Preface
In January 1990, an American visited our Buraku Liberation and Human Rights Research Institute to discuss the global significance of human rights education. Ms. Shulamith Koenig was introduced to us by the late Mr.Yo KUBOTA, then an officer of the UN Center for Human Rights, to set up programs for the decade of human rights education. She passionately told us that human rights education, particularly human rights education from a global perspective, was essential for world peace and people's well-being. I vividly recall her remarks still now.
Since the Universal Declaration of Human Rights of 1948, the UN has adopted 23 international conventions to promote the protection of human rights. They include the "International Covenants on Human Rights," "International Convention on the Elimination of All Forms of Racial 'Discrimination," "Convention on the Elimination of All Forms of Discrimination against Women," "Convention Relating to the Status of Refugees," "International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families," and the "Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment." And the number of their signatory states has been increasing.
Considering the reality of human rights situation in the world, however, the situation is far from rosy because we see frequent occurrences of racial conflicts and the rise of neo-Nazism. Meanwhile, the Apartheid system in South Africa has been dismantled and steps toward historical reconciliation have been marked in Northern Ireland and in the Middle East. These are encouraging signs. In order to further improve the human rights situation in the world, the UN needs to exert efforts not only to adopt more conventions and to promote their ratification, but also to make sure that they are effectively implemented.
To spread and enrich human rights education efforts worldwide is vital for that purpose. The UN Decade of Human Rights Education has been formerly designated and started this year. We notice at the basis of this decision ideas such as "If people have no knowledge about their rights, their rights will not be protected" and "Human rights can be realized only by people's own struggle." Needless to say, dedicated work of a number of NGOs and individuals like Ms. Koenig is behind this UN initiative.
Looking at the situation of the Buraku in Japan, certain improvements have been made in regard to housing, living and community conditions since the government's Dowa Policy Council's Recommendation of 1965 and the Law on Special Measures for Dowa Projects that started in 1969.
However, many more advances are needed, particularly in the field of employment and education. Public awareness-raising should be promoted to reduce prejudice against the Buraku by disseminating correct understanding of Buraku history and the nature of Buraku discrimination. Education should be utilized more effectively by Buraku and other minorities in Japan to expand their life opportunities. In this context, Dowa education has a vital role to play.
We believe that international exchanges are beneficial because important experiences can be mutually shared. We have already learned many important lessons from human rights movements and human rights education movements around the world. They have always encouraged us, and illuminated the way forward. The Dowa education movement in Japan has contributed greatly to the solution of Buraku discrimination issues. Its experiences should be stimulating to human rights education organizations and leaders in other countries. Also, by exchanging experiences, we can work together to eliminate all forms of discrimination in the world.
There have been very few English publications on Dowa education, and that has limited productive international exchanges. In commemorating the start of the Decade of Human Rights Education we have decided to produce an English booklet on Dowa education describing its history, actual practices and further prospects.
I would like to express my deep appreciation to the authors of this booklet, Mr.Yasumasa HIRASAWA, Mr. Minoru MORI, Mr. Ichiro AKASHI and Mr.Yoshiro NABESHIMA, for taking time out of their very busy schedules. My thanks also go to Mr. Brian L. COVERT, journalist of Daily Yomiuri, for proof-reading the manuscript and to Ms. Eiko YANAGIMOTO, staff of BLHRRI, for typing the entire manuscript. From our institute, Ms. Rieko NAKATA and I have participated in this project. Our institute has already produced English slides on the Buraku liberation movement and published a number of English newsletters title "Buraku Liberation News" every other month that describe and discuss many aspects of Buraku issues. This booklet on Dowa education is a new addition to our international efforts.
In conclusion, I hope this booklet will be read by many human rights researchers, activists and educators, and wish that it helps mark a big step forward toward eliminating all forms of discrimination in the world including Buraku discrimination.
Kenzo TOMONAGA
Buraku Liberation and Human Rights Research Institute
April 30, 1995