Embracing Human Rights in Canada: A Guide For Parents

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EMBRACING HUMAN RIGHTS IN CANADA:

A GUIDE FOR PARENTS
Embracing Human Rights in Canada: a Guide for Parents has been written to help newcomers adapt to life in Canada and, more specifically, to help parents understand the unique circumstances that their children face as immigrant or minority youth. This guide discusses several human rights issues and describes the role of the Canadian Charter of Rights and Freedoms and other human rights frameworks in protecting the rights of all citizens. By providing strategies that encourage dialogue between parents and children and help to build relationships, this guide aims to support immigrants in retaining their traditions and culture while becoming accustomed to life in Canada.
EMBRACING HUMAN RIGHTS IN CANADA:

A GUIDE FOR PARENTS
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PUBLISHED BY:
Indo-Canadian Women's Association
Published By:
CRE DITS
Indo-Canadian Womens Association For womens rights and social justice The Indo-Canadian Womens Association is located in Edmonton, Alberta,Canada. ICWA promotes integration of immigrants, helps them to overcome the multiple challenges they encounter in settling down in a new country. ICWAs mission is to encourage participation by new Canadians in social, economic and political life in Canada.
In Partnership With:
Written By: Andrea Spevak Edited By: Renee Vaugeois, Executive Director Carrie Malloy, Education Programs Coordinator
Funded By:
Copyright Indo-Canadian Womens Association, 2009 For permission to copy or translate this resource into another language, please contact: Indo-Canadian Womens Association 9342 34 Avenue NW Edmonton, AB, Canada, T6E 5X8 780.490.0477
I am a Canadian of ancestry in India, the country of my birth, and a proud Canadian. I have spent my public life in finding points of reconciliation, where we engage in an ongoing intercultural dialogue to reconcile our own notions of who we are, with the society we choose to call home. This gives me a certain perspective on the centrality of inclusion, pluralism and diversity in creating a vision of human rights that will resonate with parents, students and teachers in Alberta and in Canada. There is not and should not be any fundamental conflict between an inclusive notion of human rights, and the deep wells of compassion, coexistence, and peace in every human culture. My act of becoming Canadian enabled me to contribute substantially to the national discourse of what it should mean to be one. A generation ago, I was among a vanguard of Canadians from diverse origins worried that official multicultural policy served to put people in ghettoes, to encourage a benign apartheid wherein cultures were separate and equal. The fundamentally hollow concept of tolerance only invited acceptance of something, it did not lead to sharing, discovery and ultimately celebration. We worried about the future of a cultural mosaic where every piece in the mosaic was separate and apart from the others. We believed there could be a means of preserving seminal identities while sharing our lives and experiences with one another. This sat more comfortably in a country that did not believe in forcing assimilation into some overarching national mythos, as was the experience south of the border in the United States. We were working to reshape a 1970s and early 1980s milieu where multiculturalism was defined as giving grants to ethnic and cultural associations to propagate and perpetuate their own traditions. We believed that this would ultimately lead to an abundance of solitudes, if there was no attempt to share across cultures, across ethnicity, across religion. And in this context, we worked to shape Canada as a grand inclusion, in which one could maintain the bonds of heritage and ancestry while bringing them to reshape a dynamic and evolving Canadian identity. In the early 1980s I wrote an article in The Edmonton Journal, titled Multiculturalism: A Kindly Apartheid? and was roundly condemned by readers. The subject was so emotional that I could not successfully communicate my intent to ensure the participation of
PRE FACE
all those cultural solitudes in the crafting of our collective future. Yet those thoughts of inclusion prevailed and ultimately succeeded in the following years. The future evoked by so many of us fighting for a different country, now exists in my modern Canada. A generation later, my country is one of pluralism, multiple identities, cultural sharing, and a surging confidence in our young. Learning about human rights is really an endeavour to build human capacity, both individually and in communities, and to enable the blossoming of human potential. When humans are happy, safe and secure, they will be better citizens, better consumers, better employees and better customers. Apart from a handful of egregious regimes, few governments would actively impose policies of fear and deprivation on the people they purport to serve. There can be no accusations of wrongdoing in advancing the ability of women, men, boys and girls to live together in community with dignitythe natural deliverable of a human rights framework based on freedom from fear and freedom from want. Human rights are not a western imposed value unless human dignity is a western value. In this context, the Emperor Asoka in pre-Christian India posited non-violence as a way of life, and the foundational notion of harmony in Confucian great learning is an essential foundation of freedom from fear and freedom from want. In this context, human rights is too political in the sense that any organized human society is too political. We may need to move away from a term like human rights, and think of it as the right to be human. This implies a birthright that exists beyond legal codes, governments and governance, and speaks to the human birthright to live together in dignity and in community. The classroom is the place where we build community, in Alberta and in Canada. The strongest communities are built on love, acceptance, compassion, generosity, and the intense human desire to share what is best in us. I believe this Guide makes an invaluable contribution to our process of being, belonging, and becoming.
- Satya Das
Embracing Human Rights in Canada: a Guide for Parents has been written to help newcomers adapt to life in Canada and, more specifically, to help parents understand the unique circumstances that their children face as immigrant or minority youth. This guide discusses several human rights issues and describes the role of the Canadian Charter of Rights and Freedoms and other human rights frameworks in protecting the rights of all citizens. Section one provides background information on several human rights frameworks and discusses the idea of human rights as cross-cultural values relevant to all citizens. Section two describes several current human rights issues. Background information is provided for each issue, followed by case studies to help explain human rights issues using day-to-day situations. The benefits of Canadian laws and social norms relating to each case study are also discussed. At the end of each human rights issue are ideas for parents to help their children balance life within two sets of cultural norms. Section three provides additional strategies for parents to help prevent discrimination and promote communication and connections between home and school. By providing strategies that encourage dialogue between parents and children and help to build relationships, this guide aims to support immigrants in retaining their traditions and culture while becoming accustomed to life in Canada.
E MBR ACIN G HUM AN RI GH TS IN CANA DA : A GUID E FOR PAR ENTS
TABLE OF CONTENTS
An Introduction to Human Rights
What are Human Rights?........................................................................ 9 Why are Human Rights Important?...................................................... 10 Key Human Rights Frameworks. ...........................................................11 Universal Declaration of Human Rights. ........................................11 Convention of the Rights of the Child........................................... 13 Convention on the Elimination of All Forms of Discrimination Against Women.............................................................................. 14 Canadian Human Rights Frameworks.................................................. 15 The Canadian Charter of Rights and Freedoms............................. 16 The Canadian Human Rights Act.................................................. 17 Provincial Legislation.................................................................... 17 Human Rights Commissions......................................................... 18
Human Rights in Everyday Life
Introduction........................................................................................... 19 Key Issues............................................................................................. 21
Gender Equality
Introduction........................................................................................... 21 Case Study #1................................................................................ 22 Case Study #2................................................................................ 23 Case Study #3................................................................................ 23 Case Study #4................................................................................ 23 Benefits of Canadian Law and Societal Norms.................................... 23 Ideas for Parents. ................................................................................... 26 Reflecting on Personal Views about Gender. ................................ 26 Dealing with Discriminatory Humor............................................. 26
Religious Diversity
Introduction . ........................................................................................ 28 Case Study #1................................................................................ 28 Benefits of Canadian Law and Societal Norms.................................... 29 Ideas for Parents. ................................................................................... 29
Racial Diversity
People with Disabilities
TABLE O F CO N TEN TS
Introduction........................................................................................... 34 Case Study #1................................................................................ 34 Benefits of Canadian Law and Societal Norms.................................... 35 Ideas for Parents. ................................................................................... 36
Socioeconomic Status
Sexual Orientation
Introduction . ........................................................................................ 40 Case Study #1................................................................................ 41 Benefits of Canadian Law and Societal Norms.................................... 41 Ideas for Parents. ................................................................................... 42 Dealing with Bullying. ................................................................... 42
Childrens Rights
Introduction . ........................................................................................ 43 Case Study #1................................................................................ 43 Case Study #2................................................................................ 44 Benefits of Canadian Law and Societal Norms.................................... 44 Ideas for Parents. ................................................................................... 45 Engaging in Open Discussion........................................................ 45 Using Logical Consequences......................................................... 45
Additional Strategies for Parents
Building your Relationship through Dialogue...................................... 48 Minimizing Peer Pressure..................................................................... 48 Preventing Discrimination.................................................................... 49
Additional Resources. .......................................... 52 References. ............................................................. 56
What are Human Rights?

Human rights are the basic privileges and freedoms that all humans are entitled to no matter who they are, what they look like or where they come from. Male or female; child or adult; Muslim, Hindu, Jewish or Catholic; we each benefit from the same human rights without discrimination.
An Introductio n to H u m a n R igh ts
Human rights are the basic privileges and freedoms that all humans are entitled to no matter who they are, what they look like or where they come from.
Human rights ensure all people have access to basic needs such as food, clean water, healthcare and shelter as well as protection from violence, deprivation and suffering. They also allow people the freedom to fulfill other needs like education, employment, social interaction and the pursuit of happiness. Human rights are based on the belief that people should be able to determine their own destiny. They represent the fundamental components in life that all individuals should have to develop to their full potential. Human rights are universal. They apply to all races, cultures, ideologies and religious beliefs. Human rights are indivisible and interconnected. For all to live a life of well-being, all human rights need to be considered, promoted and protected. Without one, this affects the ability of an individual to secure others. Human rights are reciprocal. They go hand in hand with responsibility. This means exercising ones own rights cannot interfere with the rights of others. Human rights preserve human dignity. They help to ensure that all humans treat one another with respect. It also means that the consequences for breaking the law must be humane. Consequences should never humiliate, hurt or deprive individuals.
Why are Human Rights Important?

Around the world, many people continue to struggle for access to basic needs, for their freedom of religion, for security and safety and much more. There is a constant struggle for people to attain equality and to reach their full potential, yet we see more and more that many areas of the world are beginning to enjoy freedoms and opportunities that were previously out of reach. Because of the advancement of human rights: Ethnic minorities can immigrate to a country for a better life while maintaining their cultural beliefs and traditions. Religious minorities can maintain their own beliefs and attend their own place of worship without fear of persecution. Racial minorities cannot be discriminated against because of the colour of their skin or because of actions of their ancestors. Women can vote, travel and work outside the home. Children can have a voice and be heard. People with disabilities can be educated and employed. People cannot be fired, evicted or otherwise harmed because they are gay or lesbian. People can be treated fairly and justly regardless of socioeconomic status or occupation. Socially powerful groups cannot dominate or mistreat minority groups. As the world becomes more globalized, societies become more interconnected. Communities rooted in tradition for hundreds of years suddenly have to deal with the innovations of modern society. Families who have lived in the same region for generations have suddenly become mobile and emigrate in order to find a better life. In a globalized community, conflict between societal norms and cultural beliefs is inevitable. However, it is because of this conflict that communities are able to progress and people learn to accommodate different ways of thinking and doing. The range of societal norms widens.
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In a society moving back and forth between conflict and harmony, identifying a set of global values becomes increasingly important. Human rights laws that are often articulated in constitutions and
conventions try to put forth such ideals by outlining the basic needs and privileges that individuals have in order to live a life of well-being. While communities are encouraged to maintain their culture, the constitution and human rights laws must take priority over all other cultural rights. This is the only fair way to accommodate the diversity of cultures and beliefs that Canada encompasses. A nation must strive to value and respect each citizen. If a nation does not protect its own people through its laws, we cannot expect the people to respect and help one another. In order to truly appreciate the diversity in Canada, it is important that Canadians have the social skills that allow them to function within this multicultural society. Our children need to understand that our duties as citizens include caring for one another and having empathy for those in need regardless of background or ability. They need to exercise responsibilities like respect, inclusion, understanding and harmony. When our children begin to internalize these cross-cultural values, they will be better able to appreciate and relate to people from different religions, races, socioeconomic situations and ethno-cultural backgrounds. Education for human rights and diversity will help bridge the gap between us and them and foster common citizenship as well as a culture of inclusion.
Key Human Rights Frameworks

Human rights have been shaped by the struggle for dignity, freedom and equality around the world. Human rights legislation and laws define the parameters for human rights and grant them formal recognition. These instruments also create a framework for the protection of human rights. There are a number of key human rights frameworks that outline the rights of individuals in Canada.
United Nations Universal Declaration of Human Rights

The Universal Declaration of Human Rights (UDHR) was created in 1948 in response to the violence and atrocities that occurred during the Second World War. Nations of the world joined in an effort to prevent such violations to human dignity from ever taking place again. The UDHR was the first major
A nation must strive to value and respect each citizen.
international human rights document and set the framework of future international human rights law. It is now one of many documents that outline the rights of humans around the world.
The UDHR expresses the basic principles and ideals that the international community holds for every human being to live a life of dignity and well-being. These rights protect people from being treated poorly. They are not privileges to be withdrawn, withheld or granted at someone elses will. They are rights that we, as human beings, all deserve. The UDHR acts as a set of standards, which countries can use when creating their own human rights legislation. The UDHR itself is not legally binding; therefore countries that have formally agreed to the Declaration at the United Nations cannot be held legally responsible. In order to make these rights legally binding, most countries, including Canada, have made human rights part of their national laws. In Canada, human rights are bound within the Canadian Charter of Rights and Freedoms. The UDHR declares that each person deserves FREEDOM, JUSTICE and PEACE: freedom to determine ones own future justice if one is persecuted or violated peace and life without violence and suffering Some examples of the rights that everyone is entitled to under the UDHR: You have the right to freedom and safety. You have the right to legal protection without discrimination. The law applies equally to all people and all are treated equally before the law. You have the right to religious freedom. You can practice any religion or not at all. You may change your religion at anytime without threat of rejection or persecution.
The UDHR declares that each person deserves FREEDOM, JUSTICE and PEACE.
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No country, community or individual may interfere with or take away the rights of another individual or group.
You have the right to access and use all the advantages within your society such as social assistance, healthcare, education, and employment. The society in which you live should help you to grow and learn. You have the right to work, to choose your work and to receive a salary to support yourself and your family. If a man and a woman do the same work, they each have the right to receive the same pay. You have the right to vote and participate in the political structures within your country. No country, community or individual may interfere with or take away the rights of another individual or group.
Convention on the Rights of the Child

Recognizing that some individuals have unique needs based on their marginalized or unique position in society, the United Nations has worked to develop conventions and documents that allow these individuals specific protections to support their dignity and well being. One of these adaptations has resulted in the United Nations Convention on the Rights of the Child (CRC or UNCRC). The CRC is a set of laws and responsibilities. The UN recognizes that as the most vulnerable segment of society, children require special measures for protection and support to ensure their human rights are upheld. The CRC lists the basic human rights that all children and young people under 18 have, no matter who they are, where they live or what their religion, culture, or language is. Children born out of wedlock, who live in foster care or in the care of guardians, are entitled to the same rights as children living with their parents. Aside from the UDHR, the CRC is the most universally accepted human rights instrument in history. It has been ratified by 193 United Nations member countries. They are obliged to develop and apply actions and policies that are based upon the outlined rights and freedoms and that reflect the best interests of the child.
Ratification: An act by which a nation declares an agreement to be legally binding. Nations that ratify an international Convention or treaty are bound to it by international law. They officially agree to be held responsible for this commitment before the international community. To ratify a Convention, a country first signs it and then fulfills its own national legislative requirements by adding it into their law. The government of each country that has ratified the Convention is required to report to a United Nations committee. The committee examines each nations progress on the implementation of the Convention. The Convention on the Rights of the Child states that all children have the following rights: to life. to live with a family who cares for him or her. to learn about the world and share thoughts with others. to choose and practice religion and beliefs, with parents helping to decide what is right and wrong. to privacy. to be protected from being hurt and mistreated, in body or mind. to clean water, nutritious food, the best health care possible and a clean and safe place to live. to information to help him or her stay healthy and well. to help from the government if he or she is poor or in need. to a good quality education. to protection from work that harms him or her in any way. to protection and freedom from war. to know his or her own rights.
Convention on the Elimination of All Forms of Discrimination Against Women

Because of the discrimination and violence that women face in many countries around the world, the United Nations Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) recognizes that women require special measures to ensure the fulfillment of their human rights. CEDAW defines discrimination against women and sets up a plan of action to end it.
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CEDAW guarantees all women equal access to public and political life, including the right to an education, health and employment. It outlines the basic requirements for equality between women and men.
Women have the right to be who they want to be, regardless of gender stereotypes.
Discrimination against women includes any division, exclusion or restriction made on the basis of sex. In order to guarantee equality, development and peace for women, governments, non-governmental organizations and international agencies must work together to end discrimination. There is discrimination against women when Societies do not change practices that force women to do things that are dangerous or make them suffer. Certain practices prevent girls from having opportunities to develop. There are no policies in place to remove obstacles faced by women. Women have the right to Safety Peace Health Education Work
Women have the right to be who they want to be, regardless of gender stereotypes.
Canadian Human Rights Frameworks

In addition to the international human rights frameworks of the UN, there are four key instruments that protect the rights of Canadians. The Canadian Charter of Rights and Freedoms The Canadian Human Rights Act Provincial Human Rights laws and legislation Human Rights Commissions
The Canadian Charter of Rights and Freedoms

In 1982, the Canadian government adapted Canadas constitution to reflect the standards set by the UDHR. The Canadian Charter of Rights and Freedoms was created in order to better protect the basic human rights of all Canadians. While the Charter enables all Canadians to freely express themselves in language, religion, culture and belief, it also imposes responsibilities on each individual to not violate the rights of others. That is, the law requires us to respect one anothers rights. The rights and freedoms listed under the Canadian Charter are constitutional rights that all Canadian citizens are entitled to and bound by. These rights cannot be denied in the home or in the public domain. FREEDOMS guaranteed under the Canadian Charter: Freedom of religion You are free to practice your own religion. Freedom of thought You are free to think and believe what you like. Freedom of speech You are free to say what you like as long as you respect others beliefs. Freedom to gather peacefully You are free to meet with others. Freedom of association You are free to join a political party, a religious group or union based on similar views, beliefs or needs. RIGHTS guaranteed under the Canadian Charter: Democratic rights You have the right to vote in Canada. Legal rights If you are accused of a crime, you are considered innocent until a court finds you guilty.
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Mobility rights You have the right to move around Canada and leave or enter as you please. RESPONSIBILITES required under the Canadian Charter: Democratic responsibilities You have the responsibility to vote for the party of your choosing. Legal responsibilities You have the responsibility to obey Canadas laws. Social responsibilities You have the responsibility to respect the rights and freedoms of others. You have the responsibility to help others in the community. You have the responsibility to eliminate discrimination and injustice. You have the responsibility to care for and protect the environment.
The Canadian Human Rights Act
The Canadian Human Rights Act (1978) does not permit discrimination based on race, national or ethnic origin, colour, religion, age, sex, marital status, family status, pardoned conviction, disability and sexual orientation. This Act applies to people who work for the federal government or for a private company regulated by the government. It also applies to anyone who receives goods or services from these sectors.
Provincial Legislation
Each province and territory in Canada has established its own human rights laws to prevent discrimination within organizations that are not included under the Canadian Human Rights Act. This includes schools, housing, accommodation, stores, restaurants, factories and the provincial government. Under the Alberta Human Rights, Citizenship and Multiculturalism Act, each person in Alberta is protected from discrimination based on gender, marital status, ancestry, race, colour, place of origin, ethnicity, religious belief, family status, physical disability, mental disability, age, source of income and sexual orientation.
Human Rights Commissions

Federal and provincial human rights commissions have been established to investigate complaints about human rights violations and find solutions to human rights problems. This is how Canadians have their human rights violations heard and resolved. For example, if a person was denied a job at a radio station on the basis of their ethnic background, he or she would be protected under the Canadian Human Rights Act. This person could file a complaint with the Canadian Human Rights Commission. An investigation would take place and the Commission would rule on whether the complaint was valid. If it was found that discrimination had taken place, the Commission would assess the harm done and order compensation and whatever measures it thought necessary to prevent a similar situation from occurring again.
Human Rights Belong Everywhere and to Everyone!
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Understanding our own rights as human beings is especially important in Canada. The diversity in cultures, religions, races, backgrounds and abilities is what makes Canada unique. However, this diversity also leads to tension, conflict and discrimination when people do not appreciate the values and beliefs of others and do not understand that respect and dignity are rights that everyone deserves. Once we take a closer look at human rights we can see they are actually a set of cross-cultural values. Each specific right parallels a principle that is valued by most cultures. For example, the basic right to life and security is a common notion in all cultures and religions. It is not acceptable to take someones life anywhere in the world. Similarly, love, charity and compassion are ideals that are common across all cultures and religions. Education, health, employment, culture and the pursuit of happiness are also considered vital to a full life in most communities. At the most basic level, human rights as an ideology resembles the underlying principle of all the major world religionsdo unto others as you would have them do to you. You deserve respect and so does everyone else. The basic goals of human rights legislation are to define an acceptable quality of life and to ensure all people can achieve this quality of life. This refers to each individuals right to live a free and full life without discrimination. People cannot be treated poorly or differently because of gender, race, religion, nationality, sexual orientation, marital status, age, disability, career or social background. In the family, this means that each member has the right to be cared for, listened to, loved and to be treated with respectparents and grandparents, boys and girls. In the school, this means that all students have the right to the same education and the same opportunities. They are entitled to fair and equal treatment by teachers and staff members. In the community, this means a person cannot be threatened or verbally abused because he or she has dark skin; an elderly person
The diversity in cultures, religions, races, backgrounds and abilities is what makes Canada unique.
Introduction
Huma n R ights i n Ev ery day Life
cannot be denied medical care because he or she is homeless; a tenant cannot be evicted because he or she is gay; a student cannot be forbidden from playing on a sports team because he or she is disabled; and, an employee cannot be fired from a job because she is pregnant. Treating people equally MAY however require certain groups to be treated differently because everyone has unique needs or circumstances. In circumstances where a group has been marginalized or is vulnerable to mistreatment, special measures may be taken in order to accommodate their needs and establish security, gain equality or secure some other necessity of life. For example, special treatment may simply refer to assistance. An elderly person may require extra medical attention and special care to access services. A group of disabled students may require special assistance to get to school in order to be able to learn in the classroom. An individual may require time off of work to attend a religious ceremony. A homeless person may seek the assistance of a service to find an appropriate place to live. Another example would be the accommodations of specific needs based on culture. A recent decision in Edmonton to allow Muslim girls to wear hijabs in soccer leagues was implemented to recognize their cultural identity and values. Another example of this is the decision to allow RCMP officers to wear turbans while on duty. Accommodations like these help people fulfill their rights without taking away the rights of others. What is important to recognize within the framework of human rights is that each person is unique and valuable. People in Canada are unique in many different wayslanguage, culture, race, religion, ability, socioeconomic status, etc. It is this reality that has given Canada the distinction of being a multicultural haven. The advantage of multiculturalism is that we do not have to be the same as others. We are encouraged to maintain our distinctiveness as long as we do not reject those who are unlike us. The key to our success is the acceptance of others. We should live the way we wish while letting others live the way they choose.
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We should live the way we wish while letting others live the way they choose.
Plurality, equality and inclusiveness are three elements that make the diversity in Canada exist in harmony. Plurality simply describes the diversity of cultures, religions, ethnicities and other differences that make up Canada. Equality means that people from these different groups must all be treated with respect and dignity no matter who they are or where they come from. Inclusiveness means that all these people can live together, be educated together, work together and function in society together without being segregated based on their differences. It means everyone should have full access to the benefits of society. When one of these three conditions is neglected, conflict builds and discrimination grows. To the most vulnerable groups, it may seem like society is promoting uniformity rather than plurality, inequality rather than equality, and exclusion rather than inclusion. Many minority groups are made to feel different, inferior and excluded from activities in the community or workplace. This is harmful as it affects an individuals ability to access opportunities and to create a full and satisfying life. This is also harmful for society because it isolates and divides communities.
Huma n R ights i n Ev ery day Life
Key Issues:
Gender Equality Religious Diversity Racial Diversity People with Disabilities Socioeconomic Status Sexual Orientation Childrens Rights
Gender Equality
Introduction
Gender equality means that both males and females have the right to be treated equally and without discrimination.
Historically, women around the world have not had the same opportunities and advantages as men. While much has changed for women over the past century, traditional influence in many cultures remains and women still do not enjoy the same degree of freedom and respect as men do. Violence against women is a problem in many cultures, with certain legal systems operating in ways that leave the woman feeling responsible for the abuse. In some communities, extreme gender disparities regarding workforce participation, compensation and financial empowerment persist. Gender equality means that both males and females have the right to be treated equally and without discrimination. In the family, equality means that women have the right to be treated with respect and dignity, free from physical or emotional abuse. They are entitled to work, travel and meet with people just as men are. The movement toward equality is helping society see women as equal partners in marriage. The expectation of obedience is replaced by the prospect of cooperation, communication and harmony. In school, equality means that females have the right to the same education, information and opportunities as males. Expectations, treatment and consequences should be the same for girls and boys.
In the workplace, equality means that a woman has the right to earn the same rate of pay as a man doing the same work. Age and marital status of a woman should not affect her chances of obtaining or maintaining employment, nor should it affect her chances of achieving promotions and higher levels of authority. Women should not be relegated to specific tasks in the workforce and should be considered as equally compatible and able as men. In the community, equality means that each person is entitled to security and well-being. Both genders are entitled to explore opportunities, achieve the goals they set for themselves and aspire to be the best they can be. They are entitled to the security of person and full participation in society.
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Case Study #1
Mina is very good at sports. Through her own perseverance, she has learned to skate very well. She has been playing hockey at the neighbourhood rink and many of the hockey players there have commented that Mina should play on their hockey team. She really wants to join a hockey team but her father is against it. He thinks its a mans sport and prefers his daughter stay home and focus on schoolwork.
Gender Eq ua lit y
Case Study #2
Jorge receives good grades and has never had any problems at school until recently. The teacher called Jorges parents to let them know that he had been teasing some of the girls in class. The teacher warned Jorge that the behaviour was derogatory and inappropriate, and he would be suspended if it continued. Jorge told his parents that the teacher was exaggeratinghe was just having fun and the girls did not mind. He has seen his cousins talk this way to other girls many times and says that it is normal teasing between boys and girls.
Case Study #3
A girl in high school was talking to her friend. She explained my mother, grandmothers and aunts have always preferred my brothers over me simply because they are male and I am female. They will deny this, of course, but they make a big fuss over everything he says and does, while I am left on the sidelines like a second-class citizen.
Benefits of Canadian Law and Societal Norms

When a boy sees his sister and mother treated disrespectfully compared to their male counterparts, he learns that males deserve more respect than females. He learns to treat females with less respect. Canadian society is trying to encourage the equal appreciation of females and males. When a girl feels like a second-class citizen at home or in the community, she learns that she is less important. She learns to be docile and obedient.
Canadian society is trying to encourage the equal All people have the appreciation of females and males. The education right to use their system and community programs teach children talents and pursue about humanity, equality and values. When these their dreams. values and beliefs are consistent across the different spheres of a childs life, they become internalized and thus become part of the childs everyday behaviours and actions. They become a part of the person, of who they are and what they stand for. If children internalize a humanity that celebrates the importance of womenas mothers, wives, teachers, nurturers and professionals - they will learn to value women. If children internalize respect and equality, they will learn that, as human beings, we all deserve to achieve our dreams. Often however, there is a struggle between these values of equality and traditional cultural beliefs that reinforce a gender hierarchy. Parents have a right to maintain the traditional influence of their culture within their household. Immigrants to Canada who wish to preserve their customs may want to see their children follow tradition and pass it on to their own children as well. However, children observe the wide range of opportunities available to people within mainstream society. The growing acceptance of female participation in previously maledominated areas allows girls the freedom to engage in any activity they find interesting. This tension between traditional views regarding gender roles and modern inclination to fulfill ones dream and explore opportunities may cause parents to impose restrictions and conversely may trigger resistance from the child. The child, trying to integrate and become part of the community around them will often feel torn between the values at home and the realities outside of the home. All people have the right to use their talents and pursue their dreams. When parents interfere with their childrens goals, they are denying their children the opportunity to create their own identity and determine their own future. In particular, charter laws against discrimination refer to discrimination based on gender. This means a girls right is being violated if she is kept from doing something or has less opportunity simply because of her gender. This fundamentally means that each individual has the right to their own identity and to pursue a life of their choosing.
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In the Convention on the Elimination of All Forms of Discrimination against Women, the United Nations has called for the international community to institute policies to eliminate customs that are based on stereotypical roles for men and women. The Convention and related human rights laws stress that both males and females have equal legal and democratic rights as well as the right to equal respect. Respect is shown in the way people talk to one another and in what is said. Calling people names, insulting people or teasing them in ways that make them uncomfortable is always disrespectful. The concept of equal respect through peoples actions and behavior is reinforced in Article 5 of the Universal Declaration of Human Rights which states that no person shall be subjected to degrading treatment or punishment. This refers to obviously cruel treatment or physical punishment. However, it also applies to degrading humor, teasing and humiliation. Human rights are legislated so that individual differences can be appreciated and no one can be coerced into doing something they do not want to do. This means that all people should be treated with dignity whether or not they display stereotypical and socially valued characteristics. Children who are pressured to conform to stereotypes learn that they are not acceptable as they are. They learn that they must change how they behave in order to be accepted by peers and valued by society. This interferes with a childs growing self-confidence and instead promotes insecurity and self-doubt. In addition to affecting self worth, this societal tendency leads to bullying and encourages children to yield to peer pressure. When males feel pressure to be aggressive, they may act this way even if they do not want to, just to fit in or impress others. Not only does this teach males to use force for self-promotion, but their violent behaviours often end up hurting others as well. The use of violence or degradation of others is a direct violation of the human rights of another. The legislation of equality is aimed at equalizing not just the legal issues like equal pay, equal opportunity and equal benefits, but also at equalizing the value society places on both genders. As long as males are given preference in employment, education and institutions as well as in the home, males will be considered more valuable than females.
Gender Eq ua lit y
Male superiority has been so entrenched in our society that many people still follow out-dated and damaging customs that reinforce a patriarchical society where men work and make all the important decisions while women stay home. Slowly this is changing. However, intrinsic values are difficult to identify and equally difficult to transform without conscious reflection, identification and action. Below are some tips to help parents consider the role of gender in the household and to approach issues that may arise.
Ideas for Parents

Reflecting on Personal Views about Gender
It is difficult to take an unbiased view if ones entire existence has been entrenched in inequity, that is, if one has lived their whole life with inequity being normal and accepted and where women are commonly portrayed as having lesser input and value in society. Mothers and fathers can help determine if their decisions are based on gender inequity by asking themselves the following questions: Would I let my son do this but not my daughter? Does my son help with the family decisions but not my daughter? Do I encourage my son to take on more responsibility but want my daughter to stay at home doing menial chores? Do I encourage my daughter to follow her dreams or take advantage of certain opportunities? Do I think girls should be seen and not heard?
Dealing with Discriminatory Humor

While humor usually appears light-hearted as it is meant to provoke laughter, jokes and teasing put people down and show disrespect toward an entire group of people. For humor to be respectful, it should not shame or humiliate the recipient or others.
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A simple way to identify whether a joke is insulting or inappropriate is to imagine oneself as the recipient of the joke. If you were the target of the joke: Would it make you feel insulted or belittled? Would it make you feel uncomfortable or embarrassed? Does it put down everyone that is like you in some way (racial group, gender group, religious group)? Would you feel awkward if your parents or superiors heard the joke? It is important to consider how you would feel if a statement or joke was directed at you. Consider encouraging your children to be respectful of others and to support ideas of diversity, which is a key aspect of human rights law. Encourage them to reflect on how behaviors and remarks affect them and reinforce that they should treat others as they themselves wish to be treated. Encouraging children to show respect for others supports Canadian laws and follows societal norms, which further integrates them into the community.
Gender Eq ua lit y
Religious Diversity
Introduction
We can live peacefully together with our differences in religious beliefs if we accept our diversity and our different beliefs.
Religious discrimination occurs when an individual or group is treated differently because of what they believe or do not believe. One of the fundamental human rights is freedom of religionthe freedom of an individual to practice, worship and believe in any religion, the freedom to change his or her religion, and the freedom to meet with others in public or private to worship or teach the religion.
To prevent religious discrimination, societies need to encourage religious tolerance. Religious tolerance means accepting that different people may hold various religious beliefs and that there is no right or wrong faith, as long as no one is being hurt and no persons human rights are violated. We all have the right to believe what we feel is right to us and this can be different for everyone. We can live peacefully together with our differences in religious beliefs if we accept our diversity and our different beliefs. Practicing a religion is a right, as long as it does not infringe on anothers ability to practice theirs. While it is important to accept different faiths, it is helpful to recognize the similarities between the world religions. All religions encourage people to cooperate, to respect one another and to live meaningful lives. All religions attempt to assist people in overcoming suffering, hardship and loss. And, as their ultimate purpose, all religions try to understand the mysteries of existence.
Case Study #1
Leila is 20 years old and in university. Her family is Sikh. She recently told her family that she has been dating a Muslim boy whom she likes very much. Her mother and father would prefer she marry a Sikh but they understand that it is difficult to maintain traditional customs in a multicultural country. However, Leilas grandparents, who also live with her, are very upset. They feel that relationships across religions are inappropriate and asking for trouble. They also feel that Leila should not be socializing with boys and should spend her time at home. The grandparents are putting pressure on Leilas parents to force her to stop seeing her boyfriend.
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The freedom of association and the freedom of choice are two key legal rights outlined in the Canadian Charter of Rights and Freedoms. This means that all Canadians have the right to unite with and be friends with people of their choosing. These rights are specifically extended to children under the Convention on the Rights of the Child so that parents and other caregivers understand the importance of relationships and choice in a childs life. However, as an adult, the violation of Leilas rights is even more serious. The parents can no longer argue that their child could not make the decision for herself. Under the Convention for the Elimination of Discrimination against Women, the United Nations urges traditional communities to change customs that prevent women from having a say in the choice of their spouse. Article 16.1 (a) states females should have the same right (as males) to enter into marriage. Article 16.1 (b) states females should hold the same right freely to choose a spouse and to enter into marriage only with their free and full consent. Despite these Conventions, many Canadians with deeply rooted religious beliefs may have the desire to segregate their family from other religious views to preserve their own identity.
Rel igious D iv ersit y
Ideas for Parents

With your children, discuss the significance that religion holds to your identity and culture. Your children likely regard religion to be very important to them but they may see their identities as more flexible, especially if they were raised among different religions and cultures. Perhaps they feel so comfortable with their own individuality that they do not feel influenced by the beliefs of others. The critical element of an open discussion with your child is to understand their viewpoint while at the same time helping them to understand yours. Reaching a decision together can help children reconnect with their parents and their parents beliefs in a strong, meaningful way. All Canadians have the right to unite with and be friends with people of their choosing.
Introduction
Racial discrimination occurs when certain individuals are treated differently because of their real or perceived race, ethnicity, culture or background. While discriminatory behaviors in Canada tend to be subtle compared to the overt racism still experienced in other countries, many would argue that institutional racismracial discrimination by and within large corporations, institutions and governments, which perpetuate the disrespect and inferior treatment of racial and ethnic minoritiesremains a problem around the world. Racism of all types, whether overt racial jokes, hate crimes or subtle institutional norms, is based on a belief that one group is inherently superior to others. Sometimes the media and even members of our own families and communities encourage stereotyping and ethnic profilinglabeling all people from one group as having the same, usually negative, trait. This is damaging as it often limits what one can accomplish and affects how people are viewed. When someone faces racial discrimination, it makes it difficult for them to be fully included and engaged in society. Discrimination in employment and education, for example, creates barriers, making it more difficult for people to achieve basic human rights and the quality of life they deserve. People who are discriminated against rarely feel free to be themselves. Their right to human dignity, which is the foundation of the Universal Declaration, is compromised. This affects a persons self-confidence, well-being and quality of life. In Canada, cultural and ethnic difference is celebrated. The hope is that once diversity is truly valued, all races and cultures will gain acceptance and coexist peacefully. Racial acceptance encourages different ethnic groups to get along with one another, especially those that have had conflict between them historically. It is important to remember that aside from the differences in appearance and beliefs, inside all people are similar. We all have similar needs. We all have the need to be valued, to be treated with dignity and to be in control of our own lives. In Canada, cultural and ethnic difference is celebrated.
When someone faces racial discrimination, it makes it difficult for them to be fully included and engaged in society.
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Case Study #1
Aisha and Anand are Muslim. They considered putting their sons in a Muslim school but it was too far from their house, so they started attending the neighbourhood school instead. The boys closest friends have always been other Muslim boys, usually relatives or close family friends. Lately, however, their sons have been asking to spend more time with boys and girls from school that the parents dont know. Some of these children are Muslims from different countries and backgrounds. Aisha and Anand are distressed about their boys spending time with such different people. Back in their home country, their families would not have interacted with other ethnic groups like this. This mixing seems foreign to Aisha and Anand and they would prefer their sons to stay close with people of their own background instead.
R acia l Div ersit y

According to the United Nations Convention on the Elimination of All Forms of Racial Discrimination: The term racial discrimination shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life. The Universal Declaration was based on the realization that racism brought about the horrific events of World War Two. Consequently, the Declaration highlights the protection from racial discrimination as a fundamental principle. Still, racism continues to occur throughout the world. In a post 9/11 atmosphere, peoples of certain backgrounds are unjustifiably feared. Recent hate crimes in Canada have included racial profiling of Muslims and other minority groups, hate graffiti on Jewish synagogues and Aboriginal centres and even white supremacist activities in some communities. Canada has sought to address racial discrimination in a number of ways. The Charter of Rights and Freedoms guarantees everyones rights to equal protection and equal benefit of the law without
discriminationbased on race, national or ethnic origin, colour, religion and other personal characteristics. Human rights legislation federally and in all provinces and territories makes it illegal to discriminate or harass someone because of their race, colour, ancestry, ethnic origin, religion or other characteristic. While parents make the ultimate decision about whom their children can and cannot be friends with, they need to be aware of whether their choice is based on actual safety and concern for their child or whether it is an issue of discomfort with a particular culture or religion. Making a decision that affects someone else based on their religious or cultural background is considered discrimination. Many immigrants come to Canada wanting to maintain their own cultural traditions. This determination to remain distinct may lead to the avoidance of people from other cultures and races. However, children in Canadian schools are used to interacting with people from different cultures, ethnicities and religions. Many schools make an effort to celebrate diversity, encourage cultural exchange and prevent discrimination. Children learn that colour and appearance do not matter. Instead they see the personalities of their classmates. Children tend to befriend peers who have similar interests or who make them feel good about themselves.
Ideas for Parents

Similar to dealing with religious diversity, it is important for parents to develop a positive, open relationship with their children to enable discussions on sensitive issues such as racism and discrimination. It is important for your children to understand your reasoning when you express concerns to them about their friends. They may see you as irrational and not caring about what is important to them even though you have real reasons for your decisions and actions. Express this to them and make sure that you listen to them in return. Sharing these decisions together can strengthen your childs commitment to your culture or religion in the end.
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As a parent, it is important to engage in discussions about discrimination with your children in order to learn about any experiences they may have encountered. Has your child been discriminated against? How has your child dealt with this? Make sure to talk openly with them and
understand how their daily lives may be impacted by racial prejudice so that you can help them find solutions. While Canadian schools and communities may be diverse, many school administrators and teachers are from the majority group and may not understand the unique needs of immigrant or minority children. If your child is encountering difficulty at school, communicate this to your childs teacher. In a class with twenty or thirty children, teachers are unlikely to catch every instance of discrimination and derogatory language. Similarly, other challenges minority students cope with may go unnoticed unless these needs are discussed with the teacher. Discrimination also tends to come from a lack of understanding. As mentioned above, teachers may not understand the unique circumstances of your culture or the children are unaware of why your child may appear to be different. This creates a great learning opportunity for teachers and other children to explore differences and similarities of culture and humanity. Consider asking your childs teacher if you can participate in a class discussion on diversity and share with them what it means to be from your culture and background so that you can build understanding within the children as well as for the teacher.
R acia l Div ersit y
As a parent, it is important to engage in discussions about discrimination with your children in order to learn about any experiences they may have encountered.
People with Disabilities

Introduction
Society has created many barriers for minority groups. These obstacles have hindered the full participation of certain groups in the general population. Persons with disabilities are among the most marginalized of minority groups. They are often unable to participate fully and effectively in society because of unemployment, limits to communication, poverty, health problems, immobility, poor housing and other factors. Many times this is not due to their disability but rather how other people perceive their disability and how society neglects their unique needs. This makes persons with disabilities victims of social exclusion. People who do not have a disability are often unaware of the exclusion of persons with disabilities. There is also a lack of understanding of the diversity of disability from indistinguishable mental challenges to extremely prohibitive physical disabilities. The average person is able to access buildings, attend cultural activities and generally participate in society. Persons with disabilities often require accommodations and many special considerations. For example, an individual in a wheelchair is unable to visit the average persons home. Persons with mental disabilities are often considered to be incompetent and unable to make their own decisions. The complexity of the challenges that people with disabilities face is profound. Not only are they excluded from activities and services due to access, but they are excluded from society due to discrimination. Human rights help the promotion of inclusion, which is focused on removing the barriers to access so everyone can participate within society freely. This includes access to all aspects of society buildings, services, education, employment, culture and activities.
Case Study #1
David is a ten year old, grade five student with cerebral palsy. Intellectually and emotionally, David is healthy and well. His grades are above average. David uses a walker to assist with moving around and a board with words and letters to help him communicate with his classmates and teachers. Some of the parents
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feel that the teacher must spend more time with David since he has special needs. They are concerned that their own children are not getting enough attention in the class because of Davids needs as a child with a disability.
People wit h D isa b i lities

As human beings, we have the right to receive a high-quality education. Parents of children with disabilities should feel assured that their child will receive the same opportunities for education and training as any other child. Children with disabilities have the same need for and right to dignity, respect, care and security as all other children do. Article 23.1 of the UNs Convention on the Rights of the Child states that all signatory countries must ensure that all mentally and physically disabled children enjoy a full and decent life, in conditions which promise dignity, promote self-reliance and facilitate the childs active participation in the community. Parents and children together must decide whether the child should be integrated into the regular school system or placed in a special needs school. While children who are segregated according to special needs may receive additional attention, they do not learn how to interact with different people. They also quickly discover that they are different and may feel like society wants them to be kept separate. Remaining in a special needs class for their entire education does not help a child participate in the community. On the contrary, it supports exclusion by keeping them isolated. Integration, on the other hand, has been shown to benefit all children involved. Children who are integrated into public schools and regular classrooms learn that they are a part of the community. They learn to interact with classmates, experience friendships and feel normal. Their classmates learn to see past differences in intellect or physical capacity to appreciate personality, kindness and friendship. They learn to be helpful, considerate and open-minded. The value of having a child like David in the classroom is the opportunity for all to learn about Children with disabilities have different people, different abilities the same need for and right and the common humanity within to dignity, respect, care and everyone. security as all other children do.
Ideas for Parents

If you or your child feel uneasy about interacting with an individual with a disability, talk about this issue with one another. Encourage your child to talk to the other child or individual in order to find commonalities, build a relationship and become friends. The key to overcoming discrimination or a fear of the other is through building these types of relationships. This means learning about differences between people and also finding similarities. Help your children to see that, just like them, a child with a disability has hopes, dreams, interests and aspirations. Ask your child what makes him or her happy and then relate that to a child with a disability. Would it be different for them? Explain that physical difference, whether race, gender or ability, does not change the spirit of an individual or take away from his or her right to be respected and treated with dignity.
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Physical difference, whether race, gender or ability, does not change the spirit of an individual or take away from his or her right to be respected and treated with dignity.
The United Nations Committee on Social, Economic and Cultural Rights defines poverty as a human condition characterized by sustained or chronic deprivation of the resources, capabilities, choices, security and power necessary for the enjoyment of an adequate standard of living and other civil, cultural, economic, political and social rights. Socioeconomic status, or poverty, is another strong determinant of social acceptance. Poor people face social exclusion because of financial barriers and social misperceptions. Some individuals wrongly believe that poverty is a choice and that people who are unemployed are lazy, unmotivated or are taking advantage of the social system. These stereotypes are simply myths. In fact, there are many reasons that families live in poverty. Many poor families are considered working-poor meaning that one or both parents work but their combined earnings are below the poverty line. Living in poverty does not indicate that someone is lazy, unemployed or unintelligent. It also does not mean that someone is abusing the social system. Social assistance is designed to help people in need and exists to protect all Canadians from poverty. Often people are born into poverty. Individuals who live with financial stress do everything they can to earn enough money to support their family. For example, some full time jobs do not pay sufficiently enough to cover basic needs for more than one person, making it difficult to support an entire household. This makes it very difficult to rise out of poverty. Affording tuition for higher education becomes a luxury for the middle and upper class. Children who know that they will not be able to afford education after high school may decide not to finish high school and instead seek unskilled work as youth. This perpetuates the cycle of poverty by keeping generations of families in low-paying employment.
Poor people face social exclusion because of financial barriers and social misperceptions.
Introduction
Socioeco nomic Stat us
Case Study #1
Maria is from a wealthy family and came to Canada with her parents when she was a teenager. Marias daughter, Rosa, is in grade three. Rosa has become friends with a new girl in her class. This girl has come to Marias house a few times and she seems
like a very nice, polite child. Rosa enjoys playing with her friend very much and they seem to get along well. Maria has just found out that the girls parents are divorced and the girl lives with her father who holds two jobs. Maria grew up in a country where poor people did not interact with people of higher status and she finds this situation very disturbing. Maria does not want Rosa to play with the new girl anymore. Rosa does not understand her mothers sudden dislike for her friend and she insists on continuing their friendship.

In Canada, human rights legislation in some provinces recognizes source of income or economic status as a protected ground, similar to race, disability or gender. In other provinces and territories (Quebec, Northwest Territories and New Brunswick), social condition is a protected state. This legislation aims to protect people on the basis of socioeconomic status and family life. This means we cannot treat one another differently because of perceived poverty. Canadas acceptance of diversity extends to diverse family situations and financial status. Inherent in this acceptance is the feeling of empathy for those in difficult circumstances. If citizens want their children to learn to be kind, generous and empathetic, they need to model these behaviours at home and in the community. By promoting these values in society, we can be assured that if our children are in need, they will receive the same empathy and understanding they offered to others.
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If citizens want their children to learn to be kind, generous and empathetic, they need to model these behaviours at home and in the community.
Socioeco nomic Stat us
Ideas for Parents

It is important for parents to understand their own perceptions of poverty. These views impact their childrens feelings and approaches to interacting with people who are poor. In your traditional culture, is the concept of social class entrenched as a norm? Are people of lower status seen as lesser beings? Do you feel a responsibility for those that are poor? Do you have any preconceived ideas of character traits of people that are poor? Relate your answers to your ideas about being treated with respect and dignity no matter what your background, status or ability. One of the best ways for children to learn about poverty is to learn about the issue in their home community. Seeing the reality that poor families deal with everyday can help children and adults overcome their misperceptions about people in poverty. Consider volunteering with your child at a food bank or an organization supporting the homeless so they can learn more directly about the issues. This will help them to see that poverty is a social issue and not necessarily an individual failure.
Sexual Orientation
Introduction
Canada seeks to embrace the human dignity of ALL regardless of background, ability or sexual orientation.
Sexual orientation refers to a persons sexuality. Homosexuality and heterosexuality are types of sexual orientation. While the majority of people are heterosexual, each community has individuals who are homosexual, preferring partners of the same sex as themselves.
Sexual orientation is a function of biology. The medical community considers sexual orientation to be a natural state of being, determined largely at birth. This means that for the majority of homosexuals, a gay lifestyle is not something they chose but something that chose them. These individuals are simply trying to accept who they are. This is very difficult in a social climate that labels difference as deviance and rigidly supports the traditional family to the detriment of all others. Growing up to be a secure and confident adult while embracing ones identity as a gay person in a society that often does not accept homosexuality is an extreme challenge. Prejudice against homosexuals, referred to as homophobia, remains a serious problem in many societies. Homosexual youth are two to four times more likely to attempt suicide compared to the general youth population. In Canada, acceptance to alternative sexual orientations is becoming more acceptable. Legally, several cases have reconfirmed the inherent dignity and value of individuals of all sexual orientations. While it may be an uncomfortable topic for some, acceptance of all people is critical. Canada embraces this plurality of all differences through its various human rights documents. Human rights laws are not enough to change peoples negative attitudes towards certain groups, whether these are attitudes that discriminate against race, language, gender or sexual orientation. Laws provide us with the framework to prevent acts of discrimination such as verbal abuse or bullying. It is important to remember that discrimination takes place against people for a number of reasons and that Canada seeks to embrace the human dignity of ALL regardless of background, ability or sexual orientation.
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Sex ua l O rie ntatio n
Case Study #1
Sam and Rob are high school students. They have a large group of friends they like to hang out with at school. Recently, this group has been teasing one of the male students at school. They think he is gay, and they call him derogatory names like fag, queer or homo. The victim of this bullying finally had enough and punched Sam in the face in reaction to the taunting. The teacher called the homes of both boys to discuss this issue and determine how to put an end to the harassment and bullying.

Living in a country with as much diversity as Canada, we realize that there will always be people around us whose lifestyles we do not necessarily understand or agree with, but we know that we each are entitled to dignity, respect and a fair life in our country. If we can all follow the motto live and let live, we can all agree to live our lives in peace. Discrimination is not tolerated in Canada. The law protects sexual minorities from all types of prejudicial behavior. It is illegal to tease or insult someone because of his or her sexual orientation. People who are gay are especially vulnerable to harassment and other displays of intolerance because many heterosexual people do not understand homosexuality or what it feels like to be gay. Teasing, gossiping, name-calling or otherwise hurting someone over and over again is called bullying. Bullying is a problem in many schools and many societies. Victims of bullying are often individuals who seem different in some way. Gay students, or those perceived to be gay or effeminate, are frequently bullied because they do not display stereotypical behaviours of their gender. Both educators and parents are realizing that it is no longer acceptable to allow these harmful behaviors to continue. Students who bully are hurting others and this harm can have a lasting effect. Constant teasing and name-calling negatively affects childrens self-perception and self-esteem It is illegal to tease or insult and often impacts academic and social someone because of his or success as well as overall happiness. her sexual orientation.
Ideas for Parents

Dealing with Bullying
When considering how to discuss this issue with your children, it is important to reflect on your own perceptions of sexual orientation. Do you think homosexuality is wrong? How do you normally react to people of differing sexual orientation? Your reactions to homosexuality are important when considering how you discuss this issue with your child. You may find that your reactions have had an impact on your child. If your child has played an active role in a bullying incident at school or in the community, have an open discussion with him or her about the issue. Share your thoughts and listen to theirs. Together, discuss the importance of accepting others no matter what their personal traits or preferences. You may reflect on how it feels to be marginalized or discriminated against because of your ethnic or religious background or your language. Do you ever feel that people do not understand what it is like to be you? Now reflect that experience back onto someone who is gay. A big part of the reaction against homosexuality is due to moral judgments, cultural or religious teachings or simply a lack of information on what it means to be gay. There is nothing wrong with people with a different sexual orientation, just as there is nothing wrong with you if you have a different cultural or religious background compared to others. Questions to think about or discuss: Do you think being gay is wrong? Why do you feel this way? How does it feel to be discriminated against? Have you experienced this because of your different cultural or religious background? How would your experience be the same as a gay individual?
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Introduction
Children are vulnerable to mistreatment because of their subordinate positions both in the home and at school. Parents, relatives, teachers and school administrators have the ability to limit childrens freedoms and rights without explanation. Restrictions imposed against children are usually based on school policy, family rules and cultural norms rather than actual law. Childrens rights are completely dependent upon the goodwill of the adults around them. In many countries, children are deprived of basic needs such as food, shelter, education and freedom due to poverty, war and other severe conditions. However, there are many seemingly trivial rights and freedoms that are just as important to a childs social and emotional development. The right to choose friends and play with others, the freedom to discuss their feelings, the right to learn from their mistakes and the freedom to make some choices in their lives allows children to learn and to grow. Neglecting these rights constitutes the violation of a childs human rights. In Canada, neglect is the most common form of child abuse, followed by exposure to domestic violence and physical abuse (Minister of Public Works and Government Services Canada, 2005). Parents sometimes use physical punishment, often referred to as corporal punishment, in an attempt to change their childrens behaviour. Some parents use this method of physical discipline because it is how they were raised; others are simply unaware of alternative methods.
Childrens R ights
Case Study #1
Mari came to Canada with her mother when Mari was very young. She attended public schools and is now in junior high. She receives good grades in school, but is very interested in friends and social activities. Her mother had been raised in a traditional family where girls were expected to stay in the home. She is concerned about Maris socializing, especially with boys, and is uncertain how to respond. She wants her daughter to come home right after school and help with her younger siblings but Mari refuses. Mari argues that she is doing well at school so she should be able to spend time with her friends after school. Her mother thinks that a girl should stay home until she is married and cannot understand why Mari is rebelling like this.
Case study #2
Asha is a high school student who loves fashion. She has been wearing more revealing and body hugging clothing, to her parents dismay. It has come to the point where there is a fight every morning over what Asha can wear to school. Her father makes her change many times before she comes out wearing something acceptable. Asha has begun defying her parents by leaving the house in sweaters which she takes off when she gets to school. Her mother dropped off Ashas lunch at school one day and saw her wearing something that she felt was very inappropriate. That evening, Ashas father slapped her repeatedly to punish her for defying him.

Research has found that children who receive physical punishment are more likely to experience problems including impaired parentchild relationships, depression, spousal and child abuse and alienation (Gershoff, 2002). In addition, studies comparing the effectiveness of different punishments found that physical punishment does not work to change behaviors. In the long term, physical punishment is actually less effective than other strategies and can have long-term detrimental impacts on the childs ability to have positive relationships and to their general well-being. New immigrants to Canada may find the difference in societal norms and individual behaviors challenging. Many come from cultures where parental views are rooted in traditional conservative thought and religious beliefs. Children are expected to follow parents orders and help out with the family. Physical punishment is sometimes a consequence of disobeying parents or behaving selfishly. In contrast, individuality and personal freedom are considered very important in Canada, even for children and youth. Many adolescents view their clothing, style and friends as an expression of their New immigrants to individuality. They may feel that personal Canada may find the style and friendships are the few aspects of difference in societal norms their lives they have control over. and individual behaviors challenging.
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Children are more likely to behave in line with their parents if their feelings are respected and their ideas are considered important.
While Canadian society does emphasize individuality and independence, cooperation and community are also ideals that Canadian schools and families embrace. Accordingly, children are encouraged to interact with their peers, acquire a variety of skills and participate in team sports and other activities that allow them to contribute to a group.
Childrens R ights
Ideas for Parents

Engaging in Open Discussion
As children see their friends and classmates participate in activities and gain increasing freedom, they may desire the same autonomy. Parents may not be ready for this. An open discussion between parents and their children may help both sides communicate concerns and wishes. This is often an effective way of encouraging children to understand their parents beliefs and comply with their requests. Children are more likely to behave in line with their parents if their feelings are respected and their ideas are considered important. Please refer to the following section of this manual, Additional Strategies for Parents, for tips on encouraging dialogue with children.
Using Logical Consequences

While many disagreements between parents and children may be improved through compromise and dialogue, parents may need to use a different strategy to deal with certain behaviours and recurring issues. Choosing an appropriate method of discipline for children is a challenge most parents encounter. How can parents prevent their children from behaving inappropriately without punishing them or violating their rights? A movement within the field of education encourages the use of logical consequences instead of punishment. Consequences are the outcomes of a persons action. They can be negative--when one touches a hot stove, one gets burned. They can also be positive--when one studies hard for a test, one receives a good grade. Sometimes parents can let natural consequences do the work for them. For example, rather than driving his or her childs homework or lunch to school after numerous reminders to take his or her belongings,
a parent may decide to simply allow the natural consequence of a childs behavior provide a lesson for the child. Other times, natural consequences are too severe or too delayed to be effective. For example, the natural consequence of running into the street is unacceptable. Similarly, not brushing ones teeth will result in cavities and the need for much dental work. In these cases, logical consequences should be used in the place of natural consequences. For examples, if a child runs out into the street, she will not be allowed to play outside for a certain period of time. If a child refuses to brush his teeth, he will not be allowed to eat sweets until he does. Academics emphasize that in order for logical consequences to be effective, they need to be related, respectful and reasonable (Nelsen, 2000). Logical consequences teach children that their behavior affects their environment. They learn to accept responsibility for their mistakes and to change behaviors that result in negative consequences. Possible Logical Consequences and What Children Learn
action: A child spills his milk. logical consequence: He needs to clean it up. what the child learns: We are each responsible for cleaning up our messes. Mistakes can be corrected. action: A child hits her sibling. logical consequence: She goes to her room for a break until she is ready to apologize and play nicely. what the child learns: When we hurt others, they do not want to play with us. When we apologize, we resolve the problem. action: A child breaks a friends toy. logical consequence: He needs to fix it or use his money to buy new one. what the child learns: When we damage something, we are responsible for fixing it.
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action: A child comes home late. logical consequence: She must come home earlier until she can prove she can manage to arrive on time. If she still cannot manage to come home on time, she will need to stay home for a set time. what the child learns: We need to earn trust in order to be trusted. action: A child receives poor grades. logical consequence: He loses certain privileges (going to friends, bike riding after school) until his grades improve and he can prove that he can balance school and social activities. what the child learns: We need to take responsibility for our own schoolwork. action: A child does not finish her homework assignments. logical consequence: She is not allowed to watch TV or go outside until homework is complete. what the child learns: We need to take responsibility for our own schoolwork. action: A child lies about where he went. logical consequence: He is not allowed to go out with friends for a certain period. When he can go out again, he must phone home and leave a phone number where he will be. what the child learns: Lying is not acceptable. If you lie, you will not be trusted.
Childrens R ights
A consequence should be seen as a solution to a problem rather than an alternative punishment. The purpose of a consequence is to teach appropriate behavior, not to harm the child. If we punish children to get back at them or show them who is boss, they will only learn vindictive and controlling behavior themselves. Logical consequences play a role in teaching children values and responsibility, a key component of building a culture of human rights.
Additional Strategies for Parents

Building your Relationship through Dialogue
It is common for children and parents to disagree about what activities are acceptable in society. Open dialogue is a constructive way for parents to have their own views and expectations heard while listening to their childs position. Parents can try using the following steps: Calmly let your child explain his or her point of view to you. Try to understand his or her views and feelings. Resist the urge to criticize or belittle their ideas. Once your child feels satisfied, it is your turn to speak. Clearly explain your beliefs to him or her. Try to help your child understand where you are coming from and why you feel the way you do. Discuss how your viewpoint reinforces your desire to maintain your culture and/or traditional practices. Allow your child to come up with an arrangement that would respect your concerns while giving him or her some freedom and the chance to prove his or her responsibility. If this does not work, try to come up with a solution together that satisfies both sides. Accept a compromise but make sure the alternative feels comfortable for both. Remember, the purpose of open dialogue is to understand one anothers point of view. Each party must be willing to listen to the other. Parties do not necessarily change their point of view but they do need to agree upon an answer to the problem. This is usually a compromise, where each party gives up a certain condition in order to get what is most important to them.
Minimizing Peer Pressure

Peer pressure is when a childs friends or classmates make him or her do something the child would not normally do (stealing, skipping school, bullying someone). Children may give in to peer pressure in order to be liked, to feel like they fit in or to avoid teasing.
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While parents cannot prevent every instance of peer pressure and intimidation, they can give their children the confidence and the language to deal with their peers. Here are a few ways that parents can help reduce the effects of peer pressure for their children: Develop a close, open relationship with your child. Children who feel close to their parents are more likely to identify with them and go to them for help and advice. Participate in activities with your child. Children who spend time with their families are less likely to give in to peer pressure. This, along with a close relationship with your child, can be very important as they help to support the development of your childs identity without the pressures of their peers. If your child feels confident about who they are, especially within their family, they are more likely to be able to stand up for their values when they are pressured. Get to know your childs friends and their parents. Help your child understand peer pressure. Children who can identify when peer pressure is affecting their judgment are less likely to give in and more likely to feel confident in taking a stand. Encourage individuality and independence by modeling these behaviours. Children who see others taking a stand and doing what is right will be likely to do the same. Teach assertiveness by role-playing with your child (practice saying no to peers, practice problem-solving in a safe setting, suggesting alternative activities).
Additiona l Str ategies for Paren ts
Preventing Discrimination
There are a number of ways parents can prevent discrimination and encourage acceptance of diversity at home and in the community. Ensure open communication between home and school. Talk to teachers about cultural and religious events, especially those that may affect your childs attendance or performance at school. Offer to come to your childs class to help him or her share your culture with the other students. Discourage discriminatory language in your home. Consider how the language we use affects the way we see people. Discrimination is often perpetuated through the words we choose.
Be a positive role model. Your reaction to diversity is a powerful model. Make sure references to others religious beliefs and backgrounds are made respectfully. Encourage appreciation for diversity by becoming informed about celebrations and community events organized by different religious communities. Do not judge or stereotype. Be aware of your own biases. We all have biases. Explore your own prejudices and stereotypes. People sometimes refer to groups by the name of their faith rather than their given names. This form of labeling is usually done unconsciously and promotes stereotyping. Be aware of changes in your childs behavior; that is, acting withdrawn, loss of interest in activities, school, friends. Students who are victims of racial or religious intolerance may suffer academically, emotionally and sometimes even physically. Students may withdraw and become isolated, or may seek support by joining gangs.
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Additional Resources
Immigrant Service Agencies:
Throughout Alberta there are a number of agencies providing programs and services to newcomers, immigrants and refugees to support their unique needs and integration into Canadian culture. Contact your municipal government for a listing of these agencies or your local Family and Community Support Services (FCSS) Office. Find your local FCSS connection by visiting www.child.gov.ab.ca/home/local_offices.cfm These agencies provide a number of services such as translation and interpretation, ESL and Citizenship classes, neighbor matching, youth development, income tax, legal counseling, food banks, parenting classes, career development, health, wellness and housing support.
Alberta Human Rights and Citizenship Commission

www.albertahumanrights.ab.ca The Commission promotes equality and prevents discrimination by helping citizens of Alberta settle human rights complaints and by organizing public education initiatives. Includes a link to a plain language version of the Alberta Human Rights, Citizenship and Multiculturalism Act.
Alberta Immigration
www.albertacanada.com/immigration/index.html Albertas official website for immigrants and people thinking of immigrating to Canada. Contains information about living and working in Alberta.
Canadian Race Relations Foundation

www.crr.ca
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The Canadian Race Relations Foundation administers programs and carries out research to help eliminate racism and promote harmony in Canada.
Diversity Toolkit
www.ucalgary.ca/~dToolkit/albertawebbasedresources.htm The Diversity Toolkit project at the University of Calgary aims to promote acceptance of newcomers from different cultural backgrounds.
Additiona l R esou rces
Government of Alberta
The Government of Alberta has targeted different audiences through a number of websites aimed at preventing violence and bullying. www.bullyfreealberta.ca Provides statistics, PowerPoint presentations and strategies to help parents and other adults identify and stop bullying. This website has recently added a section on homophobic bullying. Includes descriptions of homophobic bullying, how it can impact youth and what teens, parents and other adults can do to stop it. www.b-free.ca Has been developed for youth, in cooperation with Alberta youth. This site includes tips, quizzes and inspirational stories to encourage youth to stand up to bullying behaviours. www.teamheroes.ca Includes a series of games to help children identify bullying behaviours and deal with them safely and effectively.
Healthy Alberta
www.healthyalberta.com/HealthyPlaces/759.htm A Government of Alberta website which promotes healthy living by providing information on what makes a healthy school, workplace and community. Includes a section for newcomers to Alberta.
I Believe in Respect website

www.ibelievein.ca This site has been developed to create awareness about the benefits of religious diversity. The website lists resources for teachers, parents and students, including a video encouraging students to be open to diversity.
International Day Against Homophobia

www.homophobiaday.org This Canadian campaign held every May 17th provides the opportunity for people to work together to end homophobia. The website contains background information, research, teaching tools and steps for taking action in schools. Follow the links in teaching tools for online booklets to help families deal with a childs coming out process. Booklets are available in English, Chinese, Korean and Japanese.
John Humphrey Centre for Peace and Human Rights

www.jhcentre.org The John Humphrey Centre for Peace and Human Rights is a nonprofit organization in Edmonton, Alberta dedicated to Human Rights Education. The Centre has a number of ongoing local and international projects promoting peace and creating global citizens.
Kids Around the World

www.katw.org This website aims to introduce North American children to the lives of children from developing countries around the world. KATW promotes awareness and cultural understanding through video clips, audio clips, images, interviews, background information and lesson plans.
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Media Awareness Network

www.media-awareness.ca The Media Awareness Network website contains Canadian media and Internet education resources for teachers and parents.
Additiona l R esou rces
Northern Alberta Alliance on Race Relations

www.naarr.org The Northern Alberta Alliance on Race Relations (NAARR) is dedicated to fostering racial harmony and social justice through education, intervention and community support.
Society for Safe and Caring Schools and Communities

www.sacsc.ca/resources The Society for Safe and Caring Schools and Communities develops programs and resources to help promote respect and global citizenship and prevent bullying in schools and communities. Includes tips for what to do if your child is being bullied or bullying others.
United Nations Cyberschoolbus

www.cyberschoolbus.un.org/mdgs The cyberschoolbus is the United Nations global teaching and learning project. The website contains information on current issues, resources and games for children and youth.
United Nations Population Fund

www.unfpa.org The branch of the United Nations devoted to promoting human rights by providing population data and research. Countries around the world use UNFPA data to create programs and policies to reduce poverty and improve lives. This website contains information and research on several human rights issues.
References
Gershoff, E. T. (2002). Corporal Punishment by Parents and Associated Child Behaviors and Experiences: A Meta-Analytic and Theoretical Review. Psychological Bulletin, vol. 128, no. 4, 539-579. Minister of Public Works and Government Services Canada (2005). Canadian Incidence Study of Reported Child Abuse and Neglect 2003. www.canadiancrc.com/PDFs/Canadian_Incidence_Study_Child_ Abuse_2003e.pdf Nelson, J., Lott, L. and Glenn, S. (2000). Postitive Discipline in the Classroom. California: Prima. www.wik.ed.uiuc.edu/index.php/ Logical_consequences Teaching Tolerance (n.d.). www.tolerance.org/teach/index.jsp UNFPA (n.d.). Violence Against Women Fact Sheet. New York: UNFPA. www.unfpa.org/swp/2005/presskit/factsheets/facts_vaw.htm
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Embracing Human Rights in Canada: A Guide For Parents

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Parents Cover.

EMBRACING HUMAN RIGHTS IN CANADA:

EMBRACING HUMAN RIGHTS IN CANADA:

Indo-Canadian Women's Association

E MBR ACIN G HUM AN RI GH TS IN CANA DA : A GUID E FOR PAR ENTS

Human Rights in Everyday Life

Introduction........................................................................................... 19 Key Issues............................................................................................. 21

People with Disabilities

Additional Strategies for Parents

Additional Resources. .......................................... 52 References. ............................................................. 56

What are Human Rights?

Why are Human Rights Important?

Key Human Rights Frameworks

United Nations Universal Declaration of Human Rights

A nation must strive to value and respect each citizen.

Convention on the Rights of the Child

Convention on the Elimination of All Forms of Discrimination Against Women

Canadian Human Rights Frameworks

The Canadian Charter of Rights and Freedoms

The Canadian Human Rights Act

Human Rights Commissions

Human Rights Belong Everywhere and to Everyone!

Huma n R ights i n Ev ery day Life

Huma n R ights i n Ev ery day Life

Benefits of Canadian Law and Societal Norms

Ideas for Parents

Dealing with Discriminatory Humor

Benefits of Canadian Law and Societal Norms

Rel igious D iv ersit y

Ideas for Parents

R acia l Div ersit y

Benefits of Canadian Law and Societal Norms

Ideas for Parents

R acia l Div ersit y

People with Disabilities

People wit h D isa b i lities

Benefits of Canadian Law and Societal Norms

Ideas for Parents

Socioeco nomic Stat us

Benefits of Canadian Law and Societal Norms

Socioeco nomic Stat us

Ideas for Parents

Sex ua l O rie ntatio n

Benefits of Canadian Law and Societal Norms

Ideas for Parents

Benefits of Canadian Law and Societal Norms

Ideas for Parents

Using Logical Consequences

Additional Strategies for Parents

Minimizing Peer Pressure

Additiona l Str ategies for Paren ts

Alberta Human Rights and Citizenship Commission

Canadian Race Relations Foundation

Additiona l R esou rces

I Believe in Respect website

International Day Against Homophobia

John Humphrey Centre for Peace and Human Rights

Kids Around the World

Media Awareness Network

Additiona l R esou rces

Northern Alberta Alliance on Race Relations

Society for Safe and Caring Schools and Communities

United Nations Cyberschoolbus