Forced labor is a practice of compulsory labor exacted by a state or by agencies of a state, other than as a punishment for a criminal offence. The work which one is compelled to perform against one's will, especially in a condition of involuntary servitude as a prisoner or slave.
When an individual is forced to work against his or her will, under the threat of violence or some other form of punishment, their freedom is restricted and a degree of ownership is exerted over them.
As we enter the 21st century, millions of people around the world are subject to forced labour. Forced labour itself is such a serious human rights violation that it is recognised as an international criminal offence irrespective of whether a government has ratified the relevant conventions prohibiting it. Furthermore, where forced labour is used, a range of associated human rights abuses frequently take place, including slavery, rape, torture and murder.
Slavery and Forced Labor
To be a slave is to be controlled by another person or persons so that your will does not determine your life's course, and rewards for your work and sacrifices are not yours to claim. According to Kevin Bales, one of the world's leading experts on contemporary slavery, "people are enslaved by violence and held against their wills for purposes of exploitation." While people today most likely believe that slavery is a thing of the past, the practice is still thriving wherever poverty, social conditions, and gullability can be exploited.
Rights at Stake
Slavery includes:
1) The practices and institutions of debt bondage: the status or condition arising from a pledge by a debtor of his personal services or of those of a person under his control as security for a debt, if the value of those services as reasonably assessed is not applied towards the liquidation of the debt or the length and nature of those services are not respectively limited and defined.
2) The practices and institutions of serfdom: the condition or status of a tenant who is by law, custom or agreement bound to live and labour on land belonging to another person and to render some determinate service to such other person, whether for reward or not, and is not free to change his status.
3) Servile forms of marriage: a woman, without the right to refuse, is promised or given in marriage on payment of a consideration in money or in kind to her parents, guardian, family or any other person or group; or the husband of a woman, his family, or his clan, has the right to transfer her to another person for value received or otherwise; or a woman on the death of her husband is liable to be inherited by another person.
4) The exploitation of children and adolescents: any institution or practice whereby a child or young person under the age of 18 years, is delivered by either or both of his natural parents or by his guardian to another person, whether for reward or not, with a view to the exploitation of the child or young person or of his labor.
To determine exactly which practices constitute slavery it is necessary to consider the circumstances of the enslavement:
• the degree of restriction of the individual's inherent right to freedom of movement;
• the degree of control of the individual's personal belongings;
• the existence of informed consent and a full understanding of the nature of the relationship between the parties.
In some cases states that have agreed to the definitions of slavery set forth by the conventions may be endorsing circumstances that enslave individuals within their jurisdiction - thus enforcing the abolitionist conventions becomes difficult and controversial. Prison systems, for example, are state sanctioned and often provide cheap (if not free) labor for corporations - all legal by the laws of some states.
By these definitions and under a variety of circumstances slaves are a part of our lives - from the chocolate that we eat to the charcoal we burn, slave labor may have contributed to the production of the goods we use daily.
The International Labor Organization (ILO) says there are eight main forms of forced labor in the world today. ILO's definitions and the countries it cites as examples of where the practices exist:
Slavery
A "physical abduction" followed by forced labor.
Farm and rural debt bondage
Workers see all their wages go to paying for transportation, food and shelter because they've been "locked into debt" by unscrupulous job recruiters and landowners - and they can't leave because of force, threats or the remote location of the worksites.
Bonded labor
Another form of debt bondage, it often starts with the worker agreeing to provide labor in exchange for a loan, but quickly develops into bondage as the employer adds more and more "debt" to the bargain.
People trafficking
Individuals are forced or tricked into going somewhere by someone who will profit from selling them or forcing them to work against their will, most often in sexual trades. Many countries are both "origins" and "destinations" for victims.
Abuse of domestic workers
Maids and other domestic servants are sold to their employers or bonded to them by debts.
Prison labor
The contracting out of prison labor or forcing of prisoners to work for profit-making enterprises.
Compulsory work
People are required by law to work on public construction projects such as roads and bridges.
Military labor
Civilians are forced to do work for government authorities or the military.
Advocacy, Educational and Training Materials
For advocates
Guide to the New UN Trafficking Protocol
Short guide that describes the origins of the United Nations Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children (2001) and provides information on the issue of trafficking in women and children. Includes the full text of the protocol.
For educators
Anti-Slavery Fact Sheets (Anti-Slavery International)
This is a series of useful lesson resources on various topics related to modern-day slavery. The two-pagers on "Bonded Labour" and "Slavery from the past..." can be used by teachers as illustrative materials in civic education, history or other social science classrooms.
Breaking the Silence: Learning About the Translantic Slave Trade (Anti-Slavery International)
This site aims to help teachers and educators to Break the Silence that continues to surround the story of the enslavement of Africa that began over 500 years ago. It is designed to provide teachers with a variety of resources and ideas about how to teach the subject holistically, accurately and truthfully. It aims to represent the voices that are not usually heard.
Child Slavery (Beverly Witwer, University of Iowa Center for Human Rights)
This module contains four lesson plans and each lesson is highly flexible and adaptable. Standards by the National Council for the Social Studies (NCSS) were used to guide the development of this module and it is designed so that teachers can teach a lesson within 1-2 class periods to introduce the subject or fully integrate the materials into the classrooms throughout the year. Teachers can also combine different lesson plans or combine modules for a more comprehensive introduction. The module is adaptable for students in 5th grade all the way up to high school level.
Freedom From Slavery (Amnesty International-USA)
This lesson plan provides teachers with a guide detailing how to educate their students about contemporary forms of slavery around the world. Through this lesson students will compare and contrast historical and present day images of slavery as well as produce art-work to inform and incite action to prevent modern day slavery.
The Invisible Children (International Labour Organization, Education International)
This brochure offers teachers an opportunity to take part in the growing worldwide movement to eliminate child labour. The brochure was published on the occassion of World Day Against Child Labour (12 June) and offers information about What is "child labour"?, The "Invisible Children", What is Child Domestic Labour?, Victims of exploitation, How many are there?, What can be done?. The brochure includes three lesson activities ("The Word Box", "A Day in the Life", "Imagine the Future"), and provides additional information about the work of the International Labour Organization (ILO) and Education International.
