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Need for human rights education was felt for the first time in the post-
emergency period by the Indian intelligentsia which faced witch-
hunting during the emergency rule. Those who opposed the
emergency rule had given the slogan of Democracy versus
Dictatorship. In response, the supporters of Emergency gave a slogan
of Discipline versus Democracy. Betrayal of the large majority of the
educated and verbally articulate section of Indian society which
opened its mouth only to eat and to yawn (The most famous slogan
during 19 months of emergency rule during 1975-1976, Hum Hamara
Munh sirf Khane ke liye aur ubasi leneke liye Kholate hai. ) during the
emergency rule was shocking.
Philosophical Aspects
Operational Issues
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On October 12 there came into being a new law, of which Indians can
be proud. The Right to Information Act, 2005, was the result of long
years of struggle by the country's marginalised community of human
rights activists. Their victory, however, remains partial, with a vital
area of legitimate popular concern still left uncovered by the law.
The new law represents a great leap, by the standards of a developing
country, over the grossly inadequate provisions on the statute book
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thus far. It can make the right more real and bring it closer to the
common people, if implemented and acted upon.
Constitutional reasons might be cited for the provision that the law
covers all states except Jammu and Kashmir. The clauses on exclusion,
however, leave little doubt about a political-ideological outlook that
can severely restrict the right to information, especially in an area that
the law does not mention at all. Among the organisations excluded
from the purview of the Act are the national security agencies and
most of the paramilitary forces. These include: the Special Frontier
Force (SFF), the Border Security Force (BSF),
the Central Reserve Police Force (CRPF) and the Assam Rifles (AR).
Two of these, the BSF and the AR, have been involved in serious
security and human rights issues in Jammu and Kashmir and the north-
eastern state of Manipur, respectively.
Present prison rules for inmates (whether they are criminals or victims)
infantalise the prisoners because there is no input for capacity building
and emotional solace. The UN approach which involves, only regular
income and food security turn the prisoners into bullies. These
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The rise of militarism, the challenges of global economic and political dominance and the
increase in ethnic and religious conflicts have resulted in human rights violations across
the world. The United National General Assembly declaration of the Decade for Human
Rights Education is a call for upholding the dignity and equality of every human person.
Human rights education builds on solidarities and social networking
among participants in the global movement for the promotion and
protection of human rights. It focuses on respect for human dignity and
the principles of democracy. The aim is to foster a climate of justice
and peace through an understanding of human rights and related
issues.
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We are also asking people to join our action to make human rights
education part of everyday life in schools across the world.
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global governance with democratic essence. Last but not the least, we
should always remember that secular democracy with distributive
justice and human rights are two sides of the same coin. For past 8
years, Mumbai Initiative for Human Rights Education (MIHRE) has been
organizing workshops for school and college teachers and MIHRE has
also brought out educational material.
Conclusion
References:
Saumya Uma. Unpackaging Human Rights: Concepts, Campaigns & Concerns. Mumbai:
Women's Research & Action Group (WRAG) and Documentation Research and Training
Centre (DRTC), 2009. Available at: http://works.bepress.com/saumyauma/16
Upendra Baxi, The Future of Human Rights (New Delhi: Oxford
University Press,
2002