Hartnett, Stephen John (2011). Google and the "Twisted Cyber Spy" Affair: US-Chinese Communication in an Age of Globalization. Quarterly Journal of Speech, v97 n4 p411-434. The "twisted cyber spy" affair began in 2010, when Google was attacked by Chinese cyber-warriors charged with stealing Google's intellectual property, planting viruses in its computers, and hacking the accounts of Chinese human rights activists. In the ensuing international embroglio, the US mainstream press, corporate leaders, and White House deployed what I call the rhetoric of belligerent humanitarianism to try to shame the Chinese while making a case for global free markets, unfettered speech, and emerging democracy. That rhetorical strategy carries heavy baggage, however, as it tends to insult the international community, exalt neo-liberal capitalism, sound paternalistic, and feel missionary. Belligerent humanitarianism sounds prudent, however, when compared to the rhetorical strategy of the US military-industrial complex, which marshals the rhetoric of warhawk hysteria to escalate threats into crises and political questions into armed inevitabilities. To counter these… [Direct]

Butler, Tony; Donovan, Basil; Grant, Luke; Richters, Juliet; Schneider, Karen; Yap, Lorraine (2011). The Decline in Sexual Assaults in Men's Prisons in New South Wales: A "Systems" Approach. Journal of Interpersonal Violence, v26 n15 p3157-3181 Oct. Male prison rape and sexual assaults remains a serious and sensitive issue in many countries. Human rights groups claim that sexual assaults among male prisoners have reached pandemic proportions and need to be stopped. Researchers for many years have studied the causes of male sexual assault in prison and offered numerous recommendations on its prevention. Few, however, have presented evidence for a decline in male prisoner sexual assaults and investigated the reasons for the decline. This article provides evidence from population-based surveys of a steady decrease in male prisoner sexual assaults in New South Wales (NSW) between 1996 and 2009. The authors conducted in-depth interviews with former and current inmates, and using a "systems" approach they discuss the complexity of sexual assaults in prison, incorporating a multiplicity of perspectives. In particular, they bring together different sources of data and discuss this in relation to changes in power structures and… [Direct]

Agbenyega, Joseph S.; Deku, Prosper K. (2011). Building New Identities in Teacher Preparation for Inclusive Education in Ghana. Current Issues in Education, v14 n1. "We want our classrooms to be just and caring, full of various conceptions of the good. We want them to be articulate, with the dialogue involving as many persons as possible, opening to one another, opening to the world" (Greene 1993 as cited in Nieto & Bode, 2008). These words sum up inclusive education as a multifaceted practice that deals with value and belief systems, invites and celebrates diversity and difference arising from family background, social class, gender, language, socio-economic background, cultural origin or ability with human rights and social justice at its core. In this paper we reflect critically on current pedagogical practices in Ghana in relation to inclusive education. Using a critical post-colonial discursive framework the paper takes up the challenge to problematise the existing pedagogical practices, which are intensely oppressive. It examines the impact of colonial and cultural practices (beliefs, values, norms) on teaching and learning,… [Direct]

Stephens, David, Ed. (2009). Higher Education and International Capacity Building: Twenty Five Years of Higher Education Links. Symposium Books For the past 25 years UK Higher Education institutions have forged research and teaching partnerships with their counterparts overseas. Many of these links were funded by the British Government and managed by the British Council's Higher Education Links Scheme. This book takes an informed and critical look at issues and trends in global higher education over the past twenty five years with an in-depth and often personal account of how these links were managed and led. Ten experts representing a variety of disciplines from areas such as conserving the natural environment, the promotion of human rights, and education and gender present an "insider's" view of their link, reflecting upon the successes and challenges in promoting research, developing institutional capacity at home and abroad, and the lessons they have learned. This book will be of particular interest to those working in higher education and international development generally; as well as students, researchers… [Direct]

Totten, Samuel (1986). Educating about and for International Human Rights. Educational Leadership, v43 n8 p60-64 May. Since the United Nations adopted the International Bill of Human Rights in 1948, the deprivation of human rights has been rampant and brutal. To help students understand human rights devaluation and protection issues, teachers in all curricular areas can use three primary elements: knowledge, values, and social participation. (11 references) (MLH)…

Flowers, Nancy (1998). Teaching Strategy: Human Rights in the News. Update on Law-Related Education, v22 n3 p45 Fall. Offers a lesson in which the students investigate the media, in particular news stories, announcements, and advertisements, for evidence of attitudes on human rights. Assists students in developing an awareness of human-rights issues in everyday life and enables them to cite examples of human-rights protections and violations. (CMK)…

Borel, Rolain; Cawagas, Virginia; Jimenez, Alicia; Salvetti, Nika (2011). Education for Sustainable Development at the University for Peace. Journal of Education for Sustainable Development, v5 n2 p245-249 Sep. This article features the University for Peace (UPEACE), an international academic institution that was created as a Treaty Organization within the framework of the United Nations (Resolution 35/55-1980) to support the central peace and security objectives of the United Nations. UPEACE has carried out postgraduate programs since its inception in the early 1980s. In 2000, as part of former UN Secretary General Kofi Annan's initiative towards reforming the United Nations system, UPEACE entered into a new phase of consolidation and expansion. In the Class of 2010, the university enrolled 198 graduate students from 58 countries. The headquarters of the UPEACE system is in Costa Rica, the country that proposed the creation of the University to the UN General Assembly. The UPEACE system also includes offices in Addis Ababa, Geneva, Manila and New York. UPEACE embraces a comprehensive multi- and inter-disciplinary approach in its focus on peace and conflict transformation. While all… [Direct]

Misgeld, Dieter (1994). Human Rights and Education: Conclusions from Some Latin American Experiences. Journal of Moral Education, v23 n3 p239-50. Describes the history and role of human rights education in Latin America. Links these efforts with relevant political histories, cultural phenomena, and social movements. Maintains that occurrence human rights violations are a basic initial stimulus for human rights education. (CFR)…

Francis, Greg; Inoue, Keiko; Orrick, Stefanie (2001). Examining Human Rights in a Global Context. The United Nations' founding in 1945 and the 1948 adoption of the Universal Declaration of Human Rights reflected the international community's growing commitment to the protection and recognition of what is now referred to as human rights. Despite increased international attention, human rights violations continue to occur at the local, regional, national, and global levels. This unit introduces students to the concept of human rights and adds issues to that concept to heighten their awareness of the complexities of protecting human rights. Students are encouraged to consider multiple perspectives when discussing case studies from around the world. The unit introduction contains a rationale and introduction to lessons; unit goals; connections to curriculum standards; materials needed; time required; subjects and suggested grade levels; simulation overview; and icons. Lesson 1, "What Are Human Rights?" considers an appropriate definition of human rights. Lesson 2,…

Urman, Stan (1986). Human Rights Education: A Legal and Moral Imperative. Canadian Journal of Education, v11 n3 p383-87 Sum. The Canadian Human Rights Foundation initiated a survey, using interviews and questionnaires, on promoting human rights education. It was found that the majority of educational practitioners surveyed did not have a policy on human rights education. Methods and techniques to promote this policy are discussed. (JAZ)…

Ofuji, Keiko (2007). Sexual Minority Issues and Human Rights Education in Japan. Journal of Gay & Lesbian Issues in Education, v4 n4 p131-135. The "Dowa" (Human Rights) education program has become an effective method of changing concept and situations of "Burakumin," a group of people that has been discriminated against in Japan. One educational strategy was to speak out their personal stories, which has become a trigger to some sexual minority teachers to come out, as well as others to establish a lesbian rights education program for adults and sexual diversity education courses at a national university. (Contains 1 note.)… [Direct]

Pimentel, Caetano (2006). The Human Right to Education: Freedom and Empowerment. Multicultural Education, v13 n4 p2-10 Sum. Education, as a human right, is the acknowledgement of the individual's rights rather than his or her role in the capitalist goals of the economic growth; the human right to education is the way through which one can conquer freedom and become a genuine individuated being, self-aware and yet deeply and truly connected to others. A rights-based approach to education requires respect for the human rights of all individuals involved in the learning process; it offers education as an entitlement, rather than as a privilege, and does not exempt any actor of the learning process from his/her responsibility for the full protection and fulfilment of any other fundamental right. Such an approach to education takes place when learners are respected for their autonomy and dignity; moreover, they must be provided all things necessary for them to take part actively in the learning process and to develop their awareness of reality. They learn about their past, understand their present, and… [PDF] [Direct]

Buergenthal, Thomas; Torney, Judith V. (1976). International Human Rights and International Education. The purpose of this book is to raise the level of awareness and understanding of educators concerning the issues, problems, and efforts in international human rights. Intended for teachers, administrators, and curriculum writers, the book discusses human rights activities of international and regional organizations, principles of international law, the role of the United States, relevant social science research findings, and the political realities that affect governmental and organizational attitudes. Chapter I analyzes the 1974 Unesco Recommendation concerning education for international understanding. Chapters II and III provide an historical review of international education and a description of Unesco and United Nations human rights instruments. An overview of international systems for the protection of human rights is presented in Chapter IV. Chapter V focuses on the United States and human rights, followed by a review of research findings concerning students' international… [PDF]

Dale, Jack (2000). International Human Rights on the Internet. Internet Resources. Canadian Social Studies, v34 n2 p26 Win. Provides an annotated list of websites that focus on international human rights. Explains that human rights can be incorporated into curricula whether the focus is on human geography or contemporary global issues. Indicates that the Northern Light search engine produced over 700,000 hits for human rights websites. (CMK)…

Irvin, Larry K.; Singer, George S. (1984). Human Rights Review Manual: Behavioral Treatment and Review System. Human rights review is a process by which agencies assure that an intrusive behavioral program is appropriate in a given case. Methods are described for local education agencies to accomplish human rights review of proposed and ongoing intrusive behavioral treatment with students who have severe behavior problems. One approach to human rights review is to utilize the existing Individual Education Plan (IEP) process as much as possible, as the IEP is already in place in special education settings and some of its components address human rights concerns. It is recommended that education agencies develop a Human Rights Committee to ensure due process and to safeguard the rights of students and educators. IEP teams and Human Rights Committees should use the least restrictive alternative as a guiding principle and should distinguish between intrusiveness and restrictiveness. The "Human Rights Review Case Presentation Form," which should be completed for documentation of each…

Totten, Samuel (1985). Resources for Teaching about Human Rights: An Annotated List. Social Education, v49 n6 p518-24,526,528-32,534,536-38 Sep. The following resources are cited in this annotated bibliography dealing with human rights: general references (background readings for teachers and students); classroom materials; fiction; audiovisuals; periodicals; and organizations and associations dedicated to the investigation of human rights infractions or education and communication on human rights. (RM)…

Morton, Ruth (2010). Home Education: Constructions of Choice. International Electronic Journal of Elementary Education, v3 n1 p45-56 Oct. Families who choose to home educate generally do so due to dissatisfaction with school-based education. Common perceptions of home educators oscillate between images of the "tree-hugging hippy" and the "religious fanatic". Whilst attempting to go beyond such stereotypical dichotomies, this paper will examine three very different groupings of home educators and their varying constructions of childhood and the social world, demonstrating the spectrum between home education as an expression of human rights and of fundamentalism. The first grouping construct home education as a "natural" choice, often presented in political opposition to existing social structures. For the second grouping home education is predominantly a "social" choice relating to the conscious transmission of various forms of capital. Finally there are "last resort" home educators for whom home education is not perceived as a choice. Based on qualitative research, this… [PDF]

Parker, Denise (2010). Teachers and Parents Play to Learn: Play-Based Instruction in Computer Technology. Exchange: The Early Childhood Leaders' Magazine Since 1978, n194 p78-80 Jul-Aug. Play is so important that it is declared as one of the human rights by the United Nations. Although it is focused on children, play does "not" stop there. In the 1990s the author designed and facilitated a blended curriculum for a Head Start Program. The instructional goal was to introduce and get the children to effectively and independently use computers. This opportunity arose out of a grant from The Children's Museum (TCM) of Indianapolis. The grant focused on computer literacy and technical training for Head Start program staff. In keeping with the Head Start philosophy, it stipulated training for the instructional staff, volunteers, custodial parents, and legal guardians so they could play an active role in participating in the children's learning process. In this article, the author describes how she conducted the four-hour in-service Technical Training through play. The in-service Technical Training was intended to engage, educate, and motivate the adult learners… [Direct]

Sheykhi, Mohammad Taghi (2010). Safety and Security of Older Persons in Tehran, Iran: A Sociological Appraisal of Elder Abuse. International Journal of Aging and Human Development, v71 n2 p139-152. The article explores and evaluates the quality of life, safety, and security of elderly people in Tehran City in Iran. In that, different dimensions of material and social well-being, and abuse of people of the age 65 and above, are assessed. Besides the human rights, the dignity, and the gradual decline of the elderly's social security are reflected. The research also aims to study the elder age-groups in order to find out how these people gradually lose their physical and mental reliance, and as a result, how their dependence on others and various services enhances. The method of research mainly being empirical, it is preceded by theoretical and literature review. Five hundred elderly people were randomly selected for the study. Findings suggest that the aging pyramid shrinks and narrows at the age of 65 or even before in the present study. Research reached the conclusion that the young elderly with new needs and expectations are highly different from those of their previous… [Direct]

Gruhn, Isebill V. (1985). The Nature of Human Rights. Social Education, v49 n6 p446-47 Sep. What is meant by human rights is discussed, and the historical and economic reasons why Western and third world nations embrace different philosophies of international human rights are examined. (RM)…

Karaman-Kepenekci, Yasemin (2005). Citizenship and Human Rights Education: A Comparison of Textbooks in Turkey and the United States. International Journal of Educational Reform, v14 n1 p73-88 Win. Textbooks are major educational tools for students. A United Nations Educational, Scientific, and Cultural Organization (UNESCO) project titled "Basic Learning Material" claims that textbooks provide the main resource for teachers, enabling them to animate the curricula and giving life to the subjects taught in the classroom. As Power and Allison indicate (2000), textbooks should support the full development of the human personality and promote respect for human rights and fundamental freedoms. In order to actualize citizenship and human rights education apart from basic knowledge, educational activities that develop participation skills, critical-thinking skills, collaboration skills, problem-solving skills, and communication skills are also needed. That is why civics and human rights textbooks especially should include both texts and instructions for educational activities consistent with the text that help to develop these skills of the students. A number of studies were… [Direct]

Harris, Raychelle; Holmes, Heidi M.; Mertens, Donna M. (2009). Research Ethics in Sign Language Communities. Sign Language Studies, v9 n2 p104-131 Win. Codes of ethics exist for most professional associations whose members do research on, for, or with sign language communities. However, these ethical codes are silent regarding the need to frame research ethics from a cultural standpoint, an issue of particular salience for sign language communities. Scholars who write from the perspective of feminists, indigenous peoples, and human rights advocates have commonly expressed dissatisfaction with their lack of representation in conversations about research ethics. Members of sign language communities and their advocates can learn from others who share in this struggle and contribute much to this topic. We propose the development of sign language communities' terms of reference (SLCTR) as a means to research by, for, and with sign language communities. (Contains 2 tables and 7 notes.)… [Direct]

Mace, Jane (2009). In Their Shoes. Adults Learning, v20 n10 p32-34 Jun. "Protective presence," "advocacy" and "solidarity" are the three key elements in the work of ecumenical accompaniment. In this article, the author focuses on the third, "solidarity," and explores what it has to do with undertaking and promoting adult learning. The author shares her experience when she traveled to Palestine to take part in a church programme called the Ecumenical Accompaniment Programme in Palestine and Israel (EAPPI), run by the World Council of Churches, to monitor human rights abuses and support peace efforts in the region. Nearing the end of her three-month stay, she reflects on the role adult learning can play in increasing understanding and promoting justice. (Contains 4 resources and 7 online resources.)… [Direct]

Hossain, Tania; Pratt, Cornelius B. (2008). Language Rights: A Framework for Ensuring Social Equity in Planning and Implementing National-Education Policies. New Horizons in Education, v56 n3 p63-74 Dec. Background: An important issue in the discourse on language rights is the degree to which they influence the development and implementation of language policies or perpetuate inequalities in many language situations. Skutnabb-Kangas (1996, 2002a, 2002b) and May (2000), for example, have argued that language rights offer a reasonable framework for protecting minority languages. In contrast, Brutt-Griffler (2002a) argues that a focus on language rights is neither theoretically justified nor realistic as a means for protecting the interests of linguistic minorities. This article uses the antithetical views expressed by Brutt-Griffler, a critic of language rights, and by Skutnabb-Kangas, an advocate of those rights, as a point of departure in marshaling arguments to advocate human rights as both a mechanism for ensuring social equity, for expanding educational offerings particularly to school-age children, and, in turn, for fostering national development. Focus of Discussion:… [PDF] [PDF]

Magendzo, Abraham (1994). Tensions and Dilemmas about Education in Human Rights in Democracy. Journal of Moral Education, v23 n3 p251-59. Asserts that incorporating human rights issues into the curriculum causes tensions, especially in nations with histories of military dictatorships. Describes human rights education in Chile and other Latin American nations. Discusses whether human rights should be a separate curriculum subject or integrated into all courses. (CFR)…

Torney, Judith V. (1980). The Social Studies Should Include More Discussion of International Human Rights. Social Education, v44 n5 p399,402-03 May. Students need more exposure to the concept of human rights. They need to know The Universal Declaration of Human Rights and the subsequent covenants. Also, they need to know that substantial agreement exists in the international community about what constitutes human rights. (Author/KC)…

Dalton, Dennis (1984). The Growth of Individual Rights: Ideas and Politics. International Human Rights Syllabi No. 1. Designed for teachers of undergraduate students with some familiarity with political theory, moral philosophy, and social history, this course outline focuses on individual rights and their realization in the United States and the world at large. The syllabus, arranged in 3 major parts, is subdivided into 16 sections that outline major course topics, usually in the form of 2-8 thought provoking questions, and lists required and recommended readings. Part 1 lists questions and resources concerning the growth of human rights in the modern world, the background of human rights in classical thought, the birth of the modern concept of human rights, the spread of human rights in the 19th and 20th centuries, the British doctrine of rights and the Marxist critique, self-determination and human rights, and human rights in international practice. Part 2 lists additional questions and resources about human rights in the U.S.S.R., Latin America, South Africa, and American foreign policy, and…

Skutnabb-Kangas, Tove (2002). Marvelous Human Rights Rhetoric and Grim Realities: Language Rights in Education. Journal of Language, Identity, and Education, v1 n3 p179-205. Examines whether the human rights approach to language planning and policy promotes equity for diverse students populations. Assesses to what extent governments show respect for human rights by ratifying human rights' documents, discusses aspects of implementation and assesses government claims on national and immigrant minority education, and presents examples. (Author/VWL)…

Pedersen, Jon, Ed.; Totten, Samuel, Ed. (2012). Educating about Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography. Research in Curriculum and Instruction. Volume 1. IAP – Information Age Publishing, Inc. Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-a-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated… [Direct]

Romaisha Rahman (2023). "That Felt Weird": International Graduate Students' Emerging Critical Awareness of Their Experiences with Microaggression. ProQuest LLC, Ph.D. Dissertation, The University of New Mexico. The purpose of this phenomenological study was to uncover and understand international graduate students' experiences with "microaggressions" that stem from "native speaker fallacy;" microaggressions are the subtle discriminatory behaviors executed toward marginalized groups and native speaker fallacy is the false belief that only some "native" English speakers are effective teachers and users of the language. Put simply, this research aimed at unveiling the subtle language-based discriminations that international graduate students experience in their day-to-day lives in U.S. educational settings. To collect data for the study, the Critical Incident Technique (CIT) was utilized. CIT is a method that allows the researcher to systematically obtain rich and rare qualitative data from participants by encouraging them to reflect and report on "critical incidents" that they have experienced. Data was collected through online demographic survey,… [Direct]