RCE Tasmania - 2020

Location

Australia
See map: Google Maps
AU
Hobart Human Library
CSV
Basic Information
Title of project : 
Hobart Human Library
Submitting RCE: 
RCE Tasmania
Contributing organization(s) : 
A Fairer World
Focal point(s) and affiliation(s)
Name: 
Varunjani Jayaseelan
Organizational Affiliation: 
Facilitator for Education for Sustainability Tasmania
E-mail: 
efstas@slt.org.au
Format of project: 
manuscript
Language of project: 
english
Date of submission:
Sunday, November 15, 2020
Web link: 
https://www.afairerworld.org/hhl/
Does this project link to any education and/or sustainable development policy or policies?: 
No
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Australia
Location(s): 
7004
Address of focal point institution for project: 
A Fairer World
4 Battery Square
Battery Point
TASMANIA 7004
Ecosystem(s):

Target Audience:
Community, Higher, Primary, Secondary, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
Tasmania is a small island state with a rich cultural and natural heritage, including a high biodiversity, abundant fertile soil, water, clear air and renewable energy (hydroelectricity). However, Tasmania faces distinctive sustainability challenges associated with its remoteness, its weak economy (the weakest in Australia ) historically relying on exploitation activities (e.g., old growth forest logging, damming and mining), and its high levels of socioeconomic disadvantage. Tasmania has the most regional and dispersed population of any state in Australia, with 58% of the population living outside the greater capital city area.
Description of sustainable development challenge(s) in the area the project addresses: 
Socio economic issues include, high levels of poverty, low education levels, low ethnic diversity and impacts of colonisation on Aboriginal culture and heritage. Many threats, mostly of anthropogenic nature, are threatening the Tasmanian environment. These include threats to biodiversity from illegal activities; introduction and spread of non-indigenous species; and increasing infrastructure and tourism development.
Contents
Status: 
Ongoing
Rationale: 
Hobart Human Library is designed for schools and workplaces wanting to partner with their students and the wider community to create a more respectful environment. The program addresses discrimination by building ‘diversity competence’ in students. It also motivates students to address bullying behaviours and become agents for change.
Objectives: 
Reduce instance of bullying and discrimination in schools and workplace.
Empower and provide a platform for individuals who may have been stereotyped or discriminated – perhaps because of their culture, religion, gender, sexual orientation, appearance or wellness.
Activities and/or practices employed: 
Workshops run in schools and workplaces with the participants being the 'readers', able to speak informally with a living 'book'. The ‘books’ are Tasmanians who have experienced stereotyping, prejudice or discrimination – perhaps because of their culture, religion, gender, sexual orientation, appearance or wellness.
Size of academic audience: 
Over 5,800 people at 200 workshops, mostly in schools and workplaces
Results: 
Gives the living 'book' a platform to talk about their experiences with stereotyping, prejudice or discrimination – perhaps because of their culture, religion, gender, sexual orientation, appearance or wellness, empowering them to own their differences and educate the 'reader'.
Reduce discrimination and bullying in school and workplaces.
Lessons learned: 
Adapting to deliver in an online platform during COVID-19.
Key messages: 
The Hobart Human Library delivers diversity education workshops in schools and workplaces to address discrimination and bullying through the power of personal storytelling. It is a library with a difference – the books are real, living people who have been trained to tell their stories. Human libraries are used around the world as a simple way to challenge stereotypes and build empathy. They do this by providing a comfortable space for people to speak with a ‘book’ who has encountered discrimination because of their culture, religion, refugee background, gender, sexual orientation, physical or mental ability.
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 10 - Reduce inequality within and among countries 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
Theme
Traditional Knowledge  
Indirect
Curriculum Development 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Indirect
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Indirect
Update: 
No