Lewis, Ione R. (2012). At Risk: The Relationship between Experiences of Child Sexual Abuse and Women's HIV Status in Papua New Guinea. Journal of Child Sexual Abuse, v21 n3 p273-294. Child sexual abuse in Papua New Guinea is a human rights issue as well as an indicator of HIV risk in women. This study aimed to develop knowledge about the link between violence experienced by women and their HIV status. The study used a mixed method approach to collect quantitative and qualitative data through structured interviews with a sample of 415 women across four provinces of Papua New Guinea: National Capital District, Western Highlands, Western, and Morobe. Participants were asked about violence they had experienced as children and in their adult relationships and the impact of the violence. The quantitative data was analyzed using SPSS, and qualitative data was coded using a thematic approach. Child sexual abuse was reported by 27.5% of the sample (n = 114). Women reporting child sexual abuse were more likely to live in violent relationships, be HIV positive, and have a higher number of sexual partners. (Contains 7 tables and 1 figure.)… [Direct]

Hall, Jennifer L.; Zeman, Catherine (2018). Community-Based Participatory Research with the Roma of Pata R√¢t, Romania: Exploring Toxic Environmental Health Conditions. Journal of Ethnographic & Qualitative Research, v13 n2 p92-106 Win. The Roma people are the largest stateless population in Central and Eastern (CEE) Europe and face a disproportionate amount of environmental health disparities likely due to a long history of discrimination and stigmatization. Using qualitative research methodology and community-based participatory research methods, we aimed to gain a more nuanced understanding of the Roma of Pata R√¢t's environmental health conditions by engaging with local Roma through community mapping, observation, community walk-throughs, semi-structured/open-ended interviews, and photography. An added benefit of this approach was its potential for privileging the voices of a people who have often been silenced. Roma participants identified all major routes of environmental exposures and shared their desire for better work and living conditions and need for more attention to their human and community rights. Poor sanitation and contaminated soil, water, and air with potentially high levels of toxic chemicals were… [Direct]

Mujuzi, Jamil Ddamulira (2009). Even Lesbian Youths or Those Presumed to Be Lesbians Are Protected by the Constitution of Uganda–But to a Limited Extent: Rules the High Court. Journal of LGBT Youth, v6 n4 p441-445. The Ugandan Penal Code criminalizes same-sex relationships. The author analyzes the Ugandan High Court decision where the judge relied on the Constitution and international human rights instruments to hold that law enforcement officers must respect the rights to privacy and human dignity even of those people presumed to be in same-sex relationships. (Contains 14 notes.)… [Direct]

Ma Rhea, Zane (2013). Professional Education in Postcolonial Democracies: Indigenous Rights, Universities, and Graduate Attributes. International Education Journal: Comparative Perspectives, v12 n1 p9-29. This paper examines the nexus between Indigenous rights, the modern university, and graduate attributes and theorises the potential of the university in postcolonial democracies to address Indigenous rights in its professional education programs. It posits the postcolonial professional as one who has been educated about internationally recognised human rights and economic justice mechanisms, provisions and frameworks within a supportive university policy environment that has focussed both academic work and the formulation of graduate attributes in order that new professionals, emerging from the modern university, will have the skills and knowledge to proactively contribute to the engagement of the professions within postcolonial states. In an era where government funding for universities is becoming increasingly tied to them being able to help businesses and governments to achieve desirable socioeconomic outcomes, and with myriad government policy drivers focussed on improvement of… [PDF]

Bargueno, David P. (2012). The Politics of Language in Education: The "Mikro" Case in South Africa. Journal of Language, Identity, and Education, v11 n1 p1-15. School language policies stand at the nexus of identity politics and human rights in contemporary South Africa. Since 1996, litigation on school language policies has been resolved on the basis of language rights. Courts have emphasized that the mere mention of single-medium schools in the constitution in no way privileges these institutions over dual-medium schools, parallel-medium schools, or schools that otherwise accommodate multilingualism. In turn, legal proceedings have consistently upheld the letter of the law in terms of language rights, and English-speaking students have almost always been accommodated at former Afrikaans-medium public schools. But the constitutional goal of cooperative government remains unfulfilled. As a result, disputes over language policy continue to be costly, emotional, and directed at what "ought to be done" about one specific language, Afrikaans. This article focuses on the shortcomings of one case, the "Mikro" case, to argue… [Direct]

Aklilu, Liya; Chaplin, Shane S.; Dessouky, Shimaa; Hopson, Rodney K.; Stokes, Helga (2011). Addressing Social Injustices, Displacement, and Minority Rights through Cases of Culturally Responsive Evaluation. Diaspora, Indigenous, and Minority Education, v5 n3 p167-177. Evaluation of programs that address the lingering effects of human rights abuses during times of conflict is necessary to improve program sustainability and create a knowledge bank about the effectiveness of strategies. Outcomes, however, are hard to measure. Evaluators have to gain understanding of the roots of a conflict, surrounding events, histories, and cultures. Discussed is the concept of culturally responsive evaluation (CRE). A pipeline program, which supports graduate students from traditionally underrepresented population groups in acquiring CRE skills through apprenticeship learning, seminars, and mentorship, is described. The work of 2 program participants, who evaluated programs–1 serving survivors of torture and the other children of refugees–are given as examples. (Contains 3 footnotes.)… [Direct]

Aldiva Sales Diniz; Glauciana Alves Teles; Paulo Henrique de Souza Lima (2024). Educational Public Policies for the Rural Area: An Analysis of the Closure of Basic Education Schools in Brazil. Journal of Education and Learning, v13 n5 p225-234. Access to education for peasants in the history of Brazilian society has always been denied, with the absence of public policies for peasants, as the result of a political and social process of denial of minority groups. The text address the issue of closure of schools in the countryside as a growing social phenomenon that has been expanding in the countryside of Brazil. Thus, the general objective of this text is to analyze the issue of the right to education for peasants, focusing on the high number of school closures in the countryside, seeking to understand the consequences for the peasantry. The closure of this institutions has become a problem that effects the importance of the countryside in Brazil, given that access to education is a right for everyone, including those who live and are from the countryside. However, public management has closed activities in schools in the countryside, making it difficult the access to education for peasants. The research has a qualitative… [PDF]

Donnelly, Brian; Sercombe, Howard (2013). Bullying and Agency: Definition, Intervention and Ethics. Journal of Youth Studies, v16 n4 p491-502. Respect"me" is a human rights organisation working to reduce the impact of bullying in Scotland. In this work, some useful conceptual and practice frameworks have emerged, distinguishing between aggression, as legitimate, if sometimes unpleasant, dominance behaviour and violence, which is unethical action involving the intent to harm. Bullying pushes beyond dominance/subordination to render the person not just subject but abject: incapable of finding any peaceful place in the social structure or any capacity for agency or effective action. This distinguishes bullying from other relationships of violence, and calls for intervention which promotes the restoration of agency in the person being bullied. "Hitting back" and "letting them sort it out" are discussed in this context. This also has implications for the definition of bullying. While emerging definitions of bullying have been useful, they have also been broad. At a practice level, we have ourselves… [Direct]

Chimaka, Anthony Ikechukwu (2014). Formal Education: A Catalyst to Nation Building. A Case Study of Nigeria. African Theological Studies. Volume 6. Peter Lang Publishing Group The smallest and most remote villages in the developing countries are affected by the rapid and seemingly irresistible trend towards globalization. The limitless availability of information however necessitates education to stand out as the key factor for human and national development. But which conditions must be met by societies for education systems to perform this function effectively? Which benefits in turn must education systems provide to ensure social cohesion? These general considerations are exemplified by an analysis of the social situation of Nigeria, where one third of the whole population did not receive an education and thus cannot participate in the opportunities of modern social structures. As an advocate of the social values of freedom, dignity and charity the church stated clearly that education belongs to the inalienable human rights. The study argues that only a holistic development of each and every citizen of Nigeria will lead to the development of Nigeria as… [Direct]

Hiltebrand, Genevieve; Lin, Jing; Rappeport, Annie; Stoltz, Angela (2021). Environmental Justice Must Include the Rights of All Species to Life and Respect: Integrating Indigenous Knowledge into Education. International Studies in Sociology of Education, v30 n1-2 p93-112. This article focuses on the relationships between social justice, environmental justice, and sustainability from the local to global levels. We envision social and environmental justice as involving not only human beings, but also the rights of all species to life and respect. We advocate an ecological justice approach based on the equality and intrinsic value of all existence. This standpoint also forefronts core values and world views of marginalized people and epistemologies, such as Indigenous knowledge systems. With the understanding that there is much heterogeneity among Indigenous communities and individuals, we delve into core commonalities which embrace the perspective that humanity's relation to the cosmos is ever-salient, that the Earth is a living being, and all species, as interconnected co-habitants of Earth, are intelligent, equal, and divine…. [Direct]

Smith, Ron (2014). Changing Policy and Legislation in Special and Inclusive Education: A Perspective from Northern Ireland. British Journal of Special Education, v41 n4 p382-402 Dec. It is now 15 years since the signing of the 1998 Belfast (or "Good Friday") Peace Agreement which committed all participants to exclusively democratic and peaceful means of resolving differences, and towards a shared and inclusive society defined by the principles of respect for diversity, equality and the interdependence of people. In particular, it committed participants to the protection and vindication of the human rights of all. This is, therefore, a precipitous time to undertake a probing analysis of educational reforms in Northern Ireland associated with provision in the areas of inclusion and special needs education. Consequently, by drawing upon analytical tools and perspectives derived from critical policy analysis, this article, by Ron Smith from the School of Education, Queen's University Belfast, discusses the policy cycle associated with the proposed legislation entitled "Every School a Good School: the way forward for special educational needs and… [Direct]

Bailey, Richard; Bloodworth, Andrew; McNamee, Mike (2012). Sport, Physical Activity and Well-Being: An Objectivist Account. Sport, Education and Society, v17 n4 p497-514. It is widely maintained that sport and physical activities contribute to the development of young people's well-being. Others argue that sports' contribution to good living is so strong that it is even thought to be a human right. Typically, however, the value of physical activity and sport to our well-being is conceptualized and researched within a subjectivist framework. We reject this framework on three grounds: (1) its impermanence; (2) its hedonistic shallowness; and (3) its epistemological inadequacy. In contrast, we argue that the value of sports and physical activities ought to be situated in fundamental arguments about the necessary conditions for human flourishing. According to this objectivist view, there are certain constituents of a good life without which human flourishing becomes impossible. We argue that sports and physical activities offer distinctive ways to help realize these objective constituents. It follows that, to the extent to which certain sections of… [Direct]

Carlsen, Cecilie Hamnes; Rocca, Lorenzo (2022). Language Test Activism. Language Policy, v21 n4 p597-616 Dec. During the past decades, migration policies in Western societies have grown stricter by the day. As part of this retrenchment, migrants are required to pass language tests to gain access to human and democratic rights such as residency, family reunification, and citizenship, as well as to enter the labour market or higher education. The use of language tests to control migration and integration is not value neutral. The question discussed in this paper is whether those who develop language tests should strive to remain neutral, or, on the contrary, whether they have a moral and professional responsibility to take action when their tests are misused. In this paper, a case is made for the latter: arguing along the lines of critical language testing, we encourage professional language testers to take on a more active role in order to prevent harmful consequences of their tests. The paper introduces the concept "language test activism" (LTA) to underscore the importance of… [Direct]

(2017). Fixing No Child Left Behind: Testing and Accountability. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining No Child Left Behind, Focusing on Testing and Accountability (January 21, 2015). Senate Hearing 114-512. US Senate This hearing of the Committee on Health, Education, Labor, and Pensions examines No Child Left Behind, focusing on testing and accountability. At the center of the debate about how to fix No Child Left Behind is what to do about the Federal requirement that states, each year, administer 17 standardized tests with high stakes consequences. Following opening statements by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Patty Murray (U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; (2) Honorable Susan Collins, a U.S. Senator from the State of Maine; (3) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (4) Honorable Pat Roberts, a U.S. Senator from the State of Kansas; (5) Honorable Richard Burr, a U.S. Senator from the State of North Carolina; (6) Honorable Al Franken, a U.S. Senator from the… [PDF]

Kevin M. Miller (2023). "I Really Like the Idea of Being the Source of Change": The Perspectives of Black and Latine Youth Experiencing Low Income about How Personal Change Occurs in Out-of-School Group Programs. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. Structured out-of-school programs (OSPs) can be contexts in which youth can be producers of their own positive change (Eccles & Gootman, 2002). However, despite a considerable body of research documenting the benefits of participating in OSPs, there is a lack of knowledge about how youth of color in low-income communities define positive personal change in OSP settings. As a result, many OSPs and interventions designed for youth of color rely on adult practitioners' or researchers' perspectives of the change process, which may weaken program impact and fail to holistically meet youths' developmental needs. This study uses a critical realist scientific paradigm to carry out an interpretive, phenomenological qualitative examination (Denzin, 1989; Cresswell & Poth, 2018) of youths' perspectives on the program mechanisms that bring about their personal change. From this realist standpoint, change does occur via youths' internalization of program experiences. The purpose of this… [Direct]

O'Keefe, Joseph M. (2011). Global Partnerships in Jesuit Higher Education. Catholic Education: A Journal of Inquiry and Practice, v14 n3 p334-337 Mar. The Roman Catholic Church sponsors the largest worldwide family of educational institutions–135,000 elementary and secondary schools and 1,800 colleges and universities. Catholic identity provides a matchless opportunity for networking in an increasingly globalized world; it is sad "Ex corde Ecclesiae's" exhortation to collaborate is often unheeded. Last April at the Universidad Iberoamericana in Mexico City, the Society of Jesus initiated new steps to counter that sad trend. The conference brought together some 300 educational leaders from over 200 institutions around the globe for 3 days of presentations and discussions on such topics as regional challenges facing Jesuit higher education; Catholic identity and mission; theology, science, and culture; markets, inequality, and poverty; ecology and sustainability; and human rights and the university…. [PDF]

Mayo, Cris (2011). Sexuality Education Policy and the Educative Potentials of Risk and Rights. Policy Futures in Education, v9 n3 p406-415. This article argues that institutions need to take more risks to improve sexuality education. Understanding how risk structures sexuality may help make sexuality education more attuned to the needs of diverse students. Situating sexuality in the context of human rights can help to demonstrate the kinds of social and institutional risks that are created by limiting sexuality education. In addition to contributing to high rates of HIV and unwanted pregnancy, insufficient sexuality education augments conditions for expressions of gender-based violence that harm young people in general but also more specifically impede young women's educational attainment. By limiting information and deliberation on desire, risk and culturally based gender inequities, sexuality education in its current state continues to limit health and life options for all people…. [Direct]

Joseph, Thomas (2011). Bringing Mission to Practice: It's a Matter of Ethics. NCSSSMST Journal, v16 n2 p12-14 Spr. In an evening seminar held in the Illinois Math and Science Academy (IMSA) auditorium, Lisa Anderson-Shaw, Director of Clinical Ethics Consulting Service at the University of Illinois Medial Center, posed a scenario that inspired a thirty-minute discussion of contemporary bioethics, during which speaker and students untangled issues of patient autonomy, utilitarianism, and the Kantian notion of a human's right to unconditional truth. The rich discussion was part of IMSA's "Considerations in Ethics (CinE)" program–a series of nine lectures and small-group discussions designed to advance the ethics component of IMSA's mission. In this article, the author provides background on and describes the Considerations in Ethics course taught at the Illinois Math and Science Academy…. [PDF]

Lubinda, Foster; Siaciwena, Richard (2008). The Role of Open and Distance Learning in the Implementation of the Right to Education in Zambia. International Review of Research in Open and Distance Learning, v9 n1 p1-12 Feb. As a member of the United Nations, Zambia is committed to the observance of human rights enshrined in the Universal Declaration of Human Rights of 1948. This is evidenced, among others, by the fact that Zambia is a signatory to the Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Zambia has a permanent Human Rights Commission that includes a subcommittee on child rights whose focus is on child abuse and education. Zambia also has a National Child Policy and National Youth Policy whose main objectives are to holistically address problems affecting children and youth. This paper focuses on the progress and challenges currently facing Zambia and the role of open and distance learning in addressing those challenges. (Contains 1 table.)… [PDF]

Goodall, Craig; Marshall, David (2015). The Right to Appropriate and Meaningful Education for Children with ASD. Journal of Autism and Developmental Disorders, v45 n10 p3159-3167 Oct. This paper will explore from a "child's rights perspective" the "right" of children with autistic spectrum disorder (ASD) to appropriate and meaningful education. Human "rights" principles within international law will be evaluated in relation to how they have been interpreted and applied in relation to achieving this "right". The International Convention of the Rights of the Child (United Nations in Convention on the rights of the child, office of the high commissioner, United Nations, Geneva, 1989) and the convention on the rights of the person with disability (United Nations in Convention on the rights of person's with disabilities and optional protocol, office of the high commissioner, United Nations, Geneva, 2006) amongst others will be utilised to argue the case for "inclusive" educational opportunities to be a "right" of every child on the autistic spectrum. The efficacy of mainstream inclusion is explored,… [Direct]

Miller, Kelli (2011). Understanding the Shift in Personal Identity: A Phenomenological Analysis of Literacy. ProQuest LLC, D.Ed. Dissertation, Capella University. At the 1978 United Nations Educational, Scientific, and Cultural Organization conference, literacy was determined as a right as expressed in the foundation of learning and the vital first step to the achievement of other human rights. However, in the state of Georgia, many high school students enter the working environment without minimum literacy skills and are unable to fully participate in society. This phenomenological analysis of literacy sought to understand the shift in personal identity for adult literacy students and how the theories of andragogy assisted in their identity change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…… [Direct]

Osanloo, Azadeh F. (2009). Civic Responsibility and Human Rights Education: A Pan-Educational Alliance for Social Justice. Intercultural Education, v20 n2 p151-159 Apr. Educating global citizens to have knowledge of world political and economic systems and conditions is imperative as the notion of the "citizen" is constantly evolving. This type of civic education needs to involve critical thinking skills that are pan-educational and allow for cross-cultural discussion that span all public spheres and encourage empathetic and socially just minded discourses. As such, there are universal and national elements that should be incorporated in all systems of civically responsible education. One such element is human rights education (HRE)…. [Direct]

Etzkowitz, Henry; Kehl, Leila Maria; Schofield, Tatiana (2022). From STEM to PAVAM: A Unified Arts Strategy for Innovation, Industrial and Regional Policy. Industry and Higher Education, v36 n5 p525-538 Oct. The potential of the arts and sciences for economic and social development is under conceptualized. However, the recent development of STEM (science, technology, engineering, and mathematics), justifying increased support for training in the sciences, shows a parallel pathway forward for the arts. The arts are increasingly relevant to the economy, amenable to policy influence as well as an area of human activity in their own right. The authors posit a unified arts framework: PAVAM (performing arts, visual arts, and music), complementing STEM as the basis for a strategy of arts-based interdisciplinary "industrial" policy making. The growing salience of the arts as an industrial sector in the UK and USA is shown. By identifying sources and pathways of value creation from the arts, clear entry points for policy action become identifiable to promote innovation, entrepreneurship, and economic development. Comparative case studies suggest a typology of the arts' potential as… [Direct]

Kirkwood-Tucker, Toni Fuss (2012). Preparing Global Citizens through the Study of Human Rights. Social Education, v76 n5 p244-246 Oct. The preparation of students for global citizenship represents a central challenge to social studies educators in the twenty-first century. Two-thirds of the world's poor are steeped in abject poverty and its grim consequences. The world refugee problem has reached staggering proportions. There is an international epidemic of human trafficking, and a global crisis of abuse of children through child labor and forced recruitment into militias and armies. Many governments deny their citizens basic human and political rights. At times, the human condition appears to have reached the depths of despair. The author believes that teachers bear a \moral\ responsibility to provide future generations with the knowledge, attitudes, and skills that are essential for competent citizenship in a global age. Since teachers are the ultimate curricular and instructional gatekeepers of what is being taught in the classroom, they have the opportunity to \infuse\ or \posthole\ prevailing global issues into… [Direct]

BenDavid-Hadar, Iris (2013). Entitlement to Education: Fairness Analysis. Education and Society, v31 n3 p41-61. Entitlement to education is the foundation of freedom, justice and peace in the world. The Universal Declaration of Human Rights acknowledges education as a fundamental right stating that everyone has the right to education. The question of financing this right mainly focuses on the "governmental" allocation of resources to the educational system, as public schools are in the main financed by the government. However, in recent years, there is an incremental trend of supplements to government resources allocated to schools by non-governmental actors. This paper aims to investigate the question of entitlement focusing on the "local authorities'" allocation to schools, using Israel as a case study. The "fairness" analysis conducted using various statistical measurements, developed in the school finance policy literature, reveals that the level of equity at both the input and output sides of the educational process is rather low. Additionally, comparing… [Direct]

Murithi, Tim (2007). A Local Response to the Global Human Rights Standard: The "Ubuntu" Perspective on Human Dignity. Globalisation, Societies and Education, v5 n3 p277-286 Nov. Some African leaders have made the argument that the promotion of an international human rights standard is a strategy that is used and abused by hypocritical Western governments to justify their intervention into the affairs of African countries. The tacit objective behind this articulation is the desire to avoid an external evaluation or monitoring of the internal affairs of their countries. The leaders who complain the most about the hidden agenda behind the advocacy and promotion of human rights standards in Africa do not necessarily adhere to these same standards. Such leaders seem to be proposing that the notion of human rights is alien to Africa. If such an assumption is admitted and accepted, then the logical conclusion is that there are no indigenous notions of human rights within the African continent. This paper will argue that there are rich traditions on the African continent founded on the notion of human dignity and "humanness". What is true is that the… [Direct]

Rachael Wanjagua (2024). Experiences of People with Intellectual Disabilities and Caregivers in Kenya: An Inclusive Research Study. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Voices of people with disabilities in Kenya have yet to influence disability services and the issues affecting their lives. This is in part due to the dominance of disability discourses from Global North contexts from which international policies on disability such as the United Nations Convention on the Rights of People with Disabilities borrow their guiding frameworks. People with intellectual disabilities face a much greater problem as they do not enjoy human and disability rights in much the same way their disabled and non-disabled counterparts. It is therefore critical to create knowledge about intellectual disabilities that is informed by perspectives from embodied experiences and reimagine discourses on intellectual disabilities. The aim of this dissertation was to determine support needs and services of people with intellectual disabilities and caregivers in Laikipia County in Kenya. This was done through exploring their lived experiences, determining the barriers and… [Direct]

Guven, Aydin (2015). An Examination of Pre-Service History Teachers' Metaphors Regarding the Concept of "Freedom". Educational Research and Reviews, v10 n8 p1261-1266 Apr. The purpose of this research study is to examine the metaphors generated by pre-service history teachers regarding the concept of freedom. Qualitative method is used in the research study and phenomenology is utilized as a research design. Semi-structured forms are used as a data collection tool in the study. Each pre-service history teacher is asked to complete the sentence in the forms beginning as "Freedom is like/ freedom is compared to …… because …….." in order to examine their metaphors regarding the concept of freedom. The study group is composed of 34 students studying in History Teaching Department in Kazim Karabekir Education Faculty in Ataturk University during the spring term of 2013-2014 academic year and taking the course "Human Rights and Democracy II". There is no sampling in the study as a result of being in contact with all of the students. Thirty-four forms obtained from the pre-service history teachers are examined carefully and four students'… [Direct]

Bartlett, Lesley; Godbole, Pragati; Heyman, Cory; Hodge, Stephanie; Naidu, Sailesh; Switzer, Tawnya; Thomas, Matthew A. M.; Vavrus, Frances; Wilkinson, Moira N. (2015). Capturing Quality, Equity & Sustainability: An Actionable Vision with Powerful Indicators for a Broad and Bold Education Agenda Post-2015. Open Society Foundations The World Conference on Education for All in Jomtien in 1990 marked the first concerted effort to prioritize educational development around the world, and subsequent meetings continue to advance the global agenda for what education–and the world–could become. In 2000, the Education for All (EFA) and Millennium Development Goals laid out the first set of concrete and actionable goals to increase development and improve access to education for all children. In 2015, development goals have shifted to Sustainable Development Goals, and the education promoted must follow suit. The main aim of the post-2015 goals is to cultivate life-long learners and develop Global Citizens who are committed to eradicating poverty and ensuring dignity, human rights, and social justice in their homes, communities, and countries. This report translates the commitments held out by the Education for All Steering Committee (EFA-SC) and Sustainable Development Open Working Group (OWG) into a framework for… [PDF]

Brewer, Ernest Andrew; Harlin, Rebecca P. (2008). Bullying: A Human Rights and Social Studies Issue. Childhood Education, v84 n6 p383 Aug. Bullying and victimization in schools have become major concerns for parents, teachers, and school psychologists. Elementary and middle school teachers likely have seen students bully each other, so it is important that they notice the characteristics associated with being bullied and recognize bullying in all its forms: physical, verbal, and psychological. This knowledge will help teachers take action in bullying situations and resolve these conflicts. Bullying can be addressed in many forums, but some researchers believe that social studies classes are an excellent venue for addressing bullying as a human rights issue. Social studies curricula are designed to familiarize students with the core values and principles of one's country. Through the social studies, students acquire the requisite knowledge and strategies to become citizens who effectively exercise their constitutional rights and privileges. The social studies also can build students' understanding of community, justice,… [Direct]