(2007). Repositioning Pedagogies and Postcolonialism: Theories, Contradictions and Possibilities. International Journal of Inclusive Education, v11 n3 p283-300 May. This paper explores the ways in which pedagogies for social inclusion can be informed by the context of postcoloniality. Both "postcolonialism" and "pedagogy" are treated as contentious and ambiguous constructs, yet their unity is to be found in a critical discussion about knowledge, power, culture and politics. In confronting the ambiguity of postcolonial theories, this paper examines how these theories contribute to challenging contemporary debates that seek to present globalization as a neutral experience. The paper also highlights and interrogates how human capital and human rights approaches to a specific global agenda of Education For All create both opportunities and challenges for developing countries. The case of a Caribbean response is used as an example. Finally, the paper turns its attention to the work of public pedagogues to foreground how dialogic spaces present opportunities for social inclusion through engaged pedagogy. (Contains 1 note.)… [Direct]
(2011). It's Already Happening: Learning from Civically Engaged Transnational Immigrant Youth. Teachers College Record, v113 n6 p1275-1292. Background/Context: This essay is part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of… [Direct]
(2009). Saving the Spiritual for Your Students. Music Educators Journal, v96 n2 p46-49. Spirituals are religious folk songs that were created and sung by enslaved African Americans to express the emotions and thoughts of a people in bondage. The spiritual conveyed deep religious convictions and the desire for freedom brought on by two centuries' worth of oppression, as slavery was legal in the United States from approximately 1650 until the Emancipation Proclamation of January 1, 1863. Lessons learned from this time have been pivotal in the development of the human rights movement in America. The spiritual originated from African American slaves yearning for a better life, but these songs were not only cries for freedom. The spiritual outlined the beginnings of a new plan for the future, a plan that included, for newly recognized citizens of the United States, a new sense of responsibility. The spiritual became the call for \all\ people to become positive members of society, reinforcing the concepts of fairness and accountability in American culture. It is in the… [Direct]
(1989). Canadian Human Rights Act. Office Consolidation = Loi canadienne sur les droits de la personne. Codification administrative. The Canadian Human Rights Act extends the laws in Canada that proscribe discrimination by establishing that each individual has the right to make the life for him- or herself that he or she is able and wishes to have, consistent with the duties and obligations of a member of society, without being hindered or prevented from doing so by discriminatory practices based on race, national or ethnic origin, color, religion, age, sex, marital status, family status, disability, or conviction for an offense for which a pardon has been granted. Discrimination on the basis or pregnancy or childbirth is considered to be on the basis of sex. Among discriminatory practices defined in this report are: (1) denial of goods, services, facilities, or accommodations; (2) denial of commercial or residential accommodation; (3) employment practices and/or employee organizations that discriminate; (4) wage differences based on one of the defined conditions; (5) expressions of discriminatory notices and…
(1985). Morality and Foreign Policy. Social Education, v49 n6 p470-71 Sep. Morality as an enduring element in United States foreign policy is discussed. In order to strengthen the steady purpose and responsible involvement of the American people, human rights policy must be presented in the context of a realistic assessment of world affairs. (RM)…
(1984). Two Vignettes of Minority Group Education in Canada. Journal of Educational Thought, v18 n3 p152-61 Dec. Examines the impact of the Canadian Charter of Human Rights and Freedoms (1982) on minority groups in Canada, focusing on linguistic minorities and handicapped citizens. Considers each group in a political, economic, and social context, offering selected comparisons with the U.S. (DMM)…
(1979). The Primacy of the State…or Revising the Revisionists. Daedalus, v108 n4 p125-38 Fall. Questions the role of the state in the post World War II international system. Topics discussed include alteration of relations between states due to nuclear weapons technology, the growth of nationalism, human rights movements, multinational corporations, and the role of nonstate actors. (DB)…
(1979). UNESCO's Mass Media Declaration. Journal of Communication, v29 n2 p190-91 Spr. Presents the text of the declaration of fundamental principles concerning the contribution of the mass media to strengthening peace and international understanding, promoting human rights, and countering racialism, apartheid and incitement to war. Adopted by the UNESCO General Conference in November 1978. (JMF)…
(1990). Community-Based Services for Children and Adults with Autism: The Eden Family of Programs. Journal of Autism and Developmental Disorders, v20 n3 p339-51 Sep. The article describes the Eden Family of Programs (New Jersey) for persons with autism which range from temporary summer respite care services to full-time group homes. Noted are the program's history, participants, staff, schedules, programs, normalization, human rights, administration, and trustees. (DB)…
(1994). Following the Process: Involving Our Students with the UN. Social Education, v58 n7 p430-31 Nov-Dec. Describes the participation of four middle school students at the World Youth Conference on Human Rights. Discusses interdisciplinary efforts at a private school to celebrate the founding of the United Nations. Outlines student volunteer activities for both local and international causes. (CFR)…
(1994). Women and Empowerment: Part II. A Simulation for the Middle School Social Studies Curriculum. Social Studies and the Young Learner, v7 n1 ps5-7 Sep-Oct. Maintains that, as socioeconomic systems fail to address inequity, the power and wealth of the rich increase at the expense of the poor. Discusses social inequities and violations of human rights in Guatemalan society. Describes a simulation based on Guatemalan textile factories. (CFR)…
(2000). My Right To Be: Children's Voices in Trade Books. Social Studies and the Young Learner, v12 n3 p24-27 Jan-Feb. Focuses on the use of trade books in the social studies classroom. Presents different trade books on human rights, child laborers, and different cultures for use with intermediate grade students. Includes lesson ideas for each topic and provides unit culminating activities. (CMK)…
(2009). Youth Perspectives: Schooling, Capabilities Frameworks and Human Rights. International Journal of Inclusive Education, v13 n6 p581-596 Sep. Interviews with 14-19 year olds in England and Wales are analysed to explore young people's perceptions of the experience of school and of alternative settings for learning such as further education colleges or work-based learning. Many experience school as oppressive, suggesting a defeasance of their rights as human beings. The paper posits that conceptualisations of childhood, rather than offering protection, may lead to vulnerability, and that in secondary schools there are negative and disabling relationships between teachers and learners. If secondary pupils are conceived as vulnerable and marginalised, frameworks to address issues of social justice and inclusion for disadvantaged groups may be relevant. A capabilities approach to assuring the well-being of young people is explored as an alternative theory within which to evaluate schooling and to adjust relations between young people and staff. (Contains 1 table.)… [Direct]
(1981). The Problem of Defending Equal Rights for the Handicapped. Educational Theory, v31 n2 p177-87 Spr. The positions of three advocates of human rights–Bernard A. O. Williams, A. I. Melden, and Stanley I. Benn–are sketched, and deemed inadequate for extending equal educational rights to severely mentally and emotionally handicapped persons. Lines of inquiry for theorists in this area are suggested. (PP)…
(1980). Political Participation of Minorities and Women. Journal of Intergroup Relations, v8 n2 p49-59 Sum. Summarizes a background paper presented and discussion held at a 1978 conference for human rights professionals. Paper reviews (1) basic protections of the right to political participation, (2) methods used to deny full participation, and (3) proposed remedies. Discussion focuses primarily on minority group participation. (GC)…