MILANI-ROOSEVELT COMPARATIVE REFLECTIVE ARTICLE

CHAMPIONS OF HUMANITY: Eleanor Roosevelt and Don Milani’s Legacy in Human Rights Education

By Marco Tavanti, Elizabeth Wilp and Julie Tavanti

First Published on December 10, 2023, Human Rights Day, the 75th anniversary of Eleanor Roosevelt’s leadership that led the United Nations General Assembly to adopt the Universal Declaration of Human Rights (UDHR) on December 10, 1948.

** Reflections inspired by the Centennial Celebrations of Don Milani (1923–2023)

Photo Credits: UN Photo: ELEANOR ROOSEVELT of the United States holding a Universal Declaration of Human Rights poster. Lake Success, NY, November 1949. UN Photo: Eleanor Roosevelt of the United States (right), chair of the Human Rights Commission, is seen with two representatives on the Commission: Mrs. Minerva Bernardino of the Dominican Republic (left) and Miss Ana Figueroa of Chile, in 1949. AGESCI: Sign for the rehabilitated bridge of Barbiana (Ponte di Luciano).

The Leadership of First Lady Eleanor Roosevelt

“We obtain our education at home, at school, and, most important, from life itself. The learning process must go on as long as we live.” ― Eleanor Roosevelt, You Learn by Living: Eleven Keys for a More Fulfilling Life.

Mrs. Eleanor Roosevelt (1884–1962), the renowned former First Lady of the United States, was a beacon of hope and a champion of human rights. Her life was marked by an unwavering commitment to social justice and equality, values that guided her leadership and propelled her to the forefront of the global human rights movement. Her husband, President Franklin D. Roosevelt (FDR), advocated for the United Nations and human rights, setting the stage for her subsequent efforts. Motivated by these shared goals, she effectively deployed her diplomatic skills.

Drawing inspiration from her husband’s enduring vision for global peace, Mrs. Roosevelt fervently championed the San Francisco Conference (United Nations Conference on International Organization), where delegates from around the world convened to approve the United Nations Charter, thereby founding this pivotal international institution. Her formal involvement with the United Nations began in 1946 when President Harry S. Truman appointed her as a delegate to the first session of the United Nations General Assembly. She later became the first chairperson of the United Nations Commission on Human Rights and played a pivotal role in drafting the Universal Declaration of Human Rights. Additionally, she advanced women's rights by serving as the first Chair of the Presidential Commission on the Status of Women (PCSW).

Mrs. Roosevelt worked alongside other influential women, united by a common vision for peace and human dignity. Her leadership was instrumental in shaping the discussions and laying the groundwork for the Universal Declaration of Human Rights (UDHR). Her ability to manage a politically diverse committee, which had elected her as its Chair, showcased her diplomatic leadership skills. Her tenure from 1946 to 1948 saw her presiding over sessions in New York, London, Geneva, and Paris, where she skillfully navigated the complex political landscape to achieve consensus and advance the cause of human rights (UN Foundation).

Mrs. Roosevelt’s preparation for every meeting was meticulous, and her firm grasp of the materials earned her the respect of her colleagues (Roosevelt House). Her dedication, patience, and ability to maintain a firm hand on the gavel and schedule were pivotal in bringing out the best in her close circle of international advisors. She successfully navigated the human rights assignment through the increasingly fraught currents of the Cold War. Mrs. Roosevelt’s leadership culminated with introducing the final draft of the Declaration to the General Assembly, where it received approval from 48 nations without any negative votes. The unprecedented standing ovation that followed was a testament to her tireless efforts and profound impact, leading her to be known as the “First Lady of the World.” (FDR Library).

Women Lead the Path for Human Rights

“Where, after all, do universal human rights begin? In small places, close to home — so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world.” — Eleanor Roosevelt, “Where do universal human rights begin?”, statement on 27 March 1958 at the presentation of the book “In your hands: a guide for community action” to the UN Commission on Human Rights; sometimes called “The Great Question” speech. Quote from the OHCHR publication Human Rights Indicators, pg.9.

The Universal Declaration of Human Rights (UDHR) is a testament to the collaborative efforts of many dedicated individuals, particularly women, who played crucial roles in its creation. Eleanor Roosevelt’s leadership is widely celebrated, but numerous other women were instrumental in crafting the language and principles of the Declaration, ensuring it encompassed comprehensive human rights for all.

At the 1945 UNCIO San Francisco Conference, several prominent women actively contributed to the Charter’s inclusion of “fundamental human rights” and “dignity and worth of the human person, in the equal rights of men and women” (Preamble). Women demonstrated their leadership capacity and humanity-centered mindsets during the work of the United Nations Commission on Human Rights in 1947–48. In addition to Mrs. Roosevelt’s leadership, which meticulously and diligently advanced the process, numerous, perhaps less well-known women were also quite influential.

Berta Lutz of Brazil, along with other Latin American women like Minerva Bernardino of the Dominican Republic and Isabel de Vidal of Uruguay, successfully pushed for the inclusion of gender equality in the United Nations Charter, the first international agreement to recognize equal rights of men and women. Minerva Bernardino was instrumental in ensuring that “the equality of men and women” was included in the preamble of the UDHR. Hansa Mehta of India, the only other female delegate to the Commission, changed the phrase “All men are born free and equal” to “All human beings are born free and equal” in Article 1, making the Declaration more inclusive. Begum Shaista Ikramullah of Pakistan championed the inclusion of Article 16, emphasizing equal rights in marriage to combat child marriage and forced marriage. Bodil Begtrup of Denmark advocated using “all” or “everyone” as the rights holders, shaping a more inclusive language. Marie-Hélène Lefaucheux of France successfully pushed for non-discrimination based on sex in Article 2.

Along with Eleanor Roosevelt, these and other remarkable women forged a path for future generations by inserting gender equality and non-discrimination into the fabric of international human rights. Their collective efforts ensured that the UDHR would serve as a powerful and inclusive document, advocating for the dignity and rights of all individuals.

Don Milani Meets Mrs. Eleanor Roosevelt for Human Rights Education

“Discipline of mind and body is one of the most difficult things one has to acquire, but in the long run it is a valuable ingredient of education and a tremendous bulwark in times of trouble. Certainly, it is essential in meeting defeats and recovering from disaster. No matter how hard hit you are, you can face what has to be faced if you have learned to master your own fears.” ― Eleanor Roosevelt, You Learn by Living: Eleven Keys for a More Fulfilling Life

The values advanced and exemplified by Elenor Roosevelt parallel the educational values proposed by Don Lorenzo Milani and his Barbiana school. Together, these two champions promoted human values beyond teaching morality and exemplifying good behaviors. They set the foundation of effective human rights education, a powerful tool for fostering understanding, respect, and action for human dignity and equality.

Mrs. Roosevelt had a strong vision for human rights education. She believed in the inherent dignity and equality of every individual. Her work on the UDHR was driven by a commitment to these core principles. She saw education as a means to empower individuals to recognize and claim their rights. She emphasized the importance of understanding one’s rights and responsibilities as a global citizen. Her approach to human rights education is characterized by the following perspectives:

1. Education as Inclusivity: Promoting the idea that human rights are universal and apply to all people regardless of race, gender, or nationality.
2. Education as Empowerment: Encouraging individuals to become informed and active participants in their communities and the world.
3. Education as Dignity and Respect: Instilling a deep respect for the dignity of all individuals, fostering empathy and understanding.
4. Education as Active Participation: Engaging learners in discussions and activities highlighting their role in upholding human rights.

Don Lorenzo Milani’s educational philosophy reflects similar core values and educational practices. He emerged as a 20th-century champion of humanism, reminiscent of the humanism rediscovered during the Florentine Renaissance of the 15th century when Florence was hailed as the “new Athens” and the “new Rome.” This period celebrated virtues such as justice, courage, and wisdom, essential for maintaining social order and civic life. Through his leadership, words, and example at the Barbiana School, the Florentine priest and educator Don Milani demonstrated a profound commitment to social justice and the empowerment of marginalized communities. His “I CARE” philosophy of education is a radical manifestation of a Renaissance still needed and relevant to Europe and today's world (FDLM). His educational approach centered on the transformative power of education to address social inequities and reassess fundamental rights guaranteed by the Italian Constitution. He believed in the importance of conscience, encouraging students to examine societal structures critically and, when necessary, to object to injustices. Don Milani emphasized the need to demand recognition of our rights as citizens and human beings, advocating for a more just and equitable society. Don Milani’s approach to human rights education included several critical elements:

1. Critical Thinking: Encouraging students to question societal structures and injustices fosters a critical inquiry mindset.
2. Community Engagement: Focusing on the needs and rights of the local community, promoting a sense of solidarity and collective action.
3. Empowerment through Literacy: Believing that literacy and education are fundamental rights that empower individuals to improve their circumstances and advocate for their rights.
4. Equality and Social Justice: Teaching that education should be a tool to achieve social justice, challenging students to work towards a more equitable society.

Don Milani’s approach also emphasized addressing social class issues, race-related issues, the collective dimension of learning and action, peer tutoring, critical media literacy, and the fusion of academic and technical knowledge. His pedagogical methods, highlighted in his work Lettera a una Professoressa (Letter to a Teacher), written by his students at the School of Barbiana, reflect his commitment to education for social justice and human rights. Don Lorenzo Milani understood the need to express and demand the right to education amidst inequities and lack of access. The story of the Bridge of Barbiana (Il Ponte di Luciano) vividly illustrates this. It highlights the fundamental right to education through the struggles of Luciano, a young boy who faced significant physical challenges to attend school. Living in an isolated house in the woods, Luciano had to cross dangerous terrain, including a stream, to reach the Barbiana School. Initially, he crossed the stream by jumping from stone to stone, but the water would rise in winter, covering the stones and making the passage treacherous. One winter, after falling into the stream and arriving at school soaked and freezing, Don Milani decided to help his students advocate for a bridge to ensure safe passage for Luciano and other students. This incident underscores the critical importance of accessible education and the infrastructure needed to support it. It emphasizes that education is a fundamental right that should be safeguarded for all, regardless of their circumstances. It also demonstrates that theory and practice intrinsically link education and human rights. Additionally, Don Milani championed an anti-totalitarian (conscious-critical) and anti-fascist (sovereign-caring) pedagogy, defending the right to conscientious objection and the rights of excluded populations. This involved teaching history from a critical perspective, encouraging students to challenge traditional narratives and advocate for human rights, peace, and justice.

Shared Characteristics of Human Rights Education:

“Human rights education should include peace, democracy, development and social justice, as set forth in international and regional human rights instruments, in order to achieve common understanding and awareness with a view to strengthening universal commitment to human rights.” — United Nations Declaration on Human Rights Education and Training (2011)

Human rights education (HRE) is a moral obligation and a legal right recognized under international law. According to Article 26 of the UDHR, everyone is entitled to education, which should aim at fully developing the human personality and fostering respect for human rights and fundamental freedoms. Similarly, Article 28 of the Convention on the Rights of the Child mandates that school discipline must respect the child’s dignity, and education should aim to develop the child’s personality, talents, and abilities while promoting respect for human rights and freedoms, preparing them for responsible living in a free society, and fostering understanding, tolerance, equality, and respect for the natural environment. By combining the values of Don Lorenzo Milani and First Lady Eleanor Roosevelt, human rights education emerges as a comprehensive and holistic approach encompassing several key characteristics, creating a robust framework for instilling fundamental principles of dignity, equality, and justice in learners. These include:

1. Universal Accessibility: Ensuring that education is accessible to all, regardless of socio-economic background, thus embodying the principle of equality.
2. Empathy and Solidarity: Fostering an environment where empathy and solidarity are central, helping students to understand and appreciate diverse perspectives.
3. Active Citizenship: Encouraging students to become active, informed citizens who understand their rights and are prepared to advocate for themselves and others.
4. Ethical Responsibility: Instilling a sense of ethical responsibility to uphold human rights and contribute positively to society.
5. Critical Engagement: Promoting critical thinking and engagement with societal issues, empowering students to challenge injustices and seek solutions.

HRE becomes a dynamic and transformative process by integrating the educational philosophies of Don Lorenzo Milani and First Lady Eleanor Roosevelt. It equips individuals with the knowledge, skills, and values needed to contribute to a just and equitable society, embodying the shared vision of these two remarkable leaders. HRE encompasses more than just inspiration or knowledge; it forms the foundation for building a culture of peace, respect, inclusion, and social justice. Educating for a true human rights culture goes beyond simply knowing one’s rights, as knowledge alone does not guarantee respect, and without respect, violations will persist. It involves educating oneself for self-respect and respect for others, valuing human dignity, and fostering an attitude that welcomes diversity, tolerance, and inclusivity. HRE instills respect, understanding, and appreciation of cultural diversity, particularly towards different national, ethnic, religious, linguistic, and minority communities. It promotes and empowers active citizens who advocate for democracy, social justice, communal harmony, solidarity, and friendship between people and nations. Additionally, it raises awareness and understanding of the role and importance of international institutions in creating a culture of peace based on universal values of human rights, international understanding, tolerance, and non-violence. Ultimately, HRE is best described in terms of its goals: establishing a culture where human rights are understood, defended, and respected.

The Imperative of Human Rights Education in Today’s World

“Even in kindergarten, children should learn — and experience — the fundamental human rights values of respect, equality, and justice. From the earliest age, human rights education should be infused throughout the program of every school — in curricula and textbooks, policies, the training of teaching personnel, pedagogical methods, and the overall learning environment…. [Children] can be guided by human rights education to make informed choices in life, to approach situations with critical and independent thought, and to empathize with other points of view.” ― Zeid Ra’ad Al Hussein, Jordanian UN High Commissioner for Human Rights

“Every individual and every organ of society … shall strive by teaching and education to promote respect for these rights and freedoms.” ― Preamble to The Universal Declaration of Human Rights, 1948

Since the adoption of the UDHR in 1948, extensive work has been done to promote HRE, which is the foundation of teaching and education to promote respect for the rights and freedoms essential for developing informed, compassionate, and proactive citizens who can navigate the complex challenges of today’s world (Council of Europe). While the practice of HRE varies to address different contexts and perspectives, the HRE principles and main dimensions remain consistent:

1. HRE is Learning About Human Rights: Understanding human rights and how they are protected.
2. HRE stands for Learning Through Human Rights, which ensures that the learning process aligns with human rights values such as participation and freedom of thought.
3. HRE is Learning For Human Rights: Developing the skills, attitudes, and values needed to apply human rights principles in daily life and to advocate for the rights of others.

In other words, scholars and practitioners share a consensus that HRE must be experiential, reflecting human rights values in both content and delivery. This means that the context and activities of HRE should inherently respect and promote dignity and equality. First Lady Eleanor Roosevelt's human rights legacy and Don Milani's pedagogical insights compel us to revisit how we integrate (or not) human rights into our educational practices.

The contemporary global landscape faces significant challenges, including social inequalities, political conflicts, environmental crises, and technological disruptions. These issues require a collective effort rooted in an understanding of universal human rights. Prioritizing HRE can cultivate a generation of leaders and professionals equipped with the knowledge and values necessary to address these complex problems. This prioritization and effective integration of human rights in education should be done in specific disciplines and sectors. For example:

• In Business Education: HRE can foster ethical business practices, emphasizing corporate social responsibility and fair labor standards. It encourages businesses to prioritize the welfare of their employees, customers, and communities, fostering a more inclusive and equitable economic environment. When applied to stakeholders (the whole community of impacted actors), not just shareholders (the owners mainly preoccupied with bottom-line results), HRE approaches can offer much more inclusive, transparent, accountable, responsible, conscious, and sustainable perspectives in business practice.
• In Healthcare Education: In the healthcare sector, HRE underscores the importance of equitable access to medical services, patient dignity, and informed consent. Healthcare professionals trained in human rights principles can better address disparities in healthcare delivery and advocate for vulnerable populations. This perspective can help to foster a mindset and practical approaches to healthcare services that sprang from “rights” rather than privileges and government-restricted access to essential healthcare services.
• In Technology Education: As technology advances rapidly, HRE becomes crucial in guiding ethical development and use. Issues such as data privacy, digital inclusion, and the ethical implications of artificial intelligence require a human rights-based approach to ensure technological progress benefits all members of society without perpetuating discrimination or inequality.

The legacies of First Lady Eleanor Roosevelt and Don Lorenzo Milani are alive today through the practices of HRE, which present opportunities for urgently needed solutions. A human rights-based approach provides a robust framework for leadership, management, and technical solutions that are innovative and impactful but also just, sustainable, and inclusive. By integrating HRE into academic programs, students can address problems from a social justice perspective, fostering innovative thinking and collaborative problem-solving essential for tackling today’s global challenges.

HRE should not be confined to specialized programs but should be integrated across curricula in schools, colleges, and universities dedicated to educating people for a better world and more just and equitable societies. HRE is a well-established field that instills values of empathy, respect, and solidarity, essential for educating global citizens to build cohesive and resilient communities. It encourages individuals to recognize their interconnectedness and to act in ways that uphold the rights and dignity of others. Embedding these principles in our educational systems creates a foundation for a more just and equitable society, where individuals are not only aware of their rights but also committed to advocating for the rights of others.

Making human rights education a priority in our educational systems and academic programs is imperative for preparing future generations to tackle the complex challenges of our time. Inspired by the legacies of First Lady Eleanor Roosevelt and Don Lorenzo Milani, HRE equips individuals with the ethical framework and critical thinking skills needed to create positive change across various sectors. We pave the way for a more inclusive, equitable, and sustainable world by fostering a deep understanding of human rights and social justice.

Suggested Citation: Tavanti, Marco, Elizabeth Wilp, and Julie Tavanti. “Champions for Humanity: Eleanor Roosevelt and Don Milani’s Legacy in Human Rights Education. Medium (EduVators). December 10, 2023. https://medium.com/p/81809fa7d4f8

‌Explore More: Women Who Shaped the Universal Declaration https://www.un.org/en/observances/human-rights-day/women-who-shaped-the-universal-declaration Compelled to Act: Eleanor Roosevelt, a Fearful World and an International Vision of Human Rights https://www.un.org/en/un-chronicle/compelled-act-eleanor-roosevelt-fearful-world-and-international-vision-human-rights What is Human Rights Education? https://www.humanrightscareers.com/issues/human-rights-education/ The Story of Human Rights https://www.youtube.com/watch?v=6XXGF_V8_7M

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About the Authors: Marco Tavanti is an Italian-born American professor who deeply appreciates Don Lorenzo Milani’s teaching methods. He learned about these methods near the Barbiana school early in his career. Marco’s work brings these impactful ideas into today’s teaching practices worldwide. Elizabeth Wilp is a researcher contributing to inclusive education, especially in curricula and classrooms with students from different cultures and backgrounds. Her research and experience provide important insights into how schools can be more effective and welcoming for all students. Julie Tavanti is a Chinese-born American student passionate about developing new ways to teach students who learn differently and helping more women get into STEM fields. Her unique background and dedication to diverse education shape her views and efforts.