Inspiration for your human rights artworks from Myah Jeffers

Inspiration from artist Myah Jeffers, for our global competition that platforms youth voice on human rights - The World I Want To Live In: Human Rights Education - Learning through Creating. Remember to enter by the 1st June.

Myah Jeffers is a Barbadian-British award-winning documentary and portrait photographer, dramaturg and director, living in London and working across the UK and internationally.


How Often Do You Truly See Yourself?


How often do you look in the mirror?


How often do you study the details of your face, by taking in every intricate detail?


How often do you look into your own eyes and experience the power of your own gaze?


How often do you allow yourself to deeply consider your desires, fears, achievements, and insecurities?


How often do you truly see yourself?


For the past five years, I’ve used portrait and documentary photography as a tool to tell socially, culturally, and politically rich stories. To document truth. Part of the reason why I decided to become a photographer, was the opportunity to intimately study a person and to mutually engage in a vulnerable practice.


I always seek to create an environment where the person I’m photographing feels comfortable enough to share themselves in their entirety. To allow themselves to be seen. By acknowledging someone’s existence through taking their portrait, I’m able to honour the truth of who they are at that moment. Documentation is incredibly important because it also allows me to show people how I see them, which can often help them to further understand themselves.


However, I recently realised that I wasn’t doing the same thing for myself. I wasn’t giving myself space to honour my truth or to see myself for who I was. I began to understand that truly seeing yourself helps to gain a deeper sense of empathy for not only yourself but also for others. Empathy has the power to revolutionise our personal relationships, as well as combat inequality, prejudice, and conflict.


The dots were beginning to connect. Standing up for justice has always meant using photography as a weapon against racism, classism, sexism, etc, but I began to realise that it also meant understanding who I was within that context. So, I decided to set myself a challenge. A challenge that would make me extremely uncomfortable and vulnerable, but a challenge I knew I had to take. I gave myself the task of taking a series of selfportraits.


Below is an image from the self-portrait series, using a technique called multiple exposure. I wanted to capture the moments when I have felt overwhelmed by life and instead of drowning under that weight, I decided to acknowledge those vulnerable parts of myself. This helped me to further understand those closest to me, who were also dealing with difficult emotions. It led

to a deeper sense of empathy for myself and others.





I now challenge you to take a step towards truly seeing yourself, in whatever way you feel is right for you.


The challenge is to take a self portrait and think about the following things:


  • How will you set up your space?
  • Will it just be your face, half body or full body?
  • Will you hold the phone or set it on timer?
  • What props will you use? If any?
  • What type of light will you use? A lamp? Natural light from window? Fridge light?
  • Will you look at the camera or away from the camera?
  • What story are you trying to tell with this image?


Good luck! And remember to acknowledge all of the vulnerable or difficult parts of you.


Find out more about Myah Jeffers work here: www.myahjeffers.com


(Taken from our Human Rights competition resource pack)

Myah Jeffers • May 2, 2022
By Ann Beatty June 1, 2026
On Friday evening ( 29 May, 7.00 pm The Actors Church Covent Garden) we had the pleasure of listening to this very special concert, bringing together the Choir of King's College London and the Princeton High School Orchestra in a celebration of international friendship, collaboration, and shared values. This project reflects a commitment to peace, sustainability, equality, and cultural exchange, uniting young musicians from the United Kingdom and the United States through the universal language of music.
By Ann Beatty May 20, 2026
How a simple act of practical solidarity is transforming the journey to school in The Gambia’s Central River Region North Policies have been written. Schools have been built. Yet for many children in The Gambia’s Central River Region North, access to education is still measured in kilometres, not opportunity. 
By Laura Griffin May 13, 2026
‘In a single hour vast tracts of shaded woodland became a jumble of torn trees and upturned soil, exposed to the glare of the summer sun. Such land-clearing events are rare, but forests exhibit remarkable resilience in the face of disaster. I’m told that the Chinese character for ‘catastrophe’ is the same as that which represents the word ‘opportunity’. And, the blowdown, while catastrophic, presented opportunities for many species.’ (Wall Kimmerer, 2003: 89). In the context of a volatile, uncertain, complex, and ambiguous world (Stein, 2021) what kinds of education for hope might support children’s and young people’s critical engagement in local and global issues? In the spirit of exploring the possibilities of hope further, this short article focuses on the area of global citizenship and sustainabilityrelated education. It will briefly open by sharing commonalities across pedagogical approaches that take up the concept and act of hope more critically, and close by offering reflective questions for educators, with suggestions for further reading. Perhaps it is a kind of hope that is grounded in the present, in future reimagining(s), in ethical solidarity, and an acknowledgement of our deep entanglement with the living metabolism of planet earth 1 our singular home (UNESCO, 2021); a hope that engages with complex root causes and lived realities of multiple overlapping crises in critically reflexive and contextually relevant ways. As McCloskey notes, ‘Hope can fire our collective imagination and critical consciousness as a mainspring to activism and intervention in the world.’ (2025: 3). Commonalities across critical pedagogical approaches to hope include: Acknowledging the context of a ‘seamless single story of progress, development and human evolution’ (Andreotti, V.D.O., 2021b Relating to social and ecological justice and the wellbeing of people and planet Using participatory, action-orientated and inquiry-based learning processes Exploring diverse worldviews and perspectives Practising grounding in the present with opening up possibilities for change (relational, embodied, response-able 2 ) Experiencing ‘struggle’ in different forms (dialogical, selfreflexive, open-ended) Engaging individual and collective agency, action and activism Looking for lifelong and life-wide learning and unlearning. 1 See ‘Co-sensing with Radical Tenderness’, in Machado de Oliveira Andreotti. 2021a 2 See ‘Crossing Borders’ in 2 Depth Education “Depth Education and the Possibility of GCE Otherwise, 2021b. Source: Andreotti, V. 2021a & 2021b., Atif, A. (2025)., Bourn, D. 2021., Bryan. A. and Mochizuki,Y., 2024., Giroux, H.A. 2025., Meade, E. 2025. Whilst engaging in the concept and act of hope more critically reflect upon: What kinds of education for hope might you explore further and why? How might you provide generative spaces for engaging in diverse worldviews and perspectives? In what ways can you facilitate individual and collective agency? How might you support learners’ practice grounding in the present in order to relate differently? In what ways can you support learners in navigating complex root causes and lived realities of local and global issues? As Chief Ninawa Hini Kui affirms, ‘The future depends much less on the images we project ahead than on our capacity to repair relations and build relationships differently in the present.’ (Andreotti et al, 2023: 73. An invitation for further reading: Transformative Learning for a Sustainable Future . d’Abreu, C., Belgeonne, C., Bourn, D. and Hatley, J. (2025) ‘Transformative Learning for a Sustainable Future’. DERC Research Paper 24. London: UCL Institute of Education. Hospicing Modernity: facing humanity’s wrongs and the implications for social activism. Machado de Oliveira Andreotti, V. (2021a) ‘Hospicing Modernity: facing humanity’s wrongs and the implications for social activism’ , London: Penguin Random House. Development Education and Hope . McCloskey, S. (2025). (ed) ‘Development Education and Hope’. ‘Policy and Practice: A Development Education Review’ , Vol. 41, Autumn. Centre for Global Education, Belfast. Link to and download the full reference list here