ABSTRACT
This article describes an innovative service learning project designed for use
in undergraduate courses examining human rights issues. The project vividly illustrated
the role of dehumanization in affecting human rights of those on the fringes of
society. The project forced students to reconsider questions about rights not
accorded certain individuals in our society, and did so within the broader context
of ongoing learning and discussions about human rights issues writ large. This
article discusses the project in detail, including its planning, implementation,
and pedagogical value. It begins with an overview of human rights education, followed
by thoughts on the benefits and challenges of a service learning approach. The
article concludes with an assessment of the effectiveness of our activity.
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