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<\/a>\n\nBuilding awareness on how systematic oppression operates simultaneously is central to learning about Black women\u2019s experiences. The social analysis about intersectionality has been one of Black women\u2019s major contributions to excavating how inequality is not only situated in one social category but occurs within many contexts. It is important for learners to have knowledge about how intersectionality and the advancement of human rights is a direct result of Black women\u2019s lived experiences and activism on the ground in community groups and organizations.\nIn the lessons that span over 10 days, entitled, \u201cRecognizing Canadian Heroes\u201d: Caroline Goodie Tshabalala Mogadime, Oral history accounts and Self-Representation about a South African Woman\u2019s Contributions to the Anti-Apartheid Movement in Canada, intersectionality is central to understanding the realities of a Black woman. The Oral History Inquiry: 10-Step Approach assists students in gaining a better understanding about the connection between the individual, civic action, and solidarity movements for social change. Oral histories are a vehicle for raising the voices of individuals and communities - they provide the missing voices and gaps when examining a time period in history. African (Black) women\u2019s role, and agency isn\u2019t often understood well enough, oral history attempts to fill that gap.\u00a0<\/span><\/p>\n\n [1]<\/sup><\/a><\/p>\n \u201cMandela Global Human Rights: Peace, Reconciliation and Responsibility: A Teacher Guide and Lessons for Educators,\u201d and the TNM Curriculum Project is not limited to the concept of ARCC, Project lead, Dolana Mogadime believes there are many other design models that can be used alongside ARCC in a parallel manner. One such important curriculum design model is Intersectionality and Human Rights.\u00a0 Several lessons are planned with the parallel curriculum design model approach in mind, that aim to give value to both. Given the notion of “intersectionality” (Crenshaw, 1989, p. 140; 1991, p. 1244) is borne out of Black women\u2019s experiences facing multiple oppressions, and their human rights work on the ground in community action groups and organizations, it is important to give recognition and value to both.<\/p>\n TNM\u2019s Ubuntu Epistemology would not be complete without recognizing the role of Black women in our curriculum design models. In fact, the inclusion of multiple curriculum design models, makes room for acknowledging the contribution of our foremothers, as such has a respectful place in the multiple curriculum design model approach that we utilize. The curriculum design model, \u201cIntersectionality and Human Rights,\u201d has been developed by Dr. Dolana Mogadime, in order to both honour and acknowledge the courageous work of women who exerted agency in the history of the antiapartheid movement. \u2018Intersectionality and Human Rights\u2019 are entangled and can also be conveyed as \u2018Human Rights and Intersectionality\u2019 due to their interconnectedness.<\/p>\nIntersectionality and the Human Rights Defender<\/h2>\n
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