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ESC Congress 21-24 September 2011 Vilnius. The Human Rights Perception in a sample of Students University of Brescia – Italy & ACAT Italia (Action by.

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Presentation on theme: "ESC Congress 21-24 September 2011 Vilnius. The Human Rights Perception in a sample of Students University of Brescia – Italy & ACAT Italia (Action by."— Presentation transcript:

1 ESC Congress September 2011 Vilnius

2 The Human Rights Perception in a sample of Students University of Brescia – Italy & ACAT Italia (Action by Christians for the Abolition of Torture) Luisa Ravagnani Anna Antonietti Carlo Alberto Romano

3 Metodology of the research (1) The University of Brescia in collaboration with ACAT Italia Association (Action by Christians for the Abolition of Torture) is working on an international project whose aim is the investigation of the students’awareness concerning fundamental Human Rights Topics such as the protection of Human Rights themselves, the Death Penalty and the use of Torture The University of Brescia in collaboration with ACAT Italia Association (Action by Christians for the Abolition of Torture) is working on an international project whose aim is the investigation of the students’awareness concerning fundamental Human Rights Topics such as the protection of Human Rights themselves, the Death Penalty and the use of Torture

4 Methodology of the research (2) Framework of the research: anonymous questionnaire administered to High School Students and University Students, composed by 31 questions divided in four groups. Framework of the research: anonymous questionnaire administered to High School Students and University Students, composed by 31 questions divided in four groups. 1) True/false questions: only one answer is the correct one 2) “It would be better if” questions (no wrong answers but one is the desirable one) 3) “My sensibility questions”: show the sensibility of the interviewed 4) “All correct” questions: show the cultural background of interviewed.

5 Methodology of the Research (3) Main Target: 1) To interview the largest number of students in each Country which has taken part in the research project to discover the level of their correct knoweldge of those arguments 2) To define the role of education in the improvement of personal awareness of respect in regard of HR 3) To identify new approaches as well as useful and focused instruments to teach the HR law in each different type of involved schools

6 First Step: Pilot Analysis of the collected data The authors compared two different groups of data a) 41 questionnaires administered to student of the 4° year of the High School b) 35 questionnaires administered to students of the 4° year of University – Law Faculty

7 Questionnaire analysis In the following slides you can see the most relevant outcomes for the topic: 1) HUMAN RIGHTS

8 HUMAN RIGHTS Definition Please choose the most appropriate definition for “Human Rights”: – Fundamental freedoms generally recognised to everybody, according to the UN Universal declaration of Human Rights – Fundamental freedoms generally recognised to everybody, according to the UN Universal declaration of Human Rights – Natural rights, existing for each person, with no differences of gender, age, country… – Natural rights, existing for each person, with no differences of gender, age, country… – The effect of a socio-cultural elaboration, typical of the Western world – The effect of a socio-cultural elaboration, typical of the Western world – Rights based on national and international legislation – Rights based on national and international legislation The Knoweldge of the meaning of “HUMAN RIGHTS” appears to be the same in the two sample of student, a part for the HS students which chose A.3 and A.4

9 HUMAN RIGHTS HS students are more aware about the historical context, that doesn’t seem to be positively influenced by age and higher level of education.

10 Question A.3 You think that the respect of Human Rights: – Is useful for a better relationship between individuals and Countries – Doesn’t influence daily life in a strong way – Involves the responsibility of each person – Is the exclusive responsibility of the States Question A.3 You think that the respect of Human Rights: – Is useful for a better relationship between individuals and Countries – Doesn’t influence daily life in a strong way – Involves the responsibility of each person – Is the exclusive responsibility of the States The answers show the existence of a good civic pride in both HS and University students. They are conscious that to live in a community implies responsibility HUMAN RIGHTS

11 HS students have a more pessimistic vision of the protection of HR in the world than Univ. students.

12 HUMAN RIGHTS The majority of HS students think that HR can be derogated Almost the entirety of Univ. students thinks there is no possibility to allow derogation to HR protection

13 HUMAN RIGHTS For both the considered samples of students the HR organizations play a positive role in the protection of HR even if the number of students that didn’t answer to the question: “Do you know some HR organizations?” was quite high.

14 HUMAN RIGHTS For both the considered samples of students education/culture seems to play the most important role in the improvement of the protection of HR, folloewd by the organization of public events to sensitize public opinion.

15 HUMAN RIGHTS For both the considered samples of students, Mass Media don’t show any kind of interest/respect in regard of HR. Moreover, for the majority of Univ. students (probably due to a more cultivated value judjment skills, developed with years and study) they present disrespectful images of HR

16 2) DEATH PENALTY The Historical background is not well steady in both of the samples: The 51% of Univ students and the 68% of the HS students gave the wrong answer

17 DEATH PENALTY Only the 34% of Univ. student and the 29% of HS students gave the correct answer. Could this outcome determine some questions about the cultural background granted from the educational system?

18 DEATH PENALTY Only the 17% of Univ. students and the 34% of HS students gave the correct answer. The answer “Vatican” represents a common stereotype that sees the Church as the main actor in the protection of HR

19 Discussion about Death Penalty The discussion about HR and DP is considered to be useful for the majority of the considered samples of students. 19% of HS students consider the role of such discussion “indifferent” for their own life and the same 19% consider the discussion about DP usless because nobody change their mind.

20 DEATH PENALTY Role of the Mass Media The 80% of Univ. students and the 90% of HS students think that Media talk about DP only in special occasion

21 3) TORTURE 0% of Univ. Students and 7.3% of HS students gave the correct answer 0% of Univ. Students and 7.3% of HS students gave the correct answer

22 TORTURE The 53.6%of HS student and the 31% of Univ student think that torture is used to let people talk (movie culture) The 53.6%of HS student and the 31% of Univ student think that torture is used to let people talk (movie culture) 68% of Univ Students and 36% of HS students think that torture is used to reach psychological supremacy 68% of Univ Students and 36% of HS students think that torture is used to reach psychological supremacy

23 TORTURE The 77% of Univ students thinks that the brohibition of torture is mandatory The 77% of Univ students thinks that the brohibition of torture is mandatory Only the 43% of HS students thinks the same Only the 43% of HS students thinks the same

24 TORTURE The 88.5% of Univ Students and the 65% of HS students have been influenced by the the “war on terror” perspectives The 88.5% of Univ Students and the 65% of HS students have been influenced by the the “war on terror” perspectives

25 TORTURE The 100% of Univ students thinks that Psychic consequences are the worst wounds of torture. The 100% of Univ students thinks that Psychic consequences are the worst wounds of torture. The 87.8 of HS students thinks the same The 87.8 of HS students thinks the same

26 Thank you


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