Having initiated a  self-advocacy, I realize these bookish, conventional dictionary definitions of the word advocacy can be rather flat, two-dimensional, even blasé, for advocacy is farthest from flat, two-dimensional and blasé. I can not agree more with John Lord, Brock University, in presenting ‘Types of Advocacy’ that advocacy’s definition must also include “a depth of feeling, a commitment to advance a cause, a ‘going beyond the call of duty”(2004).  Further, advocacy often stresses vision, voice and choice. What vision? Whose voice?

Why Advocacy? Because McKINLEY is also a Leadership Academy for Children and leaders must see past their noses. Leaders live for a higher purpose, on higher ground, possess a vision larger than themselves and their small dreams for their families. And so it is with this mandate that we at McKinley introduce ‘advocacy’ to our children for “to whom much is given, much will be demanded/ required, more will be asked of him to whom more has been entrusted”, Luke 12:48. It is thus, a stewardship and an accountability of the unmistakable privilege that we, all of us, children, mentors, parents, stakeholders, the board of McKINLEY Hill Lipa have been entrusted with on this earth. To borrow from Sean Covey, “because we have been given much, we too should give. It should come as no surprise that when you give, you get.”  (2008)

Why Advocacy? Inspired by Stephen Covey, this time by his ‘8^th Habit’, we have chosen, we have found our voice and are influencing others to find theirs (2004).  It is precisely this, a voice,  that will bring our children from competence to greatness. In no uncertain terms, advocacy is leadership. Advocacy is greatness.

Why ‘Rights of the Child’? Because … children’s rights continue to be dishearteningly, deplorably, grossly disrespected and not protected despite the Convention on the Rights of the Child, the first legally binding international treaty embodying to safeguard and protect the human rights—civil, cultural, economic, political and social rights- of children, ratified by 194 UN member nations on November 20, 1989. Because according to UNICEF, “children continue to suffer from poverty, homelessness, abuse, neglect, preventable diseases, unequal access to education and justice systems that do not recognize their special needs”.

Because it is our thrust to develop leaders and decision makers committed to live and lead a life of greatness. In the course of finding their own voice in this world, the empowerment to make the decision to take the best choices can only be through their knowing, experiencing, declaring and embracing their inalienable rights and the rights of others.

Because as advocates of rights of the child, heartened by UNICEF UK,  our own McKL children must know that: “they have rights, should be informed about their rights, should be helped to exercise their rights, should be able to enforce their rights and should be a community of interest to advocate young people’s rights”. Because, according to the UNICEF UK initiative for UK schools called the Rights Respecting School Award (RRSA), both schools and children have benefitted from the teaching and learning of children’s rights. “Evidence gathered suggests that when the values of the UNCRC serve as the underlying foundation and curriculum of a school, they have a significant, positive impact on important aspects of the child’s well-being as well as an improvement in the school(s) positively effecting the relationships, teaching approaches, attitudes and behavior of everyone involved.” (UNICEF 2010) “Everyone involved, children, parents and teachers have reported: improved pupil self-esteem, pupils’ enhanced moral development, improved behavior and relationships (reductions in bullying, exclusions and improved attendance), more positive attitudes towards diversity in society and the reduction of prejudice, pupils’ development as global citizens, overall school improvement (including learning environment and academic standards), enhanced job satisfaction for teachers”.

Because teaching children and young people about their rights, inspirited by UNICEF UK, means that “they can find out about the legal and human rights and responsibilities that underpin society, making the Convention an excellent starting point for understanding global citizenship”.

[Not only for the obvious understanding of and lesson on global citizenship,] Because the lessons from the Convention on the Rights of the Child abound: explicitly and implicitly. Lessons on human dignity and liberty, survival and development. Lessons on identity and nationality. Lessons on values and virtues; on responsibility, compassion, empathy, care and protection, cooperation, respect, love, among others. Lessons on life – its basic attributes, of human life, in particular – sentience, awareness, mobility, will, autonomy and growth (Peck, 1988). More lessons on life – its realities, the existence of mental and physical disability, discrimination, abuse, neglect or negligent treatment, maltreatment, deprivation, torture, exploitation, mental and physical violence, armed conflicts, war, hunger, poverty, pain, abuse. Lessons on roles, relationships, equality, gender equality. Lessons on faith and faiths. governments and governance, citizenship, community. Lessons on care, protection and relief … justice. Lessons on health and health services, disease and mortality. Lessons on the respect and care for the environment. Lessons on education. Lessons on balance and wholeness, leisure, recreation and cultural activities. Lessons on expression and the freedom of expression. Etc, etc J

Because one of the greatest lessons, if not the greatest lesson a child can learn, is the lesson on self-worth. That he is special, unique and precious. The greatest gift we can give a child is self worth - Rayla Melchor Santos

Lastly, because, if I were to be true st to myself as an educator and true st in my mission of preparing children for life, I will need to teach them respect, of self and others. And this is accomplished best through teaching them their rights – inalienable and indivisible -encapsulated in the Convention on the Rights of a Child.  In doing so, I have done best and my best to empower and protect them… for life J

Ultimately, advocacy is about what we stand for – our values, our compassion, principles & belief in the dignity and worth of every human being. It is about inspiring ourselves  and others with our prayers and deeds for a more humane world, in the words of Nobel Peace Prize recipient, our friend and supporter, Archbishop Desmond Tutu, for a “new kind of society more compassionate, more caring, more sharing where human rights, where children’s rights are respected and protected”.

Jose Rizal once said that “The youth is the hope of our future.” “The healthy development of children is crucial to the future well-being of any society. The costs to society of failing its children are huge” (UNICEF). “The tyranny of some is possible only through the cowardice of others” (Jose Rizal). “It is enough for the evil people to succeed for the good people to do nothing” (Jose Rizal). SO ASK, ‘WHY ADVOCACY?’ BECAUSE… “It is a useless life that is not consecrated to a great ideal. It is like a stone wasted on the field without becoming a part of any edifice” (Jose Rizal).

Let us share this vision of leadership and greatness for your, our children in a “conspiracy of hope” and possibilities that even, one life, or with His Graciousness, lives may be spared pain and suffering … because we dared to dream, we dared to be heard, we made a choice J