Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-28T05:03:16.812Z Has data issue: false hasContentIssue false

40 - Psychology, Human Rights, and the Implementation of the United Nations’ 2030 Agenda for Sustainable Development

from Part V - Future Directions

Published online by Cambridge University Press:  02 October 2020

By
Neal S. Rubin ,
Roseanne L. Flores ,
Juneau Mahan Gary ,
Susan A. Nolan  and
Teresa M. Ober
Edited by
Neal S. Rubin  and
Roseanne L. Flores
Neal S. Rubin
Affiliation:
Adler University
Roseanne L. Flores
Affiliation:
Hunter College, City University of New York
Get access

Summary

This chapter examines the path from the origins of the United Nations and its Charter to the 2030 Global Agenda on Sustainable Development Goals (SDGs) and charts the interconnectedness of fundamental concepts that underpin the human rights movement to today’s implementation of the SDGs. Specifically, we explore how the twentieth-century origins of the United Nations transformed into twenty-first-century platforms of action and advocacy through support from psychological research. Early concepts provided by key historical figures are linked to the evolution of those concepts to form the current global agenda. For example, how do the basic pillars of the UN system form a conceptual foundation for planning and advocating for human rights? The chapter illustrates the inter-relatedness of these foundations and presents perspectives to create support for successful implementation through the value of psychological science to facilitate behavior change in formal educational settings, in community settings, and with technology. We address ways in which informing civil society plays a vital role in achieving success in addition to financial support from Member States. Finally, the chapter describes how the education of citizens globally is essential to the implementation of the SDGs and presents the promise of psychological research to potentiate the effectiveness of educational models.

Keywords

Sustainable Development Goalshuman rights educationeffective communicationimplementation of SDGsglobal citizenshuman rights advocacy
Type
Chapter
Information
The Cambridge Handbook of Psychology and Human Rights , pp. 591 - 606
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Association for the Advancement of Science (AAAS). (2019, May). Working with journalists. www.aaas.org/pes/working-reportersGoogle Scholar
American Psychological Association (APA). (2010). Psychology and global climate change: Addressing a multifaceted phenomenon and set of challenges. A report of the American Psychological Association task force on the interface between psychology & global climate change. www.apa.org/science/about/publications/climate-change.aspxGoogle Scholar
Ba, I., & Bhopal, R. (2017). Physical, mental, and social consequences in civilians who have experienced war-related sexual violence: A systematic review (1981–2014). Public Health, 142, 121–135.Google Scholar
British Science Media Centre (BSMC). (2019, May). Top tips for media work: A guide for scientists. www.sciencemediacentre.org/wp-content/uploads/2013/08/SMC-Top-Tips-2015.pdfGoogle Scholar
Center for Research on Environmental Decisions (CRED). (2009). The psychology of climate change communication: A guide for scientists, journalists, educators, political aides, and the interested public. http://guide.cred.columbia.edu/Google Scholar
Darnell, S. C. (2010). Power, politics and “sport for development and peace”: Investigating the utility of sport for international development. Sociology of Sport Journal, 27(1), 54–75.Google Scholar
Daubach, T., & Zein, Z. (2018, July). How can journalists write compelling stories on the SDGs? Eco-Business. www.eco-business.com/news/how-can-journalists-write-compelling-stories-on-the-sdgs/Google Scholar
Educational Services. (2019, May). Human rights around the world. www.parliament.uk/documents/education/docs/human-rights.pdfGoogle Scholar
Equality Rights Group (ERG). (2012). Mission statement and objectives. www.equalitygib.org/Google Scholar
Gary, J. M., & Rubin, N. S. (2016). Sport promoting human development and well-being: Psychological components of sustainability. UN Chronicle, 53(2), 30–32.Google Scholar
George Washington University (GWU). (2019, May). Eleanor Roosevelt Papers Project. https://erpapers.columbian.gwu.edu/Google Scholar
Giulianotti, R. (2011). The sport, development and peace sector: A model of four social policy domains. Journal of Social Policy, 40(4), 757–776.Google Scholar
Hardisty, D. J., Johnson, E. J., & Weber, E. U. (2010). A dirty word or a dirty world? Attribute framing, political affiliation, and query theory. Psychological Science, 21, 86–92.Google Scholar
HM Government of Gibraltar. (2014). Department of Education. www.gibraltar.gov.gi/new/department-educationGoogle Scholar
Hulsizer, M., & Woolf, L. (2012). Enhancing the role of international rights in the psychology curriculum. Psychology Learning and Teaching, 11(3), 382–387.CrossRefGoogle Scholar
Human Rights Council. (2016, June). Inputs from the president of the Human Rights Council to the 2016 HLPF: The work of the Human Rights Council in relation to the 2030 Agenda for Sustainable Development. www.ohchr.org/Documents/Issues/MDGs/Post2015/Contribution2016HLPF.pdfGoogle Scholar
Inagaki, A. (2002). Teaching human rights education in Indonesian schools. International Review of Education, 48(3/4), 279–280.CrossRefGoogle Scholar
International Network for Government Science Advice (INGSA). (2019, May). www.ingsa.org/resources/tools/Google Scholar
Lee, K. (2018, February). How to write an op-ed. APA Monitor, 49(2), 66. www.apa.org/monitor/2018/02/write-op-ed.aspxGoogle Scholar
Maton, K. I. (2000). Making a difference: The social ecology of social transformation. American Journal of Community Psychology, 28, 25–57.Google Scholar
My World 2030. (2019, May). “My World 2030” survey results. http://about.myworld2030.org/results/Google Scholar
Office of the High Commission on Human Rights (OHCHR). (1986). Declaration on the Right to Development. www.ohchr.org/EN/ProfessionalInterest/Pages/RightToDevelopment.aspxGoogle Scholar
Office of the High Commissioner for Human Rights (OHCHR). (1989). Convention on the Rights of Children. www.ohchr.org/en/professionalinterest/pages/crc.aspx.Google Scholar
Office of the High Commission on Human Rights (OHCHR). (2019a, May). Human Rights and the 2030 Agenda for Sustainable Development. www.ohchr.org/en/issues/SDGS/pages/the2030agenda.aspxGoogle Scholar
Office of the High Commission on Human Rights (OHCHR). (2019b, May). What we do. www.ohchr.org/EN/AboutUs/Pages/WhatWeDo.aspx.Google Scholar
Office of the High Commission on Human Rights (OHCHR). (2019c, May). Key messages on human rights and financing for development. www.ohchr.org/Documents/Issues/MDGs/Post2015/HRAndFinancingForDevelopment.pdfGoogle Scholar
Oguro, S., & Burridge, N. (2016). The contributions of non-governmental organizations to human rights education in Australian schools. Third Sector Review, 22(1), 3–24.Google Scholar
Ojeda, A. (2008). The trauma of psychological torture. Westport, CT. Praeger.Google Scholar
Organisation for Economic Co-operation and Development (OECD). (2016, November). Awareness of SDGs vs MDGs: How engaged are global citizens?www.oecd.org/dev/pgd/Session4_Bouhana_GlobeScan_OECDTalk_MDGsvsSDGs_2016.pdfGoogle Scholar
Organisation for Economic Co-operation and Development (OECD). (2017, June). What people know and think about the sustainable development goals: Selected findings from public opinion surveys. www.oecd.org/development/pgd/International_Survey_Data_DevCom_June%202017.pdfGoogle Scholar
Park, N., & Peterson, C. (2008). Positive psychology and character strengths: Application to strengths-based school counseling. Professional School Counseling, 12(2), 85–92.Google Scholar
Rodriguez, F., Rhodes, R. E., Miller, K. F., & Shah, P. (2016). Examining the influence of anecdotal stories and the interplay of individual differences on reasoning. Thinking & Reasoning, 22, 274–296.CrossRefGoogle Scholar
Ross, L., Arrow, K., Cialdini, R., Diamond-Smith, N., Diamond, J., Dunne, J., … Ehrlich, P. (2016). The climate change challenge and barriers to the exercise of foresight intelligence. BioScience, 66(5), 363–370.Google Scholar
Society for the Psychological Study of Social Issues (SPSSI). (2019, May). Policy resources. www.spssi.org/index.cfm?fuseaction=Page.ViewPage&pageId=1698Google Scholar
The Op-Ed Project. (2019, May). Op-ed writing: Tips and tricks. www.theopedproject.org/oped-basics/Google Scholar
Torney-Purta, J., Wilkenfeld, B., & Barber, C. (2008). How adolescents in 27 countries understand, support, and practice human rights. Journal of Social Issues, 64, 857–880.Google Scholar
Union of Concerned Scientists (UCS). (2019). Writing an effective letter to the editor. www.ucsusa.org/action/writing-an-lte.htmlGoogle Scholar
United Nations (UN). (1948). Universal Declaration of Human Rights. www.un.org/en/universal-declaration-human-rights/Google Scholar
United Nations (UN). (2011). United Nations Declaration on Human Rights Education and Training. www.ohchr.org/EN/Issues/Education/Training/Compilation/Pages/UnitedNationsDeclarationonHumanRightsEducationandTraining(2011).aspxGoogle Scholar
UN. (2015). Transforming our world: Human rights in the 2030 agenda for sustainable development. www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=EGoogle Scholar
UN. (2017). Basic facts about the United Nations (42nd ed.). New York, New York: Author. doi:10.18356/2faf3279-enGoogle Scholar
UN. (2018a, April). Financing for development: Progress and prospects. www.un.org/development/desa/publications/financing-for-development-progress-and-prospects-2018.htmlGoogle Scholar
UN. (2018b, April). About the universal declaration of human rights translation project. www.ohchr.org/EN/UDHR/Pages/Introduction.aspxGoogle Scholar
UN. (2018c). United Nations decade of human rights education (1995–2004). www.ohchr.org/EN/Issues/Education/Training/Pages/Decade.aspxGoogle Scholar
UN. (2018d). World Programme for Human Rights Education (2005-ongoing). www.ohchr.org/EN/Issues/Education/Training/Pages/Programme.aspxGoogle Scholar
UN. (2019a, May). The four pillars of the United Nations. https://outreach.un.org/mun/content/4-pillars-united-nationsGoogle Scholar
UN. (2019b, May). Sustainable Development Goals. www.un.org/sustainabledevelopment/Google Scholar
United Nations Drafting Committee. (1948). Universal Declaration of Human Rights (UDHR): Timeline. www.shmoop.com/historical-texts/universal-declaration-of-human-rights/timeline.htmlGoogle Scholar
United Nations Sustainable Development Goals (UN SDG). (2019a, May). Global goals for sustainable development [Facebook page]. www.facebook.com/globalgoalsUN/Google Scholar
United Nations Sustainable Development Goals (UN SDG). (2019b, May). Global goals [Twitter]. https://twitter.com/globalgoalsunGoogle Scholar
Urban, J., Linver, M., Johnson, S., MacDonnell, M., Chauveron, L., Glina, M., & Gama, L. (2018). Developing the next generation of engaged youth: Inspire aspire-global citizens in the making. Journal of Moral Development, 47(1), 104–125.Google Scholar
Van Lange, P. A., Joireman, J., & Milinski, M. (2018). Climate change: What psychology can offer in terms of insights and solutions. Current Directions in Psychological Science,27, 269–274.Google Scholar
Ward, C. L., Martin, E., Theron, C., & Distiller, G. B. (2007). Factors affecting resilience in children exposed to violence. South African Journal of Psychology, 37(1), 165–187.Google Scholar
Woolf, L. (2016). Teaching psychology: Infusing human rights. Psychology Teacher Network, 26(1), www.apa.org/ed/precollege/ptn/2016/02/human-rights.aspxGoogle Scholar
World Bank Group (WBG). (2015). World development report 2015: Mind, society, and behavior. Washington, DC: World Bank. www.worldbank.org/content/dam/Worldbank/Publications/WDR/WDR%202015/WDR-2015-Full-Report.pdfGoogle Scholar
Zimmerman, F. (2017). Does your neighbour know about the sustainable development goals? UN SDG Action Campaign. https://sdgactioncampaign.org/2017/04/28/does-your-neighbour-know-about-the-sustainable-development-goals/Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×