calling, insulting,
making racist comments,
and constant teasing.
Verbal
Bullying
22. Emotional bullying are
things such as spreading
rumors, excluding in
games and talking behind
others back.
Emotional/ Social
Bullying
23. Psychological bullying is when someone(or a
group of people) repeatedly and intentionally
use words or actions which cause you
psychological harm.
Psychological bullying
24. • Cyber bullying is when
someone (or a group of
people) uses
technology to
verbally, socially or
psychologically bully.
Cyber
Bullying
27. Racism is the belief that race is the
primary determinant of human traits
and capacities and
that racial differences produce an
inherent superiority of a particular
race.
What is Racism?
27
29. Even though
anybody can be
racialised,
independently of
their somatic
differences.
29
Racial discrimination
typically points out
taxonomic differences
between different
groups of people,
31. HISTORY
Racism has been part of
the social fabric of
America since its
European colonization.
Whether it be the
tragic past of the
Native Americans, the
Mexicans, the Puerto
Ricans, or the blacks,
the story is one of
slavery, peonage,
economic exploration,
brutal repression, and
cultural neglect.
None have escaped one
or another form of
collective degradation
by a powerful
majority.
31
32. Sociological
definition of racism
• Racism is a system of group privilege.
• “Culturally sanCtioned beliefs,
which, regardless of intentions
involved,
• Defend the advantages whites have
because of the subordinated position
of racial minorities
32
33. Do I have a responsibility to speak out against racism?
Yes, you do.
Otherwise, your
silence may be
interpreted as tacit
approval of
discrimination. You
have the right, as
well as the
responsibility, to
speak out against
racism.
33
34. • Some countries have
legislations against racist
acts. In New Brunswick,
Canada for example, you
can file a complaint with
the New Brunswick Human
Rights Commission. If another
person files a complaint,
you can support him or her
by cooperating with the
investigating officer.
34
What can I do to combat racial discrimination?
35. • Take part in activities marking the
International Day for the Elimination of
Racial Discrimination every 21 March.
• Join organisations dealing with issues of
racism and human rights.
• Suggest that your local newspaper
publish a special section on the racial
and cultural diversity of your
community.
• Create a speakers' bureau of persons
willing to speak about racism and human
rights.
• Explore ways in which community
organisations can work together to
promote positive race relations.
• Suggest that your community develop a
policy statement against all forms of
racial discrimination.
35
Suggested activities for the community
36. 36
In schools
•Object to racist jokes and insults.
•Organise an intercultural music or film festival.
•Invite guests to speak on racism and human rights.
•Organise a poster or essay contest.
•Show films on prejudice, stereotyping, discrimination
and racism.
•Examine the contents of television, film, radio and
newspapers for stereotypes. Identify and discuss the
stereotypes.
•Find out about human rights organisations in your
area and what role they play.
•Suggest that your class or school develop a policy
statement against all forms of racial discrimination.
37. • Object to racist jokes and
insults.
• Encourage dialogue on racism
and human rights.
• Organise a lunch time film series.
• Encourage human rights
awareness at union meetings
through guest speakers, films or
other presentations.
• Examine hiring practices to
ensure equality of opportunity
for all.
• Develop clear policy statements
against all forms of racial
discrimination and define ways to
make them work through
cooperation and consensus.
37
In the workplace
41. Religious intolerance
is intolerance of another's religious beliefs or practices or lack thereof.
Mere statements which are contrary to one's beliefs do not constitute intolerance. Religious intolerance,
rather, occurs when a group (e.g., a society, a religious group, a non-religious group) specifically refuses to
tolerate one's practices, persons or beliefs on religious grounds.
42.
43.
44. What is disability discrimination?
Disability discrimination is when you are treated less well or put at a disadvantage for a reason
that relates to your disability in one of the situations covered by the Equality Act.
The treatment could be a one-off action, the application of a rule or policy or the existence of
physical or communication barriers which make accessing something difficult or impossible.
The discrimination does not have to be intentional to be unlawful.
49. Gender- the characteristics
that a society or culture
delineates as masculine or
feminine gender role as a 'man'
or a 'woman' in society can be
quite different cross
culturally.
50. refers to unequal
treatment or perceptions
of individuals based on
their gender. It arises
from differences in
socially constructed
gender roles.
Gender inequality
51. Gender equality
is the view that
everyone should
receive equal
treatment and not
be discriminated
against based on
their gender.
52. Understanding gender mean understanding
the behavior, opportunities and constraint
that affect both men as well as women.
53.
54. Equity and Bias
Equality- the state of being
equal, especially in status,
rights, or opportunities.
Equity - the quality of being fair
and impartial.
Bias- inclination or prejudice for
or against one person or group,
especially in a way considered to
be unfair.
55. Equity and equality are two
strategies we can use in an effort to
produce fairness. Equity is giving
everyone what they need to be
successful. Equality is treating
everyone the same. Equality aims to
promote fairness, but it can only work
if everyone starts from the same
place and needs the same help.
56.
57. Gender equality
means equal
treatment of
women and men in
law and policies
and equal access
to resource and
service within
families,
communities and
society at large.
Gender equity
means fairness and
justice in the
distribution of
benefits and
responsibilities
between women and
men.
58. Women’s are not dying beCause of the disease We
cannot treat, they are dying because society
have yet to make a decision that their life are
worth saving. –
Dr. Mohammod Fatahalla
59. “gender equity is the proCess of
being fair to Women and men. ” -
UNFPA
(United Nation Population Fund )
63. Defining social inequality :
- Lack of/uneven access to the social amenities that are
necessary for an adequate standard of living.
- The exclusion of people from full and equal participation in
societal events/structures that are perceive to be important,
valuable (economically, socially, culturally), personally
worthwhile and socially desirable.
Gustav Flaubert – French Novelist
64. SOCIAL STRATIFICATION
o Way society is organized
into hierarchical layers
or strata .
• Unequal distribution of
soCiety’s rewards.
65. SOCIAL STRATIFICATION
• Income and wealth
• raCe and ethnicity
• Gender
• age
Every society has some system of stratification, and each
system of stratification tends to endure from generation to
generation.
67. STRATIFICATION SYSTEMS
Societies use stratification systems to rank
different groups.
• SLAVERY
• CASTE
• CLASS
Alan Turing – British Computer Scientist
69. If you can't fly, then RUN.
If you can't run, then WALK.
If you can't walk, then CRAWL.
But whatever you do,
YOU HAVE TO KEEP MOVING.
Martin Luther King, Jr. – Civil Rights Activist and Pastor
70. MODERN SLAVERY •
Modern slaves exist in countries all
around the world
• Kevin Bales
millions of ‘disposable people’ trapped in
incredibly harsh conditions of forced
servitude.
74. CLASS •
In a class system, a
person’s plaCe in the
social system is based on
achieved statuses, which
are earned or Chosen. •
Those born in a class
system can choose their
educational level,
Careers, and spouses. •
Movement up or down the
social hierarchy is a
major characteristic of
the class system.
75. soCial inequality •
Social inequality
people have unequal access to
scarce and valued resources in
society
76.
77. 77
ADD A FOOTER
The Right of Children to Free and Compulsory Education Act or
Right to Education Act (RTE) , which was passed by the Indian
parliament on 4 August 2009, describes the modalities of the
provision of free and compulsory education for children
between 6 and 14 in India under Article 21A of the Indian
Constitution. India became one of 135 countries to make
education a fundamental right of every child when the act
came into force on 1 April 2010.
What is RTE?
78. EDUCATION
“teaChing or instruCtions….in partiCular to
the transmission of knowledge and to
intelleCtual deVelopment,” and in a Wider
sense as “ the Whole proCess Whereby, in
any society, adults endeavor their beliefs,
Culture and other Values to the young.” -
The European Court of Human Rights
80. 80
ADD A FOOTER
SOVIET CONSTITUTION (1963)
The first constitution to recognize the right to education with a
corresponding obligation of the state to provide such education.
The constitution guaranteed free and compulsory education at
all levels.
82. UNIVERSAL
DECLARATION OF
HUMAN RIGHTS
ARTICLE 26(1)
Everyone has a right to education.
Education shall be free, at least in
the elementary and fundamental
stages. Elementary education shall
be compulsory. Technical and
professional education shall be made
generally available and higher
education shall be equally accessible
to all, on the basis of merits.
82
83. Parents have a prior right to
choose the kind of education that
shall be given to their children.
ARTICLE 26(3)
ADD A FOOTER
83
84. 84
Article 14 - Right to
education
1. Everyone has the right to
education and to have access to
vocational and continuing training.
2. This right includes the possibility
to receive free compulsory
education.
3. The freedom to found educational
establishments with due respect
for democratic principles and the
right of parents to ensure the
education and teaching of their
children in conformity with their
religious, philosophical and
pedagogical convictions shall be
respected, in accordance with the
national laws governing the
exercise of such freedom and right.
84
85. 85
“The roots of education are bitter, but the fruit is
sweet. – Aristotle
85
87. Education is not preparation for life; education is life
itself. – John Dewey
87
88.
89. What is political belief or activity discrimination?
While political belief or activity is not defined in the
Act, case law indicates that it means beliefs or
activities relating to the policies, structure,
composition, roles, obligations, purposes or
activities of government. Government includes the
Commonwealth, State and local governments.
Discrimination on the basis of political belief or activity can
be direct or indirect. Direct discrimination is treating a
person less favourably because of their political belief or
activity, or because they hold different political beliefs,
than someone without the political belief or activity or
different political beliefs would be treated in similar
circumstances.
90.
91. both ‘raCism’ and ‘raCe’ are highly Contested ConCepts. some argue that raCe itself
is a construction without a basis in biology. Racism is subject to several
interpretations, involving, for example, skin discrimination, biological derogation,
cultural supremacy and ideological considerations of racial identity, so it may be
preferable to speak of racisms. Arguably racism needs to be considered in specific
contexts of exclusion and hierarchy. However, if there is a common core and racism
refers to discrimination on the basis of race membership, then this exposes
affirmative action to the charge of racism.
92. Everyone must have the same
rights, obligations and
opportunities, irrespective of
ethnic background. The
Equality and Anti-
Discrimination Act provides
protection against ethnic
discrimination.
93. National Origin Discrimination
National origin discrimination involves treating people (applicants or employees) unfavorably
because they are from a particular country or part of the world, because of ethnicity or accent, or
because they appear to be of a certain ethnic background (even if they are not).
National origin discrimination also can involve treating people unfavorably because they are married
to (or associated with) a person of a certain national origin.
Discrimination can occur when the victim and the person who inflicted the discrimination are the
same national origin.
94. What is national origin discrimination?
When an individual is treated differently because of the country where they were born, their ancestry, culture, linguistic
characteristics (if common to a specific ethnic group) or accent, they have been discriminated against on the basis of their
national origin. An employment action based upon any of these things constitutes illegal discrimination. Discrimination of this
kind goes beyond ia single individual's characteristics.
95. “There should be no discrimination against
languages people speak, skin color, or religion.”
97. Hate crimes are crimes based on prejudice. They happen everywhere;
no society is immune to the effects of prejudice and intolerance.
Individual hate crimes carry the seeds of potential conflicts, as they can
escalate both in terms of numbers and levels of violence. If this is
understood and firm measures taken, the cycle of violence can be
stopped.
98. A hate crime (also known as a bias-motivated crime or bias crime) is a prejudice-motivated
crime which occurs when a perpetrator targets a victim because of their membership (or
perceived membership) of a certain social group or race.
Examples of such groups can include, and are almost exclusively limited
to ethnicity, disability, language, nationality, physical appearance, religion, gender identity…
Non-criminal actions that are motivated by these reasons are often called "bias incidents".
99. Lookism is a term that describes the discriminatory treatment of people who are considered
physically unattractive. It occurs in a variety of settings, including dating, social environments, and workplaces
100. Physical
unattractiveness has
received less cultural
attention than other
forms of discrimination
and typically does not
have the legal
protections that other
forms often have, but it
is still widespread and
significantly affects
peoples opportunities in
terms of romantic
relationships, job
opportunities, and other
realms of life.
101. Physical attractiveness is
associated with positive qualities;
in contrast, physical
unattractiveness is associated
with negative qualities. Many
people make judgments of others
based on their physical
appearance which influence how
they respond to these people.
Research on the "what beautiful is
good" stereotype shows that,
overall, those who are physically
attractive benefit from their
good looks: physically attractive
individuals are perceived more
positively and physical
attractiveness has a strong
influence on judgment of a
person's competence
102.
103. “Your beliefs become your
thoughts,
Your thoughts become your
words,
Your words become your
actions,
Your actions become your
habits,
Your habits become your
values,
Your values become your
destiny.”
― Gandhi
104.
105. “Where, after all, do uniVersal human rights begin? in small plaCes, Close to home — so close and
so small that they Cannot be seen on any maps of the World. […] unless these rights haVe meaning
there, they have little meaning anywhere. Without concerted citizen action to uphold them close
to home, We shall look in Vain for progress in the larger World.” — Eleanor Roosevelt
106. “eVeryone has the right to freedom of opinion and expression; this right inCludes
freedom to hold opinions without interference and to seek, receive and impart
information and ideas through any media and regardless of frontiers.”
― United Nations, Universal Declaration of Human Rights
107.
108.
109.
110.
111. • Why are Human Rights Important?
• Human rights reflect the minimum standards necessary for people to live with dignity.
• Human rights give people the freedom to choose how they live, how they express themselves, and
what kind of government theWhy are
Human Rights
Important?
• Human rights reflect the minimum standards necessary for
people to live with dignity.
• Human rights give people the freedom to choose how they live,
how they express themselves, and what kind of government
they want to support, among many other things.
• Human rights also guarantee people the means necessary to
satisfy their basic needs, such as food, housing, and education,
so they can take full advantage of all opportunities.
• Finally, by guaranteeing life, liberty, equality, and security,
human rights protect people against abuse by those who are
more powerful.
• y want to support, among m
hey can take full advantage of all opportunities.
