Module 3 – Human Rights, Violations, Gender Equity & Cultural Diversity

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Definition and Nature of Human Rights

• Human rights are the fundamental entitlements each person possesses by virtue of being human.

• They are universal (apply to everyone everywhere) and non-discriminatory (irrespective of race, culture, gender, etc.).

• Rights may only be limited in exceptional circumstances – e.g. after a lawful conviction your right to freedom can be curtailed.

Origins and Historical Context

• Key momentum followed the atrocities of the Second World War and the Holocaust.

• Culminated in the Universal Declaration of Human Rights (UDHR), adopted in Paris by the UN General Assembly in 1948.

• UDHR Article 1: “All humans are born free and equal in dignity and rights.”

Full Spectrum of Rights

Civil │ Cultural │ Economic │ Political │ Social – all are inter-related and inter-dependent.

South African Constitutional Framework

• Chapter 2 of the Constitution = the Bill of Rights.

• In a democracy like South Africa, human rights are guaranteed by the Constitution.

Selected Rights Listed in the Text

• family / parental care • work • freedom of expression • safe environment • own property • education • citizenship • freedom & security • freedom of religion/belief/opinion • life

“Three Core Principles” Prompt (video task)

1. Interdependence

2. Indivisibility

3. Inalienability

“Three Basic Rights” Prompt (Chapter 2)

Likely answers: Equality, Human Dignity, Freedom & Security of the Person.

Citizenship Duties

With rights come the responsibility to treat others according to these same rights and values, thereby upholding the law.

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South African General Elections

• The Constitution grants all citizens aged 18+ the right to vote.

• Elections occur every 5 years; the most recent national election was in 2024 (the 7ᵗʰ since apartheid ended).

• SA uses a multiparty system.

Video-Guided Questions (Key Answers)

• An election is free when voters can make choices without intimidation or constraints and fair when procedures are transparent & equal.
• Independent management body = the Independent Electoral Commission (IEC).
• IEC’s role = organise, administer, and safeguard electoral processes.
• Decisions/procedures may be reviewed by the Constitutional Court.
• Possible fraud: ballot stuffing, multiple voting, result tampering.
• Each voting station is headed by a Presiding Officer.

State Institutions Supporting Constitutional Democracy (“Chapter 9 bodies”)

1. The Public Protector

2. The South African Human Rights Commission (SAHRC)

3. Commission for Promotion & Protection of Rights of Cultural, Religious & Linguistic Communities

4. Commission for Gender Equality

5. Auditor-General

6. Electoral Commission (IEC)

These bodies can be contacted when rights are violated.

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Xenophobia

• Defined as “fear or extreme dislike of foreigners”.

• Manifestations in SA: attacks on Mozambican, Zimbabwean and other foreign nationals.

Analytical Task

1. Causes may include economic competition, scapegoating, misinformation, historic prejudices, weak law enforcement.

2. Prevention: community integration projects, education, media campaigns, strict prosecution, economic inclusion.

Motto Contradiction

• SA’s motto “!ke e: ǀxarra ǁke” (“Diverse people unite”) is contradicted by xenophobic violence—illustrates failure to live shared values.

Genocide

• Genocide = planned extermination of an ethnic/racial/religious group.

• Acts include: murder, bodily/mental harm, preventing births, removing children.

• Historical examples: The Holocaust, Rwandan Genocide.

Visible Thinking Routine – Circle of Viewpoints

Learners adopt perspectives (victim, perpetrator, bystander, liberator, foreign observer) to analyse racism & xenophobia lessons from WWII.

Nelson Mandela Quote

“No one is born hating … If they can learn to hate, they can learn to love.”

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Political & Social Oppression of Women

• Restrictions on dress, mobility, education, employment, political influence → poverty + conflict → further rights abuses (negative spiral).

• Related abuses: gang violence, human trafficking, child abuse, use of child soldiers.

Human Trafficking

• Described as modern slavery: exploitation for another’s gain using force/coercion.

Forms

1. Forced Labour – domestic servitude, factory slavery.

2. Debt Bondage – endless work to “repay” loans.

3. Sex Trafficking – bondage within the sex industry (fake massage parlours, escort services, brothels).

Key Statistics

• More people enslaved today than at any other time in history.

• Approx. 7 million in modern slavery in Africa ≈ \frac{5}{1000} people.

Learner Action Plan (prompt)

Identify three personal actions to uphold human rights (e.g., reporting suspicious activity, supporting NGOs, raising awareness).

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Harvard Visible Thinking: “Options Explosion”

A creative brainstorm to uncover social & economic root-causes of human rights violations. Steps:

1. List obvious causes.

2. Generate diverse/hidden causes (empathy, role-swap, piggyback on ideas).

3. Share & combine.

4. Reflect on insights learned about causal factors.

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Counter-Strategies & Protection Agencies

• United Nations → global framework.

• South African Constitution (Bill of Rights) → local legal shield.

• Enforcement/oversight: SAHRC, Public Protector, etc.

Research Task

Compare a local agency (e.g., SAHRC) and an international NGO (e.g., Amnesty International): objectives, methods, success stories.

Human Rights Quiz – Correct Answers

1. B – Basic rights to which all humans are entitled.

2. B – Intentional extermination of a group.

3. D – All listed bodies.

4. D – Underdevelopment + social + economic issues.

5. D – Sex trafficking, forced labour, debt bondage.

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Inspirational Case Study

• Sophia Williams-De Bruyn – youngest leader of the 1956 Women’s March; symbol of courage & collective activism.

Gender Equity (vs. Equality)

• Gender equity = corrective process addressing imbalances to arrive at fairness.

• Rooted in the UN view that gender equality is a human right.

• Quote (Zozibini Tunzi): challenges social conditioning – teach girls confidence, redefine “aggressive/powerful” labels.

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Practical Distinction

• Equality = identical treatment; Equity = differentiated support for equal outcome (e.g., maternity vs. paternity leave).

Wage Gap

• SA women earn on average 28\% less than men (equal pay for equal work still lacking).

Sport & Gender Norms

• Traditional stereotypes assign certain sports to one gender; these norms are changing.

• Caster Semenya case: faces scrutiny over gender identity, hormone regulations, media pressure, sponsorship bias, social prejudice.

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Equal Pay for Equal Play

• Systemic undervaluation of women’s sport → fewer resources, lower salaries & prize money.

• Message to girls: potential discouragement or motivation to advocate for change.

Cognitive Dissonance

• Psychological tension from conflicting beliefs vs. new information; may trigger defence mechanisms (denial, rationalisation).

Circle of Viewpoints Activity

Groups (sportsmen, sportswomen, spectators, aspiring girls, sporting bodies) debate remuneration criteria (wins, revenue, audience) then reflect on learning & dissonance.

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Gender-Based Violence (GBV)

• Violence directed at an individual because of gender; physical, psychological, economic harm.

• WHO: 1 in 3 women worldwide experience physical/sexual violence.

• In SA GBV is a national emergency.

Effects

• Social: family strain, stigma
• Emotional: anxiety, depression, PTSD
• Health: injury, disability, STIs (e.g., HIV), unwanted pregnancy, homicide/suicide

Prevention & Legal Framework

• Violence is learned; education (e.g., Life Orientation) disrupts the cycle.

• Sexual Offences Act + Sexual Offences Amendment Act (SOAA) criminalise prostitution, child sex, offences against mentally disabled, and strengthen survivor protections.

“RESPECT Women” Framework

\displaystyle \text{R – Relationship skills}
\text{E – Empowerment of women}
\text{S – Services ensured}
\text{P – Poverty reduced}
\text{E – Enabling environments}
\text{C – Child/adolescent abuse prevented}
\text{T – Transformed attitudes/beliefs/norms}

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Cultural Diversity in South Africa

• Bill of Responsibilities reminds citizens to build unity through diversity (national motto).

Classroom Activities

1. Discuss significance of embracing diversity; consequences of failure (division, conflict).

2. Group research on cultures (Nguni, Sotho, Shangaan-Tsonga, Venda, Afrikaans, Hindu, Khoisan, etc.): norms, values, societal contribution.

Teacher note: encourage pupils to research cultures other than their own to deepen empathy.

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Respecting Difference – Advantages

1. Broader mind – multiple worldviews expand horizons.

2. Flexibility – intercultural competence valued in travel & workplace.

3. Self-growth – continual practice of respect sharpens interpersonal skills.

Role of Religious Organisations in Social Development

• Provide poverty relief, counselling, awareness campaigns, feeding schemes.

• Example: NRASD (inter-faith) pools resources to uplift marginalised groups.

Interview Task

Investigate a religious body’s contributions, beliefs, challenges; compile a one-page report with recorded interview.

Language Diversity

• SA recognises 12 official languages: isiNdebele, isiXhosa, isiZulu, Sesotho, Sepedi, Setswana, siSwati, Tshivenda, Xitsonga, English, Afrikaans, South African Sign Language.

• Language is a “second skin” enabling expression, law-making, and societal construction (Dept. of Basic Education quotation).

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Reference Material

The module cites academic, governmental and NGO sources (WHO, APA, UNESCO, UN SDGs, South African Government Gazettes, etc.) ensuring factual grounding for sexuality education, environmental issues, and human-rights content covered across the course.