Between 1989 and 2017, a total of 324 human rights advocates from 90 countries attended HRAP. In recent years, advocates have ranged from early career advocates who have cut their teeth in very urgent human rights situations to mid-career advocates who have founded organizations.
Below are the biographies of current Advocates and descriptions by select alumni as to why they became human rights advocates.
To see a list of additional past Advocates click here.
To read about more about the work of our Advocates click here .
Tutor, East Yangon University
My name is Yupar Nyi Htun and I am a member of the Department of Law at East Yangon University in Myanmar. During life as a student, our teachers didn’t talk about human rights and they even refrained from saying the words, “human rights.” As a result, we don't know what human rights are and we don't know that we have the right to claim them. I began learning about human rights this past March when human rights education was introduced by the Institute for the Study of Human Rights at Columbia University. Since then, I became interested in participating in the project to promote human rights education in Myanmar. Human rights education is needed for our country because if the people know their rights they can take action to demand their rights. Education is the best way to give others knowledge about human rights. As human rights educators, we can teach about human rights not only to our students, but also to our community. I have seen lots of human rights violations in my country, and I want to do something for the people suffering as a result. At the same time, I also suffered human rights violation in my life. For example, when I was a child in my school there were only three teachers for every one hundred students, and many students dropped out of school because they needed to work for their families. Many people in my community also faced discrimination for their beliefs; I wish to live free from fear and to help those in similar situations. In order to build a peaceful community, we need to make the whole community aware of human rights. I think I should do something for my country that would try to resolve issues suffered by the people of Myanmar. So I chose to be a human rights educator and, in this way, I can teach human rights to students and my community. I am also going to share human rights education with my colleagues. I wish to teach not only the theory but also how to demand human rights practically, including through clinical education. I hope our members of the Department of Law can produce human rights lawyers for our community. In the Human Rights Advocates Program, advocates working for human rights in their activities motivate me to work as a human rights educator. I want to defend people suffering from human rights violations and I want to educate students wanting to protect the rights of the Myanmar people.
Editor, European Radio for Belarus
I have not once asked myself why I am interested in human rights. At the beginning of my experience, I was an activist with a human rights organization in my country. Today, I am journalist. While it may seem that I am no longer involved with human rights, the media in my country does not have freedom of speech—this is a human rights violation. In Belarus, there are a number of human rights violations.
Upon reflection, I can say that my belief in religion has led me to human rights. It is not possible to remain on the sidelines when the world has injustice, inequality, humiliation, violence and the death penalty. I hold a deep conviction that the protection of human rights is a collective task. Respect for human rights is an indicator of the maturity of the state. We must search for mutual understanding and put the needs of others above our own.
Coordinator, Adivasi Women’s Network
I learned in my childhood that rights are never given. As the second of four children, I learned about survival of the fittest. I have applied this lesson to all aspects of my life.
I experienced discrimination in the family, at the community level, in religious institutions, and at the work place because of my gender, ethnicity, and class. Instead of accepting discrimination, I have always found alternatives.
From the time I became aware of these discriminatory ideologies and attitudes, I started raising my voice strategically. The first step was to seek a strong network with other women who have had similar experiences or concerns. By taking a preventive approach through various activities such as awareness raising, capacity building, and skills development, I have started to address the issues of gender-based violence faced by the Adivasi (Indigenous) women, focusing more on the strategic needs of Adivasi women to strengthen them from within. It’s with passion that I seek to empower Adivasi women because the outcome also gives me a sense of empowerment.
When I first got information about HRAP, I thought this was exactly what I needed. For me, joining HRAP was like turning the impossible into a reality because each part of the program has had a deep impact. The best element of HRAP is that it connects us with other advocates and gives opportunities to impart the knowledge and experience of diverse human rights advocacy efforts. When I return home, I’ll pass on the knowledge and information both practically and theoretically.
South Sudan, 2015
Civic Engagement Officer, Community Empowerment for Rehabilitation and Development (CEFoRD)
The dark days of the Sudan from the 1880s until 2011, when the southern part of the Sudan separated and became independent, explain why I try to provide an atmosphere that can be favorable for all citizens to freely and constructively rebuild the hopes once lost and the future that has been left bare. It’s no wonder that among the many Sudanese people who have undergone hardships that I am among those born in the war, brought up with it, and to age with it. For the years of my life in exile (Uganda and Zaire, now the DRC) had been full of uncertainties. My career as an activist is due to what I went through and what other Sudanese at the camps went through, too. I decided not to commit suicide because it would not have benefitted anyone. As a child, I had to take a stand to address both social and economic conditions to improve my livelihood. My life as an orphan—even when I decided to go back home to South Sudan—was something that could not be imagined. I decided to think positively about my future and started to work in service for communities. I am a co-founder of Community Empowerment for Rehabilitation and Development (CEFoRD), which has the mission to create a “well-empowered, united and peaceful society” with youth as the primary target: the participatory approach we use is for both the educated and the non-educated.
Tutor, University of Yangon
Most of the people in Myanmar do not even know they have rights and do not understand the question, What is human rights? I am from a country with many human rights issues and we have yet to know the true taste of freedom. We are like fish that survive in a tiny lake not really knowing what is happening around the world. Because we don’t know how to take action to demand our rights, I want to teach these skills as a human rights educator. Recently, I had the chance to participate in the Human Rights Advocates Program at Columbia University’s Institute for the Study of Human Rights and its University Human Rights Education in Myanmar project. I have gained many benefits, skills, and knowledge—not only in an academic context, but in a practical one as well. These skills will help me contribute to the development of human rights in my country. For example, the research, interviewing, and critical thinking skills I gained through workshops were very useful. In my courses, I have gained knowledge that I have never learned before, such as the activities of NGOs, and the skills to teach human rights to others. As such, human rights education is very important because it can be used as a tool for people to make change. When people are mindful and educated about human rights, they can take action to demand their rights, changing their views, attitudes, and practices in the process. Educators can influence the country, not just within the classroom, but through their day-to-day interactions and behaviors. When I return back home, we will keep moving in the direction of human rights. We can train people to be human rights lawyers, helping them to know how to solve problems, such as which methods to use and which ones are ineffective. In this way, we can prevent human rights violations and future conflicts. People have different names and different ways of life, but from the perspective of human rights, they are all the same. We can’t deny someone their individual human rights—there should be no discrimination or bias against anyone.
Democratic Republic Of Congo, 2015
Director of Programs , IMPACT
I am from the South Kivu province of Uvira in the Democratic Republic of Congo. Since 2012, I have been the Program Director at IMPACT, an NGO based in Uvira. At IMPACT, we work to protect children who are being exploited at mining sites in Uvira and Fizi, and strive to hold accountable those who are engaged in the illegal exploitation of natural resources. Growing up in a family of seven, my hometown was greatly affected by the war in 1996 and 1998. Hundreds of thousands of people fled the country and hundreds of children were forced to become soldiers. With many people killed and countless others arrested and tortured, others simply disappeared. With my family, we fled to a refugee camp in Tanzania where we spent almost four years. In the camp, I heard thousands of people tell the same stories of rape, killing, maiming, looting of villages, and child recruitment. Those stories, along with those from my own experience, shaped my life and my views of humanity and the world. Upon returning to my hometown four years later I saw the destruction and desperation, as well as the hope of the people. I then decided to help my neighborhood with recovery efforts led by many young people. One of the efforts included mobilizing parents and children to rebuild badly destroyed houses and schools; answering the call helped to shape my humanitarian experience. Furthermore, my becoming an activist has been a way for me to give back to the community that I grew up in. Another blessing has been my family’s support as I earned a university degree. I continue to believe that my community and my country need young activists like me to continue fighting for human rights, justice, and peace.
Assistant Lecturer, University of Mandalay
I have been teaching at the University of Mandalay for 10 years. Before 2010 in Myanmar, human rights topics were never taught or discussed. Although some rights, such as fundamental rights and child rights were discussed in constitutional law and in children’s law, they were not discussed from a human rights perspective. Myanmar has received international attention and pressure for various human rights issues and violations. Since the dawn of our democracy, there have been many undemocratic practices infringing on fundamental human rights at the very core of democracy, such as freedom of belief, freedom of religion, freedom of thought, and non-discrimination. While some human rights violations are due to government neglect of its responsibility, some issues have arisen because of people's misunderstanding and disrespect for others' rights. From witnessing and experiencing what is happening in my country, I realize that we need to learn and teach human rights in Myanmar. In my opinion, we need human rights education for two (at least) reasons. First, we need to educate people about their own rights and the respect for others' rights. Secondly, to do so, we need to train human rights advocates and academics to be able to educate the public at large. As an academic working for a university, my aim is to introduce and teach human rights courses at universities in Myanmar. Universities are the main institution where we produce essential human resources for the country. Furthermore, as part of the University Human Rights Education in Myanmar project, I participated in a three-day training at Yangon University and in an online course provided by the Institute for the Study of Human Rights at Columbia University. To be able to teach human rights courses, the project aims to train junior faculty members in the Department of Law and the Department of International Relations. As a member, I am very glad that I was chosen among the trainees to join the Human Rights Advocates Program together with advocates from various regions around the world. The program gave me the opportunity to share experiences and learn about the activism and work of advocates who are engaging in a variety of human rights issues. Overall, the program has equipped me with knowledge and several skills for future human rights work. First, my participation in several workshops in various international human rights organizations was key. Among them, I was especially interested in the Human Rights Watch workshops where we solved hypothetical situations based on real human rights cases. We learned how to identify and prioritize human rights issues through fact-finding, using interviewing strategies to deal with various interviewees such as victims and government officials. The workshops and courses I took also improved the research I am currently engaging in and helped me develop new ideas for future human rights related research. Finally, I will use the network that I established here in furtherance of collaboration between those institutions and my home institutions. By using the network, we can produce human resources and develop the capacities which are needed to develop human rights education in Myanmar. The skills and knowledge I learned here will be very invaluable for educating, teaching, researching and promoting human rights, and through spreading awareness will contribute to building a peaceful society in my country. I thank ISHR very much for its contribution to the development of human rights education in Myanmar and for giving me such a fruitful opportunity.
Executive Director, Initiative for Equality and Non Discrimination
After HRAP, Esther Adhiambo started the Initiative for Equality and Non-Discrimination (INEND) in Mombasa, Kenya. INEND researches and undertakes strategic actions towards equality, acceptance and inclusion in the Coast Region of Kenya. INEND also promotes tolerance, non-discrimination, acceptance and inclusion of sexual and gender minorities.
Adhiambo writes: "My biggest win in the LBGQ movement has been the acceptance of sexual minorities by religious leaders in Mombasa County. This was not an easy journey, but I was able to overcome the obstacles. My constant plea to them was that equal human rights apply to all human beings regardless of their sexual orientation and identity. Happily, the end result of these relationships has been a reduction in violence against sexual minorities in the County."
Adhiambo has been in the LBGQ movement for eight years, having previously served as the Executive Director of Persons Marginalized and Aggrieved in Kenya (PEMA Kenya), an organization based in Mombasa that promotes harmony by empowering the local community to respect the rights of sexual and gender minorities.
-Updated by Jordan Lesser-Roy, Program Assistant, Spring 2020
Founder, Healing and Rebuilding Our Communities
I am from a country that has been characterized by a history of violence, human rights violations and genocide. Growing up in such a country, I personally experienced and witnessed a lot of human rights abuses. These experiences made me want to contribute to human rights advocacy and peace building, hoping to diminish and/or prevent human rights violations and violent conflict from happening again.
What I loved most about HRAP are the workshops and networking meetings that I attended. Attending these workshops with the other Advocates helped me understand human rights issues with a broader view. For example, hearing from my fellow Advocates and visiting organizations that support LGBT and indigenous peoples’ rights inspired me and helped me start thinking about how I can expand my work to include these groups. Also visiting potential funding organizations helped me learn that human rights and peace building work is not just one organization’s work--there can always be a way of partnering and complementing each other.
Through the HRAP workshops I learned a lot of skills and new ideas from both my colleagues and trainers. I have been in this work for the last 10 years, and I have always been giving myself to others and ignoring my own well-being. Through the Stress, Trauma and Resilience in Human Rights Work workshop, I was again reminded of the importance of taking care of myself before I take care of others. Once I get back home, I am going to develop a regular routine that will help me make my work less stressful. I visited many organizations, and I met with many important people who might be potential partners to work with in the future. I am going to try to keep the connections going. I plan to use the skills I learned from both the trainings and classes to improve my work. For example, I’m going to use Google Calendar [which HRAP uses to organize the schedules of participants] to organize my daily work. I plan to teach it to my co-workers and other friends who do not know about it because I think it’s a very important tool. The fundraising skills I learned will help me write clear proposals based on what interests the donor. Before, I didn't know that it’s very important to know what the interests of the donor are before writing a proposal. I also learned the importance of doing research, writing, and reporting about issues before you start doing anything, so as I think of expanding my work to other groups, I’m going to do a lot of research to know exactly what the problem is, and what are the solutions and actions that should be taken. I am not going to keep all these new skills to myself. As soon as I get back home, I will start sharing all the skills with my co-workers and other organizations that do similar work as well because I believe that there should be no competition in human rights and peace building work. We should collaborate and support each other.
Bizimana was the Whitney M. Young, Jr. Memorial Fund Advocate in the 2014 HRAP.
South Africa, 2014
Founder and Director, Ikageng Itireleng AIDS Ministry
I am an activist at heart. I was a student in the 1976 uprisings in South Africa, and I saw how we as students did that, and how things changed around us as a result. And as we marched, I began to realize how many people actually fought for my country and how the world came together through boycotting certain South African products. As a young girl, I knew which was a “whites only” toilet and which was a “blacks only” toilet. If I were to get sick and a “whites only” ambulance came, I knew I would rather be dead than to be taken in that ambulance.
I began to ask myself, what is it that I can do to make the lives of those in my community better? Eventually, I began to look into the affairs of children, especially the challenges that were most affecting their lives. I began to realize that many of these issues were around HIV/AIDS. It saddens me to realize that 30 years into the HIV/AIDs pandemic, my country is not doing that good. When you read the reports, it’s almost like we’re going back in time as far as prevention is concerned. I want the world to know that they should not be fatigued by HIV/AIDS. I’m seeing much activity around the AIDS Conference and World AIDS Day, but it cannot be only during the conferences and commemorative events that we are so “awake” about HIV/AIDS. The fact of the matter is that children are still losing their parents to HIV. I just want the world to know that HIV/AIDS is still there and to let more research be done on how we could actually have a zero-tolerance of HIV/AIDS. I think the face of HIV/AIDS has always been a black woman and a black child, and that’s the truth. And how do we empower them so that we change that face into a face of hope? Money is needed, empowerment of women is needed, and gender-based violence needs to actually be addressed. I want to say to the world, especially to policy-makers, no, this is not how the children would want it to be. I just want to leave this world a better place for children. If I die having seen just a little bit of that, I would die a satisfied woman.
Through the Human Rights Advocates Program, I’ve been exposed to many different people and their knowledge. I’ve learned how other women are working: women from Kenya, women from Greenland, women from the Philippines, among others. I have been gathering information on how things could be done better back home, and how to use an evidence-based approach to my work, how to fundraise, and how to present my work. I’ve also been exposed to issues that I wasn’t as familiar with, such as LGBT issues. I will take this home with me. I am so grateful because I know for sure that when I get back home, we will move from being good to being great as an organization, because of what I’ve been exposed to here.
Program Officer for Climate Change, Indigenous Information Network
I did not start out working in human rights. All through my schooling, I was thinking I would go into the banking sector or other corporate sector, and never did it cross my mind that I’d end up working in a civil society organization. I was still in college when I came across an organization that was coming to the community to do trainings, and I was motivated to join them as I believed in their mission. I became attached to the work, specifically the work on climate change, because I could see food security issues in the community. I saw a mine company arrive, extract and leave--with no benefit to the community whatsoever. We wanted to stop the mining and to have a participatory approach with the community to discuss how it would impact them. I also saw these communities stressed by lack of water access as an impact of climate change, having to walk long distances for little water.
I was drawn to HRAP because it pulls in a lot of people from different backgrounds. I really wanted to draw on the experiences from others in the field to build up my work. I especially wanted to be able to bring human rights arguments into the discussions with developers about how they are planning their projects because in our work with the indigenous movement, this has created a lot of challenges.
I’ve really enjoyed the workshops offered by HRAP, especially the fundraising workshops and the one on stress management. These workshops helped me to see things in a different way and to see that things don’t have to be complicated. It’s been an amazing experience taking classes at Columbia University—it’s made me stretch my limits and my understanding. I really enjoyed my class on Environment Conflict Resolution—it helped me to understand the aspect of conflict in relation to natural resources, climate change and how you can use that to add to your case with policymakers. Within the international process, I think my understanding of the human rights and development nexus will enable me to better engage with the international advocacy. Before HRAP, I was doing some work on documenting elders, climate change and traditional knowledge, and how communities were adapting. I didn’t know that was considered oral history until I participated in the oral history workshops through HRAP. I realized I’m already doing that! I think HRAP has made me realize how much more I could do to make my work better, and I think I have the knowledge and confidence now to really continue with the work when I return home.
When I get back to Kenya, my organization will host sessions where I’ll be transmitting what I learned from the workshops and from the advocacy trainings on media, and I’ll also be incorporating what I learned here into my work with the local indigenous women’s leadership school.
February 2017 Update: In November 2016, Edna was offered the opportunity to participate in the two year SGP Indigenous Peoples Fellowship Initiative at the Global Environment Facility. This fellowship is aimed towards offering Edna support as she builds leadership skills and learns new strategies for better engaging in climate change policy and initiative implementation at national levels. She was also selected in 2016 as an advisory board member to the International Indigenous Womens’ Forum (FIMI) to provide leadership guidance for Africa region.
Head of Department of Further Education, Institute of Learning Processes/University of Greenland
Coming from an indigenous society and growing up in my grandparents’ and parents’ homes, equality was always an issue. I grew up with my grandmother who is white Danish, and my grandfather, a Greenlander. I would sit in the kitchen and they would talk about equality. My parents were part of the first anti-colonialism movement for more cultural rights and language rights in Greenland. I grew up in a home where I did not see that there were any differences between whites, Greenlanders, or anyone.
When I became older and went to the public school, I learned that there was a big difference between those who knew the colonial language and the colonial ways of learning and thus has the chance of becoming something in the country, and those who couldn’t, who would have no future. During high school, I experienced very strong stratification between the Greenlandic and Danish people. In order to become successful, I really had to be like the white people, the Danish people. I tried everything to be like the white people, learning the language and culture, and even earning a degree in a foreign country, but it was always another identity than my own. So when I finished my education and came home, and my father told me, “Now you have your white man’s European degree, now you have to learn to be human again, if you want to work for your people.”
I came to a point in my life where I learned that I had to decolonize myself and find my identity. As part of that process, the passion for my people’s rights grew more and more, especially in relation to the educational system. We have people working with indigenous peoples’ rights in Greenland. However, the right and access to education is something that’s not really being worked on. I began to give different workshops and speeches in communities around the coast, mostly to people who have gone through cultural assimilation. Eight years ago, I was hired to be part of educational reform, training teachers in a process of school reform that is more culturally appropriate. Eventually, I got the chance to get into indigenous women’s rights work, and I was nominated to be part of the Global Leadership School of FIMI.
Hearing about the Human Rights Advocates Program was like a dream come true for me. My favorite part of the program was the combination between theory and practice. The three-minute presentations about our work [given during group meetings attended by all 10 participants] were hard for me as I’m used to putting everything in a much larger context. These are the things we need to learn here, and it’s something I would have never gotten anywhere else. After HRAP, I will go home with much more courage. I now have the academic background and practical skills so I feel very confident that I will this in my work going forward in Greenland.
Director, Human Rights Information Center
My human rights work started when I volunteered with the organization GENDERDOC-M in Moldova. I then joined Amnesty International to see what was going on there. Unfortunately, there was a conflict at Amnesty International [at that time] due to the homophobic views [of] some members [who] decided that, “If they come, we leave.” It was a good thing that only those that stand for ALL human rights remained at Amnesty in Moldova.
I decided not to stop at LGBT rights. Obviously, you can’t say there’s only one problem in society. When you tell people about gender equality and LGBT rights, they say, “There are problems bigger than that. Why don’t you tackle them?” I say, “We do. We work on all of them. You can work on them, too, if you want!” It’s still hard to work on LGBT rights being a gay or lesbian person. You’ll be tagged as someone who is defending your own interests and pushing your “gay agenda,” whatever that is.
In 2011, I joined the Non-Discrimination Coalition as it and other organizations were proposing a new law on anti-discrimination. At that time, everything that was named anti-discrimination was labeled “gay.” Unfortunately, the law got that label, too. The Non-Discrimination Coalition became very visible as it responded to LGBT opponents. The coalition got the reputation of being a “first source.” The Ministry of Justice decided to rename it “the Law on Ensuring Equality.” The good thing about the entire episode is that the entire society discussed this law. Now every gay person in Moldova knows that this law is going to protect them.
2011 was a very fruitful year for me personally. I did an alternative report for the Committee on the Elimination of Racial Discrimination. It was my first report ever. A human rights adviser for the UN in Moldova encouraged and helped me to do this work. I presented it to Office of the High Commissioner for Human Rights. I was very happy that the outcomes included the recommendations from my report. Of course when I went back with the report and recommendations, Moldova did not just endorse them fully. That’s when I understood I have to push a little—put a little pressure—to have the full effect.
Since [my experience with the Coalition] was quite overwhelming. I decided to do something less reactive and more proactive. I joined a UNDP program that supported decentralization in Moldova. As a human rights adviser, I encouraged the inclusion of a human-rights based approach at the local level. Projects needed to be conducted in a wide, participatory, and inclusive manner at the local level. It was a very challenging process. It’s not finished. We can expect to see the results in three to five years. That should not be disappointing but rather should set you to a reserve mode. Things do change, if you’re patient enough to see the change and not burn out, as happens to most of activists.
After UNDP, I found a really terrific opportunity as Director of the Human Rights Information Center (Moldova). My work is divided between representation (going to meetings, sitting for interviews) and accounting (sign this, sign that, go to the bank). It was challenging as well. While I thought (as Director) that I should be helping people, that’s not what I’ve been doing. I now understood an organization cannot help people without the work I am doing.
While in HRAP, I liked the course “Human Rights and Development Policies” the best in terms of the knowledge that I gained and the discussions with Professor Rainer Braun. The course that nourished my soul was “Narrative, Health and Social Justice” with Dr. Sayantani DasGupta. As homework, we watched movies and read books, including art books, which touch upon social issues. The combination of the professor presenting the whole skeleton of the course—you should read this, and you should discuss that—with the inputs of the students was very enriching as an experience.
When I return to Moldova, I want to [incorporate some of HRAP into] the Academy for Human Rights: sessions on social justice, the collection of narrative stories, and how to work with volunteers.
South Sudan, 2014
Taskforce for Engagement of Women, Institute for Inclusive Security
Human rights have always been a part of my life. My father passed away when I was only two. My mother moved us to a refugee camp in Northern Uganda. She was my role model. She took care of us, she made sure we had food to eat, we went to school. She’s never been to school—she doesn’t even know how to write her name—but she was so passionate about sending us to school. She was also very active in community mobilization, especially in the local women’s organization. Every week, she would meet other women in the refugee camp to discuss issues affecting them. They used to think of activities where they can generate income to support their family. I learned a lot from her.
When I reached secondary school, I got a scholarship and was named a “Girl Child Ambassador.” I got involved with an organization called Health of Adolescent Refugee Program. I used to go with the project staff from one refugee camp to the next to talk to girls and their mothers about the importance of staying in school. I did that throughout high school.
I like everything about HRAP. The classes, networking, mentoring and workshops have been amazing. There’s nothing I don’t like. It’s important for me to transfer what I learned in HRAP to every single work that I do in the future, whether it be to an international organization, a community-based organization or my informal work. What I learned here really is valuable. It has added a lot of width and depth to my understanding. The transitional justice course at Columbia Law School has given me a deep understanding of what it means to prosecute, give amnesties, set up a truth commission, forgive, reconcile, and repatriate. Thanks to the knowledge I gained from my gender mainstreaming class, I am able to look at all the tools and mechanism for transitional justice from a gender lens. Thanks to Issues in Rural Development and Human Rights and Development Policy, I now understand what it means to have a rights-based approach to development and a people-centered kind of intervention. I also look forward to integrating oral history and historical dialogue to conflict-transformation programming as I found the tools from the Politics of History and Reconciliation class to be very useful.
United States, 2014
Managing Director, Dekane Consulting
When I was around 8 years old, we had a neighbor who was beating his wife. The lady would come to our house seeking help, and my dad would mediate. I saw all this happen. One night, the lady came out, and the husband asked her to the leave the house and go back to her father’s house. She had nothing. I was so mad, I cannot forget that, and I’m 42 today. It was really clear to me that women in Africa needed help. Growing up, I would talk about it with my father--he’s very open and he raised us that way. We were able to discuss issues in society like domestic violence. Little by little, he pushed us to do what we wanted to do. For me, it was very clear: I wanted to be a businesswoman, but at the same time, I wanted to use any money that I made to help people. My grandmother would say, “Oh, she has a huge heart. All she does is spread her wealth around.” When I was in my twenties, I began to use those resources to empower women who were not in the same situation. I would give them some money to start a business, I would teach them budgeting the way I understood it at the time: when you spend something, you want to make a profit so you don’t lose money. If you buy something for one dollar, make sure you sell it for three or four dollars. This is something I wanted to do ever since I was little, it was inside of me. I did not plan to do it because my plan was to be a businesswoman and make money, I wanted to empower people. And that’s how I got to this work. After the Human Rights Advocates Program ends, I am hoping to look more at working at the foundations level. I’m hoping to be able to provide grants for marginalized populations.
What I have enjoyed the most about the Human Rights Advocates Program was the fact that I met all these Advocates from outside the US who are doing extraordinary work, and despite being from different locations, we are able to relate to each other on the work that we do. It doesn’t matter if you are in the US, Greenland, Rwanda, or South Sudan. We have the same issues. This is priceless—I don’t think we could get this anywhere else. I grew from this experience. Another favorite aspect is the capacity-building aspect of the program. The fund-raising session was a wonderful experience, because the facilitator came with simple ways of doing fundraising, and we learned that a funder is more impressed by a few pages of information that are clear and understandable over 50 pages that are not.