When professionals meet people from other cultures, there are some problematic issues that may appear, especially when considering human rights. Every individual has the right to live as they choose, and have the right to their own culture and traditions even if they have immigrated to another country. Female genital mutilation is a tradition that violates human rights. In this study we will look at what conflicts of values that professionals can have while meeting clients who have been mutilated. We have made qualitative interviews with four professionals working in a small town in Sweden in an area where many immigrants live. Professionals who meet people that have been genital mutilated have to balance respect for the individual with official restrictions and law. Knowledge about other countries and cultures can be important in the meeting between the professional and the client. Many conflicts of values appear and in this study we lift some of these conflicts.

<p>When professionals meet people from other cultures, there are some problematic issues that may appear, especially when considering human rights. Every individual has the right to live as they choose, and have the right to their own culture and traditions even if they have immigrated to another country. Female genital mutilation is a tradition that violates human rights. In this study we will look at what conflicts of values that professionals can have while meeting clients who have been mutilated. We have made qualitative interviews with four professionals working in a small town in Sweden in an area where many immigrants live. Professionals who meet people that have been genital mutilated have to balance respect for the individual with official restrictions and law. Knowledge about other countries and cultures can be important in the meeting between the professional and the client. Many conflicts of values appear and in this study we lift some of these conflicts.</p>

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

As a result of frequent and flagrant human rights violations by most post-independence African regimes (particularly before the 1990s), the new or substantially revised post-1990 African constitutions entrenched fundamental rights and freedoms. The constitutions of Benin, the Democratic Republic of Congo (DRC) and South Africa established constitutional courts with mandates, inter alia, to deal with any disputes involving the violation of these fundamental human rights. Over the last three decades, the constitutional courts of these three countries have produced a considerable body of human rights jurisprudence that has begun to show that legislation and conduct hostile to human rights cannot be tolerated. This study undertakes a comparative appraisal of the extent to which differences between the common law and civil law legal traditions – on which the design of constitutional courts and the recognition of human rights in Benin, the DRC, and South Africa are based – influence the constitutional interpretation of fundamental rights and the possible implications these have for the promotion of a human rights culture. Three decades after the revival of constitutionalism and concerted attempts to protect fundamental human rights in Africa, it is important to assess whether constitutional jurisdictions established to promote and protect the constitutional order against the attacks that were commonplace before 1990s have used their human rights mandate in a progressive and transformative way such that state and non-state actors respect human rights and constitutionalism. Constitutional courts are increasingly imposing limitations on the exercise of political powers and are being used by some individuals to challenge the despotic tendencies of those who undermine the transformative human rights ideals contained in the constitutions of Benin, the DRC and South Africa. This study is primarily comparative in its methodology. It begins by examining possible influences on the nature, scope, and constitutional interpretation of African bills of rights; it then examines the background and approaches to bills of rights in the three countries. In three subsequent chapters, the study critically investigates the quality of the interpretation of equality and non-discrimination, fair trial, and political rights provisions of the constitutions of these three countries in cases brought before their Constitutional Courts. This is followed by a chapter that provides a comparative overview of trends, developments and lessons from the three constitutional courts. In conclusion, the study argues that although differences between the common law and civil law legal traditions significantly influence approaches to bills of rights and the interpretation of human rights by the three constitutional courts, these courts have the potential to improve the quality of their interpretations and learn from each other. More specifically, it is contended that many African countries, especially those operating under the civil law tradition, can learn much from the experience of the South African Constitutional Court. / Thesis (PhD)--University of Pretoria, 2021. / Centre for Human Rights / LLD / Restricted