Oduro, Georgina Yaa (2012). "Children of the Street": Sexual Citizenship and the Unprotected Lives of Ghanaian Street Youth. Comparative Education, v48 n1 p41-56. Youth-sensitive policies are gradually gaining recognition in Africa. The release of the recent publication "Children in Ghana" by the Ministry of Women and Children's Affairs (MOWAC) and UNICEF-Ghana attests to the value the country places on young people's perspectives. Guided by Richardson's conceptual framework on sexual citizenship, this paper draws on four sets of focus group discussions, informal conversations and interviews with 24 young people aged between 14 and 19 (seven young men and 17 young women), all of whom were living on the streets of a city in Ghana. It shows how young people navigate sexuality in a context of poverty and in an era of HIV/AIDS. It argues that the young women's demonstration of a sense of agency, evident in the midst of violence and insecurity, contradicts the notion of childhood sexual innocence. These experiences challenge the view that human rights and sex education are sufficient strategies to address young people's transitions to a… [Direct]

Kirkland, Lynn; Manning, Maryann (2012). A Heritage of Literacy in the Home. Childhood Education, v88 n4 p214-216. One hundred percent literacy is a relatively modern goal. According to The Oriental Institute at the University of Chicago (n.d.), writing was invented in 3200 BC. However, it was not until the Industrial Revolution, in the 19th century, that large numbers of ordinary people began to read and write. Today, most people believe that becoming a reader is a human right. Every decade, the literacy rate increases in most countries around the world, and the literacy rate in a number of countries has reached 99% (UNESCO, 2011). As literacy and poverty are linked, many countries view increasing literacy as a way to raise their standard of living. In this article, the authors talk about a heritage of literacy in the home. They suggest that if adults are to realize the hope of having everyone become a reader, they must play vital roles in children's lives from the moment they are born. Just as they work to offer good nutrition for children, they should provide experiences that begin a lifelong… [Direct]

Aruch, Matthew; Lin, Jing; Rappeport, Annie; Stoltz, Angela (2021). Decolonization and Transformation of Higher Education for Sustainability: Integrating Indigenous Knowledge into Policy, Teaching, Research, and Practice. Journal of Comparative and International Higher Education, v13 n3 p134-156. This article argues that institutions of higher education (IHEs) require a fundamental paradigm shift toward an Indigenous Knowledge (IK) model inclusive of Indigenous Peoples, perspectives, and values. This model acknowledges the sacred value of nature, the rights of non human species, and the power and potential of transformative learning via collaboration with Indigenous communities. Through four personal experiences from one IHE, we highlight challenges and opportunities to decolonize higher education across the domains of policy, research, teaching, and programs. Examples include the Graduate Student Government's resistance to university policies of unsustainable construction projects; incorporating IK from Eastern traditions and world spiritual practices into course curriculum; Indigenizing higher education courses and projects through inclusion and collaboration with local Indigenous tribal members; and finally, ongoing transnational research and education collaborations with… [PDF]

Todres, Jonathan (2009). Inextricably Linked: An International Human Rights Perspective on Child Health and Education. Childhood Education, v85 n5 p278. This article focuses on the links between health and education in children's development, worldwide. While connections flow in both directions, the primary aim of this article is to highlight specifically the impact of health on education prospects. The dramatic consequences of health status on children's educational opportunities suggest that educators have a significant role to play in the health sector. Taking a global perspective, the author discusses the importance of international human rights law in advancing the health and education opportunities for all children. The author concludes by offering educators specific tools for promoting children's health, and thereby improving their ability to learn…. [Direct]

Shupak, Greg (2014). Between Tyranny and Complicity: Thoughts on Responding to Oppressive Student Conduct. College Quarterly, v17 n2 Spr. Critical pedagogy scholars have long struggled to reconcile their desire for a democratic, participatory classroom with the necessity of creating a learning environment that is safe and inclusive. Indeed, in critical pedagogy theory there is a tension between enabling students to think for themselves and convincing students to read the cultural and political world in the same way as their professor. How, then, should a postsecondary educator respond to students whose classroom behavior is sexist, racist, homophobic, displays class prejudice, or is otherwise oppressive toward other students? Can pedagogical practices be developed in which the role of the teacher is neither to be an authoritarian preacher nor someone who, through their silence, sanctions students' words or deeds that undermine their peers' human rights? The author addresses what he sees as two of the underlying issues that are at play. First, he considers whether teachers should make their specific political… [PDF]

Joshi, Manisha; Sorenson, Susan B.; Thomas, Kristie A. (2013). Domestic Violence and International Students: An Exploratory Study of the Practices and Role of US University International Offices. Journal of College Student Development, v54 n4 p527-533 Sep-Oct. Domestic violence (DV), formerly considered as a private matter, is now recognized as a global social, health, and human rights issue. The acknowledgment of DV as such varies by geography and marital status (e.g., dating and same-sex relationships are not immune). Surveys around the globe suggest that DV is common among college students. A recent, 16-country study indicates that up to one fifth of university students have assaulted a partner severely enough to cause injury. International victims face extra difficulty because students must be in good academic standing and scholars must be employed to remain in the United States. International students and scholars may not consider DV to be a problem or know that it is a crime in the United States. In the spring of 2009, the authors invited the directors of International Offices (IOs) at the 10 US universities with the most international students to participate in an exploratory study. Structured telephone interviews, averaging 30… [Direct]

Nesbit, Tom (2013). Whither Utopia?. New Directions for Adult and Continuing Education, n138 p91-100 Sum. The \Hamburg Declaration on Adult Learning and Agenda for the Future\ (UNESCO, 1997) is perhaps the most utopian statement about adult learning and education (ALE) in recent times. Grounded in the ideas of radical educators Paulo Freire and Ivan Illich, it built upon two earlier influential and inspiring reports that promoted general adherence to the values of helping to build a sustainable world, promote peace, celebrate diversity, and defend human rights. Analysis of the previous chapters demonstrates that the utopian ideals and goals of the \Hamburg Declaration\ are still far from being achieved. The earlier chapters suggest several common issues that the author wants to address further. The first concerns the political dimensions of adult education–an aspect that lies at the heart of the \Hamburg Declaration\ and fundamentally shapes the contexts in which adult education takes place. From a review of the developments since CONFINTEA V, it is easy to conclude that there is little… [Direct]

Fuchs, Janet (2013). Lighting the Fire: Finding Commitment and Purpose in Middle School. Independent School, v72 n3 Spr. This article describes the results of a three-day professional development workshop for newer teachers (with less than six years of experience) and more experienced teachers trained in design of skills-based, year-long themes with rich interdisciplinary connections at Charles River School (Massachusetts). For the three days, the school was buzzing with activity as teams collaborated on their research and creations as they put themselves in the students' shoes as experiential learners. Even with their stylistic and personality differences and varying degrees of comfort, participants were motivated by the interactive process and a common desire for a meaningful experience and quality results. The workshop successfully mirrored the process of young learners in an experiential, interdisciplinary environment. As educators responsible for our collective future, teachers need to expose their students to real-world problem solving in creative, interdisciplinary teams. The important issues in… [Direct]

Chiba, Yuko; Mawhinney, Alison; Niens, Ulrike; Richardson, Norman (2013). Acculturation and Religion in Schools: The Views of Young People from Minority Belief Backgrounds. British Educational Research Journal, v39 n5 p907-924 Oct. This paper aims to explore the relationship between religious identity, acculturation strategies and perceptions of acculturation orientation in the school context amongst young people from minority belief backgrounds. Based on a qualitative study including interviews with 26 young people from religious minority belief backgrounds in Northern Ireland, it is argued that acculturation theory provides a useful lens for understanding how young people from religious minority belief backgrounds navigate majority religious school contexts. Using a qualitative approach to explore acculturation theory enables an in-depth understanding of the inter-relationship between minority belief youth's acculturation strategies and their respective school contexts. Similar to previous research, integrationist attitudes generally prevailed amongst minority belief young people in this study. The findings highlight how young people negotiate their religious identities in a complex web of inter-relationships… [Direct]

McGrath, Simon (2012). Vocational Education and Training for Development: A Policy in Need of a Theory?. International Journal of Educational Development, v32 n5 p623-631 Sep. The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education-development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development,… [Direct]

Bintliff, Amy Vatne (2011). Re-Engaging Disconnected Youth: Transformative Learning through Restorative and Social Justice Education. Adolescent Cultures, School and Society. Volume 51. Peter Lang New York As many young adults continue to disengage with learning each day, teachers and administrators struggle to find programming that re-engages secondary students with their schooling and communities. This book profiles one program that succeeds in doing so, and should serve as a model for others. In a Midwestern alternative school, three teachers built a curriculum around hands-on learning, restorative justice Talking Circles, and multicultural education, in the hopes that it would re-engage and inspire youth. Drawing on adult transformative learning theory, this book is an in-depth, qualitative study of the ways the program transformed adult and youth perceptions of trust, connections, schooling, and human rights. This book breaks down stereotypes about youth labeled \at-risk\ and provides evidence that it is never too late to become passionate about learning…. [Direct]

Del Duca, Gemma (2011). Teaching of the Holocaust as Part of a University's Catholic Identity. Journal of Catholic Higher Education, v30 n2 p199-220 Sum. This article sketches the development of the National Catholic Center for Holocaust Education, Seton Hill University, Greensburg, PA. It does so with broad strokes, which paint a picture of the program of the Center within the context of ecclesial and papal activities and documents. The article describes how the Center entered into dialogue with the academic world of Holocaust studies (especially with the International School for Holocaust Studies, Yad Vashem, Jerusalem, Israel) and how it became engaged in an institute and in triennial conferences that prepare Catholic educators to each the Holocaust by referencing Catholic documents on the Holocaust and on related topics such as antisemitism, racism, genocide, human rights, and interreligious dialogue. The work of the Holocaust Center has contributed to strengthening Seton Hill University's Catholic identity…. [Direct]

Willetts, Marion C. (2011). Registered Domestic Partnerships, Same-Sex Marriage, and the Pursuit of Equality in California. Family Relations, v60 n2 p135-149 Apr. Policies in California are examined to inform analysts of the process by which legal recognition of same-sex relationships may be achieved. Content analysis was conducted of relevant legislation, court cases, and voter initiatives, along with interviews with state legislators to gain an eyewitness understanding of the social climate surrounding the implementation of these policies. Legal recognition of same-sex unions occurs on an incremental basis and is embedded within a larger sociocultural context that includes shifts in public opinion concerning homosexuality and legal recognition of same-sex unions, issues of civil/human rights versus social control over morality, and the influence of legal developments occurring elsewhere. The most likely outcome of the debate over legal recognition of same-sex unions is a national domestic partnership or civil unions policy…. [Direct]

Bromley, Patricia; Meyer, John W.; Ramirez, Francisco O. (2011). The Worldwide Spread of Environmental Discourse in Social Studies, History, and Civics Textbooks, 1970-2008. Comparative Education Review, v55 n4 p517-545 Nov. The world environmental movement has gained much strength in recent decades and has led many nations to focus on environmental education. We examine the extent to which this global movement has helped change national textbooks. We also consider the effects of national development, national policy on environmentalism, and the general expansion of postnational curricular emphases on human rights, student empowerment, internationalization, and social scientific perspectives. We analyze the content of 484 secondary school social studies textbooks from 65 countries, finding increased attention to the environment that parallels both world environmental crises and the closely related rise of world environmentalism. Our analyses suggest that the increasing prevalence of environmental topics in textbooks is influenced by broad global cultural and environmental change more than by national conditions. (Contains 4 figures, 3 tables, and 12 footnotes.)… [Direct]

Boyle, F. M.; Brolan, C. E.; Dean, J. H.; Gomez, M. Taylor; Lennox, N. G.; Ware, R. S. (2012). Health Advocacy: A Vital Step in Attaining Human Rights for Adults with Intellectual Disability. Journal of Intellectual Disability Research, v56 n11 p1087-1097 Nov. Background: People with intellectual disability (ID) experience health inequity compared with the general population, a key contributing factor being disparities in social determinants of health. The enactment of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) provides a platform for the progression and promotion of health and other interconnected rights to address barriers to the highest attainable standard of health for this populace. Rights can be brought to life through advocacy efforts. This paper explores the meaning, perceptions and experiences of advocacy by family members and paid support workers of adults with ID and locates the findings within a health and human rights discourse. Methods: As part of a larger randomised controlled trial, 113 parents and 84 support workers of adults with ID completed a telephone interview that included open-ended questions about their understanding and experiences of advocacy. Thematic analysis was used to… [Direct]

Bishai, Linda S.; Levine, Daniel H. (2010). Civic Education and Peacebuilding: Examples from Iraq and Sudan. Special Report 254. United States Institute of Peace Between 2006 and 2010, the United States Institute of Peace developed several civic education programs for Iraq and Sudan as part of broader efforts to promote postconflict stability and development and help prevent a return to violence. This report describes those programs after first examining the conceptual bases for civic education and how they differ from and overlap with human rights. It also discusses various challenges civic education programs face in postconflict environments and suggests several ways to overcome these challenges, as illustrated in the cases of Iraq and Sudan. (Contains 13 notes.)… [Direct]

Innes, Graeme (2007). Towards Ratification of the Convention on the Rights of Persons with Disabilities–And Why It Matters for Education of People with Disability in Australia. Australasian Journal of Special Education, v31 n2 p83-88 Sep. In this article, the author gives an overview of the Convention on the Rights of Persons with Disabilities. The Convention on the Rights of Persons with Disabilities is an international human rights convention that sets out the fundamental human rights of people with disabilities. The Convention sets out general and specific obligations for states, which detail the specific human rights and fundamental freedoms recognised in the Convention. These obligations aim to protect different types of rights: civil and political rights, economic, social and cultural rights, and rights to development. The Convention contains traditional human rights concepts that are general protections found in other thematic human rights conventions. The author also provides an excerpt of Article 24 on education, and discusses how the Convention recognises the dignity and human rights of people with disabilities, and why such international recognition is necessary and long overdue…. [Direct]

Doody, Christina (2009). Multi-Element Behaviour Support as a Model for the Delivery of a Human Rights Based Approach for Working with People with Intellectual Disabilities and Behaviours that Challenge. British Journal of Learning Disabilities, v37 n4 p293-299 Dec. This paper demonstrates the effectiveness of the multi-element behaviour support (MEBS) model in meeting the rights of persons with intellectual disabilities and behaviours that challenge. It does this through explicitly linking the multi-element model to the guiding principles of a human rights based approach (HRBA) using a vignette to demonstrate the link. The guiding principles of a HRBA are express link to rights, participation, empowerment, nondiscrimination and accountability. The background assessment and functional assessment phase of the MEBS process enables the identification of rights infringements while the MEBS plan addresses those rights. The accountability tool in the MEBS model, which is the periodic service review, is then used as a measure of implementation of the MEBS plan and consequently the enabling of rights. Implications in relation to the rights of those supporting persons in receipt of MEBS and those living with the person receiving MEBS are also… [Direct]

Byram, Michael, Ed.; Golubeva, Irina, Ed.; Hui, Han, Ed.; Wagner, Manuela, Ed. (2016). From Principles to Practice in Education for Intercultural Citizenship. Multilingual Matters The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training, and teachers in in-service training. This book is is comprised of three sections. Section 1, The Baseline: Learners' and Teachers'… [Direct]

Jarrar, Amani (2013). Moral Values Education in Terms of Graduate University Students' Perspectives: A Jordanian Sample. International Education Studies, v6 n2 p136-147. This study focuses on how moral values differ and vary according to variants such as education, culture, thoughts, religion, gender and family relations. It handles the issue of moral education in Jordan, from the perspective of graduate students in Petra University. Since we are facing new challenges in this era and region of the world, we are more affected by cultural and environmental effects that change our moral system. This ethical issue is highly important in a world where materialistic values are more pressing on our behavior. This study directly tackles Jordanian culture and mainly youth in universities, so that a specially tailored questionnaire was built to study the moral value educational system that Jordanian youth in private universities believe in, taking Petra University as a sample. This questionnaire covers all areas of morality and all issues dealing with ethical dilemmas, and their answers were analyzed according to certain dimensions that have to do with moral… [PDF]

Charema, John (2010). Inclusive Education in Developing Countries in the Sub Saharan Africa: From Theory to Practice. International Journal of Special Education, v25 n1 p87-93. The various policy documents that have emerged over time stressed the principles of human rights, social justice, quality education for all, the right to a basic education; equality of opportunity, and re-address of past educational inequalities. This paper gives the background of inclusion and further tries to motivate and suggest how developing countries can move from theory to practice. It looks at inclusive education and its demands, the position of regular schools, a discussion on constraints experienced by developing countries in relation to the demands of inclusion, implications for integration and special schools as well as teacher training…. [PDF]

Watson, David (2009). Learning through Life. Adults Learning, v21 n1 p21-23 Sep. Beginning from the premise that the right to learn is a human right, the Inquiry into the Future for Lifelong Learning has set out a "framework of opportunity" for lifelong learning for the next quarter-century. In this article, the author describes how his team went about its task and sets out its main proposals…. [Direct]

(2008). Restoring America's Leadership through Scholarships for Undergraduates from Developing Countries: The Uniting Students in America (USA) Proposal. Joint Hearing before the Subcommittee on International Organizations, Human Rights, and Oversight of the Committee on Foreign Affairs and the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness of the Committee on Education and Labor, House of Representatives, One Hundred Tenth Congress, Second Session (June 19, 2008). Serial Number 110-189 (Committee on Foreign Affairs). Serial Number 110-96 (Committee on the Education and Labor). US House of Representatives This joint hearing follows a hearing focused on a report issued by the Subcommittee on International Organizations, Human Rights, and Oversight entitled, \The Decline in America's Reputation, Why?\ based on a series of some 10 hearings. The report documented the dramatic decline in international approval for American leadership from historic highs, in 2002, to the historic lows in recent days. According to Honorable William D. Delahunt (chairman of the Subcommittee on International Organizations, Human Rights, and Oversight) the goal of this hearing is to propose a plan to stop the decline in America's reputation and restore our ability to provide global leadership. Statements were presented by: Honorable Bill Delahunt, a Representative in Congress from the Commonwealth of Massachusetts, and Chairman, Subcommittee on International Organizations, Human Rights, and Oversight, Committee on Foreign Affairs; Chantal Santelices, Director, Center for Intercultural Education and Development,… [PDF]

Hung, Ruyu (2007). Is Ecological Sustainability Consonant or Dissonant with Human Rights? Identifying Theoretical Issues in Peace Education. Journal of Peace Education, v4 n1 p39-55 Mar. During the twentieth century, there were increasing concerns about forms of violence and, also, increased interest in peace education. There are various approaches of peace education. And, since all the approaches aim at the same goal–peacemaking–the basic assumptions of the different approaches must agree, otherwise there will be internal inconsistencies in peace education theory. This article examines different concepts, perspectives and implications of the key terms of \anthropomorphic\ and \ecocentric\ in the context of peace education. These are identified as two perspectives underlying certain inconsistencies between the views of human rights education and of environmental education, being two important perspectives in peace education. Over the past decades, much educational effort has been made to improve human rights education and, also, education to help save the earth from environmental deterioration. Nevertheless, there are still problems in the process of promotion both… [Direct]

Feldman, Maurice; Griffiths, Dorothy; McQueen-Fuentes, Glenys; Owen, Frances; Sales, Carol; Stoner, Karen; Tardif-Williams, Christine Y.; Tarulli, Donato (2007). Comparison of Interactive Computer-Based and Classroom Training on Human Rights Awareness in Persons with Intellectual Disabilities. Education and Training in Developmental Disabilities, v42 n1 p48-58 Mar. We tested the effectiveness of an interactive, video CD-ROM in teaching persons with intellectual disabilities (ID) about their human rights. Thirty-nine participants with ID were trained using both a classroom activity-based version of the training program and the interactive CD-ROM in a counterbalanced presentation. All individuals were pre- and post-tested on their awareness of their rights and strategies to remediate perceived rights restrictions. Exposure to both classroom activity-based and video-based scenarios resulted in significant improvements in participants' ability to identify human rights restrictions and strategies to address them. The computer-based video testing scenarios played a critical role in assessing the impact of human rights awareness training, and offered some preliminary support for the generalization of human rights awareness to nontrained scenarios. We discuss the development of the CD-ROM and the results of this study in relation to the existing… [Direct]

Singh, Kishore (2010). Right to Basic Education and State Responsibility. International Journal of Educational Reform, v19 n2 p86-106 Spr. The right to education is an internationally recognized right. As part of the global movement for Education for All in the past two decades, the right to basic education has emerged in international law, and it carries international obligations–political and legal–on account of collective commitments by the international community for its realization. In monitoring the implementation of the right to education, emphasis is now laid on the right to basic education both in UNESCO and in the work of the United Nations human rights treaty bodies. The operational definition of basic education, elaborated by UNESCO in 2007, is a useful tool in this respect. (Contains 62 notes.)… [Direct]

Oosthuizen, Izak; van der Walt, Johannes (2021). "Ubuntu" in South Africa: Hopes and Disappointments — A Pedagogical Perspective. Perspectives in Education, v39 n4 p89-103. The indigenous sub-Saharan African philosophy of "ubuntu" that comes down to the expression: "I am a human being because of being with other human beings", developed over centuries. This philosophy, embodying the notion of deep respect for all human beings, is rooted in a humane inclination towards kindness and sound relationships among all people. Before its adoption as a principle in the South African Interim Constitution of 1993, "ubuntu" had never been referred to, or codified in any statutory format. Since then, however, although not mentioned in the final Constitution of 1996, the humane undertones of the "ubuntu" philosophy have often surfaced in South African jurisprudence, particularly in cases involving citizens' Constitutional right to human dignity (section 10). This paper examines the phenomenon that the actual modern-day practical, day-to-day life in South Africa does not seem to attest to application of the "ubuntu"… [Direct]

Kellett, Megan, Ed.; Tambascio, Donna, Ed. (2011). Research & Action Report. Volume 33, Number 1, Fall/Winter 2011. Wellesley Centers for Women The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) New Funding & Projects; (2) Not a Safe Bet (Amy Hoffman); (3) Building on the UN Human Rights Framework. Q+A with Rangita de Silva-de Alwis (Susan Lowry Rardin); (4) New Publications; (5) Short Takes; (6) Focus on Research at the Jean Baker Miller Intensive Institute; and (7) 2010/2011 Honor Roll of Donors. [Susan Lowry Rardin contributed to this issue. For "Research & Action Report. Volume 32, Number 1, Fall/Winter 2010," see ED539182.]… [PDF]

Bergan, Gabriela; Dalen, Svea; de Bruijn, Simone; Gr√∏nne, Viktor; Maol√°in, Aengus √ì.; Popescu, Cristi; Sallinen, Jyri; Savola, Pauliina; Servant, Thibaut (2016). Handbook for National Unions of Students on Students with a Migrant or Ethnic Minority Background. European Students' Union This handbook has been written by the European Student's Union's Ethnic Minorities Working Group (EMWG) based on the work it conducted from its establishment at ESU's Board Meeting 57 in 2009 until its expiration at the Board Meeting 64 in 2013. The work was undertaken by representatives from ESU's members SAMOK (Finland), NUSUK (UK), LSVb (the Netherlands), ANOSR (Romania), NASC (Bulgaria), FAGE (France) and NSUM (Macedonia), as well as ESU's Equality Coordinator and Human Rights and Solidarity Coordinator and previous members of social affairs committee. Ethnic minorities are vast and complex groups of people. Some identifiable groups, such as the largest in Europe–the Roma people, live in no single geographic region and live in every country in Europe and beyond. Other groups, such as the Basque community have maintained coherence because of their geographic location. Migrants, whether from within the European Union, whether migrants of economic necessity, personal choice, or… [PDF]

Oberski, Iddo (2011). Rudolf Steiner's Philosophy of Freedom as a Basis for Spiritual Education?. International Journal of Children's Spirituality, v16 n1 p5-17. The spiritual well-being of children is often thought to be an important goal and outcome of education. Such spiritual well-being is also implicitly assumed by the Human Rights Act, which includes the right to \freedom of thought, conscience and religion\