Koren, Marian (2000). The Right of the Child to Information: The Role of Public Libraries in Human Rights Education. Information and education are crucial for child development. The child's right to information and education protect human values and the human dignity of the child. Formal and non-formal forms of education by parents, friends, schools, and libraries should be based on human rights. The United Nations (UN) Convention on the Rights of the Child (CRC) provides a framework for human rights education. An analysis of the various types of human rights is presented. These include: general human rights as formulated in the Universal Declaration on Human Rights; human rights of children, with a focus on the UN Convention on the Rights of the Child; and human rights of children in the home country. Public library services are based on human rights, formulated in the Unesco Public Library Manifesto. These services can play a constructive role in formal and non-formal education about human rights. They respond to the child's right to information in various ways that are explained in this paper…. [PDF]

Fraenkel, Jack R., Ed.; And Others (1975). The Struggle for Human Rights: A Question of Values. Perspectives in World Order. Intended for junior or senior high school students, this pamphlet examines the status of the world community in upholding the promise of the United Nations'"Universal Declaration of Human Rights" of 1948. The five chapters include definitions for a human being, and discussions of human rights and whether laws and treaties are effective in protecting human rights, value conflicts and how these affect human behavior, descriptions and comparisons of existing plans and national and international human rights. Questions and activities at the end of each chapter include ideas to think about, issues to talk about, facts to find out about, and things to do. The pamphlet contains many examples of abuses of human rights. Three appendices are provided: the text for the Universal Declaration of Human Rights, important dates in human rights history, and names and addresses of some United States human rights groups. (CK)…

Green-Barber, Lindsay N. (2012). Information and Communication Technologies and Social Mobilization: The Case of the Indigenous Movement in Ecuador, 2007-2011. ProQuest LLC, Ph.D. Dissertation, City University of New York. Over the last three decades Indigenous people in Ecuador have faced government policies threatening their internationally recognized Indigenous human rights. Although a national social movement emerged in Ecuador in 1990, the level of mobilization has since varied. This dissertation project proposes to address the question, under what conditions can the use of new information and communication technologies (ICTs) contribute to successful social mobilization, and when can the use of ICTs hinder mobilization? Through a comparative analysis of 14 indigenous organizations, I find that the extent to which the process of mobilization is successful will vary depending upon three independent variables: first, the level of "strategic appropriation" of ICTs by Indigenous organizational leaders; second, the level of "creative adaptability" of movement leaders in using ICTs, especially with regard to interactions with the government; and third, the level of movement leaders'… [Direct]

Mathiesen, Sally; Steen, Julie A. (2005). Human Rights Education: Is Social Work behind the Curve?. Journal of Teaching in Social Work, v25 n3-4 p143-156. This article presents a descriptive assessment of human rights education within schools of social work and law. A review of course titles and descriptions within MSW programs and law programs was conducted for identification of human rights content. The results suggest a dearth of human rights content in social work curricula and a great disparity between schools of social work and schools of law in the integration of human rights in graduate level education. Recommendations for further development of human rights education are provided. (Contains 3 tables.)… [Direct]

Scarlett, Michael H. (2009). Imagining a World beyond Genocide: Teaching about Transitional Justice. Social Studies, v100 n4 p169-176 Jul-Aug. The study of the ways in which societies emerging from violent conflict and repressive regimes achieve peace and reconciliation through forms of transitional justice, such as truth commissions, tribunals, systems of reparations, and memorialization of the past, offers an opportunity for secondary social studies teachers to address issues of human rights in a positive and humanizing way. In this article, the author provides a rationale for including the study of transitional justice in the secondary social studies curriculum along with suggestions for teaching it. He argues that the study of transitional justice presents opportunities for students to become morally inclusive in their thinking, engage in global democratic citizenship, and study critically important current events unfolding in their world…. [Direct]

Arnot, Madeleine (2009). A Global Conscience Collective?: Incorporating Gender Injustices into Global Citizenship Education. Education, Citizenship and Social Justice, v4 n2 p117-132. This article explores the challenges to citizenship associated with globalization, focusing in particular on the growth of interest in human rights, cosmopolitanism and moral outrage in the context of increasing fragmentation, individualization and social inequality. It suggests that there is an interest in developing through global citizenship education a \global conscience collective\ that would provide the basis of a new form of moral solidarity. In this context, there would be a major challenge of addressing the severe inequalities faced by women globally as a result of global exploitation, poverty, sexual and reproductive repression and violence. The agenda for schools teaching such a global citizenship education would be controversial in its focus on gender power relations. (Contains 3 notes.)… [Direct]

Schwandt, Thomas A. (2012). Quality, Standards and Accountability: An Uneasy Alliance. Education Inquiry, v3 n2 p217-224. Notions of "quality," "standards" and "accountability" are ever-present in many societies around the world and, arguably, we would be hard pressed to journey through life without appeals of one kind or another to these ideas. Our everyday interactions with people and things reflect the fact that standards of various kinds abound, from the relatively uncontroversial engineering properties of materials we rely on every time we drive across a bridge or use our cell phones (density, hardness, tensile strength, shear, electrical conductance etc.) to the more contentious understandings of what constitutes quality of life or quality of care. We depend, often without much thought until a crisis of some sort arises, on standards for food safety, automobiles, children's toys, water quality, housing construction, and the like. Similarly, we make appeals to quality norms when recognising that some accomplishments or performances are better than others (exemplary… [Direct]

Allan, Julie (2010). Questions of Inclusion in Scotland and Europe. European Journal of Special Needs Education, v25 n2 p199-208 May. This paper examines inclusion in Scotland and in Europe. It considers some of the uncertainties surrounding inclusion and the questions–many of which give cause for concern–that are currently being raised by researchers, teachers and their representative unions, parents and children. The shifting political and policy contexts and recent patterns and trends in Scotland and across Europe, which illustrate key points of "exclusion," as well as some of the challenges to these, are reported. A "landmark" challenge to discrimination of Roma children, achieved within the European Convention on Human Rights, is presented as an illustration of the scope for asserting the right to inclusion. The paper ends with a discussion of the prospects and possibilities for inclusion. The significance of the barriers to inclusion is acknowledged and it is argued that there is an urgent need to address the competing policy demands within education and the problems associated with… [Direct]

(2000). Bringing Human Rights Home: Linking Individual Dignity with Mutual Destiny. A Report of Program Activities, 1996-2000. With the aim of honoring the spirit of Dr. Martin Luther King, Jr., by working to make his "human rights revolution" a reality, this report considers efforts to build a human rights society in the United States. The report celebrates the Center for Human Rights Education's (CHRE's) growth and accomplishments and documents the Center's work to ensure that both the language and the practice of human rights thinking become an essential part of U.S. social justice movements. The report also seeks to embody the fundamental belief that individuals must teach each other about human rights since it is not a part of the formal educational system. The first half of the report covers methods of human rights education and how this human rights framework is applied to issues of injustice in the U.S. The second half of the report highlights CHRE's programs and services. Also included is a pull-out poster that connects human rights to the social justice movements that have given rise to… [PDF]

Cassara, Catherine (1989). Presidential Initiatives and Foreign News Coverage: The Carter Human Rights Policy's Effect on U.S. Coverage of Central and South America. A study was conducted to determine what, if any, effect President Jimmy Carter's human rights policy had on American newspaper coverage of Central and South America. The "New York Times,""Washington Post,""Christian Science Monitor," and "Los Angeles Times" during the years of 1975, 1977, 1978, and 1982 (when the policy had been replaced by the Reagan Administration) were used for the study. Each story was coded and then subjected to content analysis. Coverage was divided into four categories: human rights topics that mentioned human rights; human rights topics that did not mention human rights; not primarily about human rights but did mention human rights; and not human rights topics and did not mention human rights. Results indicated that a connection did exist between the Carter human rights policy and coverage of Central and South America. Human rights and overall coverage increases, both by volume and number, support the thesis that the… [PDF]

Barnawi, Najla A. (2018). The Effects of a Digital Educational Intervention on Undergraduate Nursing Students' Attitudes, Knowledge and Self-Efficacy with Female Genital Cutting. ProQuest LLC, Ph.D. Dissertation, State University of New York at Binghamton. Background: Due to increasing transmigration, care of women with female genital cutting FGC has become a national and global public health and human rights issue. The US is one of the Western countries that have a large number of women who underwent or are at risk to undergo FGC. Based on the US Population Reference Bureau (PRB) (2013), there were more than 507,000 females with different migration status who were subjected to some form of FGC. Around 55% of these women were during their reproductive cycle (15 to 49 years old). Caring for immigrant women with FGC, especially those who are pregnant, is a key challenge in the American healthcare context. The challenge occurs as a result of health caregivers lacking knowledge and skills that sustain both the cultural and clinical components of perinatal care for immigrant women with FGC. Their lack of knowledge and skills marginalize this vulnerable group of women and often prevent them from accessing and utilizing current… [Direct]

Klishas, Andrey A. (2016). The "American" (North American) Model of Constitutional Review: Historical Background and Early Development. International Journal of Environmental and Science Education, v11 n16 p9003-9009. The paper explores the impact of the continental system exerted on the constitutional and political evolution of both the United States and individual states and tries to characterize the development of constitutional review phenomenon within the framework of the continental legal system and the Anglo-Saxon legal system. The research stands on the comparative legal analysis methodology within a diachronically featured paradigm. The paper explores the ways through which the continental system could exert relevant impact on the constitutional and political evolution of both the United States and individual states. Further on the article traces the development of the concepts of constitutional review within the framework of the continental legal system and the Anglo-Saxon legal system. The above stages of the analysis allowed the author to outline the specifics, nature of the essence of judicial review in the context of axiological analysis of public activities. The study concludes that… [PDF]

Acevedo, Karina; de Laat, Joost; Hou, Dingyong; Larrison, Jennica (2021). Building the Right Skills for Human Capital: Education, Skills, and Productivity in the Kyrgyz Republic. International Development in Focus. World Bank Building the Right Skills for Human Capital summarizes the findings from the 2019 skills survey for the adult Kyrgyz population. The skills measures used in the survey focused on literacy, numeracy, and problem solving in technology rich environments (PSTRE) and followed the same questions and approach as the Organisation for Economic Co-operation and Development's Programme for the International Assessment of Adult (PIAAC) surveys. Most jobs in the Kyrgyz Republic require regular use of reading, writing, numeracy, and information and communications technology (ICT) skills, and higher-skilled groups of people earn higher wages, suggesting that the labor market rewards higher skills. However, skills levels among the workforce are consistently low in absolute terms among varying sociodemographic groups and relative to countries that implemented PIAAC surveys. Results are not improving across cohorts, except for PSTRE. There is evidence that a substantial share of people is overschooled… [PDF]

Andina, Marina; Bromley, Patricia (2010). Standardizing Chaos: A Neo-Institutional Analysis of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction. Compare: A Journal of Comparative and International Education, v40 n5 p575-588 Sep. Violent conflict and humanitarian disasters such as floods, famines, or tsunamis, have existed since the start of human history. However, it is only recently that education in these emergency situations has emerged as a visible organizational field. We aim to use a unique theoretical application of sociological neo-institutionalism to explain the rapid and recent rise of emergency education as a professional field, focusing specifically on the creation of global standards called the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction. We argue that international standards in emergency education arise due to the institutionalization of education as a human right and rationalization of approaches to solving social problems. A key implication of our argument is that decoupling between formal standards and on-the-ground practice is likely to be endemic, lessening the day-to-day utility of the standards. However, the creation of international… [Direct]

Galuszka, Peter (2010). A New Eye on History. Diverse: Issues in Higher Education, v27 n2 p16 Mar. Two years after the opening of the National Underground Railroad Freedom Center, the $110 million center, opened with exhibits on how enslaved African-Americans risked their lives to make the northward trek to freedom. Today, however, the center is shifting its focus while serving as an educational focal point, research asset and change agent. Area universities use it to research human rights, advance digital technology as a teaching tool and help train future educators. This article discusses how the center, in a new twist, has become a starting point for research and advocacy involving 21st-century slavery and human trafficking. The center spokesman Paul Bernish said that they try to convey that slavery didn't end with the Civil War. Modern-day slavery can involve such events as young girls being kidnapped and forced into prostitution in India or Thailand, known for its sex tourism. Other forms involve forced labor. He added that the center helps lobby state legislatures such as… [Direct]

Lapayese, Yvette V. (2004). National Initiatives within the UN Decade for Human Rights Education: The Implementation of Human Rights Education Policy Reforms in Schools. Educational Research for Policy and Practice, v3 n2 p167-182 Jan. As the ubiquitous force of globalization further erodes the nation-state and political activity increasingly focuses on global issues, there is renewed attention to models of global education. Within this global context, human rights education emerges as a response to the demands of global education. One of the main objectives of the United Nations Decade for Human Rights Education (1995-2004) is the building and strengthening of programs and capacities for human rights education at the national and local levels. In this essay, an overview of human rights education and the policy guidelines for national plans of action for human rights education developed by the Office of the High Commissioner of Human Rights (OHCHR) are presented. Further, the essay focuses on comprehensive national initiatives within the Decade that are being undertaken in Japan, Austria, and the United States, with particular attention to the implementation of human rights education in formal secondary school… [Direct]

Smith, Rhona K. M. (2007). Unveiling a Role for the EU? The "Headscarf Controversy" in European Schools. Education and the Law, v19 n2 p111-130 Jun. Many European countries have introduced laws and policies which proscribe religious clothing in public educational institutions. The European Convention on Human Rights has been deployed to uphold such actions, the European Court of Human Rights recognising that States should be able to limit the manifestation of religious beliefs. National courts considering the matter in terms of religious freedom (as opposed to discrimination) have reached similar conclusions. Most affected States are members of the European Union as well as the Council of Europe. This article will argue that it is more likely that European Union law could be engaged by an aggrieved teacher to challenge national law. (Contains 116 notes.)… [Direct]

Shah, Seema (2010). Canada's Implementation of the Right to Education for Students with Disabilities. International Journal of Disability, Development and Education, v57 n1 p5-20 Mar. This article analyses the content and legal implementation of the right to education as a human right in Canada. It seeks to expose the extent to which Canadian legislative mechanisms have succeeded in protecting the right to education of students with disabilities by using students with epilepsy as a test case. To that end, the article examines the barriers faced by students with epilepsy in realising their right to education. It explores the content of the right to education in international law so as to provide an ideal against which the legal implementation of the right to education in Canada can be measured. In examining the degree to which legal implementation of the right to education for students with disabilities lives up to the ideals espoused in international law, the article analyses the effectiveness of the legal mechanisms that implement the right to education for students with epilepsy in addressing the three types of barriers faced by these students. The revelation of… [Direct]

Perez Huber, Lindsay (2009). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate. Harvard Educational Review, v79 n4 p704-729 Win. Using the critical race \testimonios\ of ten Chicana undergraduate students at a top-tier research university, Lindsay Perez Huber interrogates and challenges the racist nativist framing of undocumented Latina/o immigrants as problematic, burdensome, and \illegal.\ Specifically, a community cultural wealth framework (Yosso, 2005) is utilized and expanded to highlight the rich forms of capital existing within the families and communities of these young women that have allowed them to survive, resist, and navigate higher education while simultaneously challenging racist nativist discourses. Reflecting on her data and analysis, Perez Huber ends with a call for a human rights framework that demands the right of all students–and particularly Latinas/os–to live full and free lives. (Contains 4 figures and 9 notes.)… [Direct]

Branson, Margaret Stimmann (1996). The Human Rights Challenge. World reaction to the 1995 release from house arrest of Aung San Suu Kyi, leader and founder of the major opposition party in Burma (now Myanmar), indicates significant change in international relations, specifically in the international political system. The total sovereign states today (249) have increased, as have system "rules" relating to human rights. The concept of human rights was introduced in the 17th century; until World War II, citizens' liberties were considered the bailiwick only of their respective nations; no nation was to interfere with another's administration of rights. The United Nations (UN), created in 1945, was the first manifestation of the idea that a nation's treatment of its citizens should concern the rest of the world. The original member states agreed that "human rights and fundamental freedoms" should be a high priority. The UN, regional human rights regimes, and nongovernmental organizations primarily have been responsible for… [PDF]

Stamatopoulou-Robbins, Elsa (1988). Human Rights and the United Nations. Journal of the Middle States Council for the Social Studies, v10 p18-23 Fall. Describes past and present United Nations activities relative to human rights. Examines legislative accomplishments; supervisory activities for existing conventions; and overall monitoring of the human rights situation throughout the world. Calls for strict implementation of standards and full use of existing mechanisms as a means of ensuring human rights. (KO)…

Duncan, Garrett Albert (2000). Race and Human Rights Violations in the United States: Considerations for Human Rights and Moral Educators. Journal of Moral Education, v29 n2 p183-201 Jun. States that moral educators can learn from North Americans who have challenged U.S. human rights violations, especially violations within the United States. Uses race as an analytical tool to illustrate human rights abuses. Concludes by discussing the implications for crossing boundaries between human rights work and moral education. (CMK)…

Kiwan, Dina (2005). Human Rights and Citizenship: an Unjustifiable Conflation?. Journal of Philosophy of Education, v39 n1 p37-50 Feb. Human rights discourses are increasingly being coupled to discourses on citizenship and citizenship education. In this paper, I consider the premise that human rights might provide a theoretical underpinning for citizenship. I categorise citizenship into five main categories — moral, legal, identity-based, participatory and cosmopolitan. Bringing together theoretical and documentary evidence, I argue that human rights cannot logically be a theoretical underpinning for citizenship, regardless of how citizenship may be conceptualised. This is because human rights discourses are located within a universalist frame of reference, in contrast to that of citizenship, which is located within a more particularist frame. Human rights are conceptually distinct from citizenship, and the conflating of human rights with citizenship not only is conceptually incoherent, but may actually obstruct the empowerment and active participation of individual citizens in the context of a political community…. [Direct]

Branson, Margaret Stimmann, Ed.; Torney-Purta, Judith, Ed. (1982). International Human Rights, Society, and the Schools. National Council for the Social Studies Bulletin No. 68. Important issues, concepts, and research related to international human rights are discussed, and instructional guidelines and creative teaching strategies are presented in this resource for K-12 and college social studies/social science teachers. The bulletin consists of an introduction and seven chapters. The introduction discusses three basic approaches to the study of human rights–national, comparative, and international–and examines reasons for teaching human rights education. Chapter 1 presents answers to 15 questions often asked about international human rights. The second chapter urges the linking of education for civic cohesion and cultural pluralism with education for global interdependence. The implications for teachers of socialization and human rights is the topic of chapter 3. How to teach human rights in K-12 schools and in colleges and universities is the focus of chapters 4 through 6. Chapter 7 is an annotated listing of books about human rights for children and…

Husser, Michael D. (2000). Human Rights: Lesson Plan for SDAIE (Sheltered) Class. This lesson plan on human rights uses the Specially Designed Academic Instruction in English (SDAIE) methodology used in California to teach academic content to intermediate, threshold level limited-English-proficient (LEP) students. It sets forth three educational goals for students to reach; asks students to examine definitions of human rights using two sources, the Universal Declaration of Human Rights and the Bill of Rights; engages students in researching human rights as defined and practiced in China, one Latin American country (El Salvador, Guatemala, Brazil), or a country where the student has lived; calls for students to report their research findings and compare them to the definition of human rights outlined in the sources they have read; and gives students a writing assignment to answer four opinion questions: (1) Is the country you selected observing human rights as defined in part 1? (2) Why or why not? (3) What do you believe can be done to protect human rights in… [PDF]

Kaftan, Nadja; Smith-Doughty, Lexy (2009). Islam, Western Education and the Riddle of Human Rights. College Quarterly, v12 n4 Fall. Relations between Islam and the West have seldom been easy. Enmities and resentments date back centuries. So do cultural contacts, economic ties and periods of relative cooperation. Today, however, nothing symbolizes that unsteady and often tense relationship more than the events of 11 September, 2001 and the bloodshed that has followed in Palestine, Iraq and Afghanistan as well as the cities of London, Madrid and elsewhere. The attitudes and actions of both sides have important consequences for citizens not only in Islamic countries but also in the West. They present especially serious trials for educators, both in principle and in practice. For other citizens, the purported clash of civilizations brings up questions concerning the very Western values that are said to be in jeopardy. This article is intended to describe some of the background to the riddle of human rights as it affects Islam and the West, and to open the discussion of political principles to a consideration of the… [PDF]

d'Engelbronner-Kolff, Marina (1998). The Provision of Non-Formal Education for Human Rights in Zimbabwe. This book provides insight into human rights activities of organizations in Zimbabwe, placing the need for human rights education in legal, political, social, and economic contexts. Data come from a research project on human rights education in Zimbabwe. The book criticizes the objectives and programs of people in the field from legal and educational perspectives, arguing that emphasis has been on civil and political rights rather than economic, social, and cultural rights and what the law should be. It states that people must be educated on knowing their rights and knowing when their rights are abused. It suggests that human rights education programs in Zimbabwe do not reflect the principles of universality, integration participation, and interdisciplinarity. There are seven chapters: (1) "Introduction"; (2) "Theoretical Aspects of Non-Formal Human Rights Education"; (3) "The Legal, Political, Economic, Social and Cultural Environment"; (4)…

Neylon, Lyn Beth (1998). Human Rights in These United States. Update on Law-Related Education, v22 n3 p18-21 Fall. Discusses the results from a survey commissioned by Human Rights USA that investigated what individuals know and think about human rights issues in the United States. Asserts that the survey gives community activists, educators, and decision makers the means to analyze local and national human-rights problems and move toward solutions. (CMK)…

Spirer, Herbert F. (1988). Human Rights and the Statistician. Statisticians can help to improve human rights reporting. The statistician's approach to measurement, summary, and interpretation is needed to understand and help reduce human rights violations. Statistical problems in the measurement and analysis of human rights violations include: lack of agreement on the definition; great difficulties in collecting basic data; lack of knowledge of the subject among statisticians; lack of knowledge of statistics among other human rights practitioners; and the need for appropriate methodology. The statistical problems are analogous to other measurement problems, and can be similarly resolved, but a continuing need for interdisciplinary teams is seen. (Author)…

(1981). Bibliography of Human Rights: Middle Schools. This annotated bibliography on human rights is targeted toward middle school students and emphasizes works that document the influence of specific events on human rights development, the political, social, and cultural histories of various ethnic groups in the United States, and the biographies of eminent human rights advocates. There are 170 citations included. (JCD)…