(2013). Intellectual Activism: The Praxis of Dr. Anna Julia Cooper as a Blueprint for Equity-Based Pedagogy. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v23 n3 p211-229. African Americans have historically championed education as a vehicle for community enrichment (Anderson "Education"; Cooper "Voice"; Giddings). Among African Americans, education has long served as a mechanism to facilitate societal transformation–the form of transformation that addresses social inequities. For many African Americans, however, educational access was an elusive proposition because the entanglements of race, gender, and class placed them at a disadvantage. The few who reached the highest strata of educational attainment had to contend with institutional processes that operated to undermine their legitimacy or discourage their investment in social equity issues (Collins "Fighting"; Anderson "Race"; Malveaux). Despite these challenges, some scholars were able to marry their intellectualism with community activism. Most notable among them is Dr. Anna Julia Cooper, an educator who rose from slavery to become the fourth… [Direct]
(2007). Human Rights and the Rights of the Child, a Panoramic View. Globalisation, Societies and Education, v5 n3 p333-349 Nov. Recognizing the importance of the universal rights of children is critical in a differentiated and pluralist world, which, in coming together through the increase of global economic interdependence and consequent changes, will require a breadth of talents to maintain peace and cooperation. The paper draws on research from historical perspectives on human rights and the rights of the child. It proposes an analysis of children's rights as both positive and negative human rights that, in the case of the context of the right to an education, should include instructional practices that respect developmental, cognitive and intellectual capacities. (Contains 3 notes.)… [Direct]
(2011). Educational Research in Mainland China: Current Situation and Developmental Trends. Comparative Education, v47 n3 p315-325. The influence of Confucian culture in Chinese Mainland China is reflected in the current situation and contextual trends of educational research content of educational thought of Confucianism, educational issues grounded on theoretical views of Confucianism, and the influence of the inclusiveness of Confucianism. In terms of research method, the current situation of educational research is reflected in empirical research whose methods value the construction of the metaphysical theoretical system, the guiding role of educational theories for educational reform practice, and research that enriches the literature. In terms of research value, the current situation of educational research is reflected in studies that focus on human nature, human relations, thoughts, willpower, emotion, human rights, and benevolence, as well as studies focusing on education that serves politics. In terms of research content, the development trend of educational research is reflected by endeavours aimed at… [Direct]
(2012). Landscapes, Spatial Justice and Learning Communities. International Journal of Inclusive Education, v16 n5-6 p609-626. This paper draws on a study of a community-based adult education initiative, \Cumbria Credits,\ which took place during the period of serious economic decline which hit sections of the farming and the wider community in Cumbria during 2001. It draws on the principles underpinning Edward Soja's notion of \spatial justice\ to explore transformations which took place in terms of human activities and relationships which emerged in response to challenging conditions. Human agency created opportunities to envisage new \ways of being\ in the community and to pursue new values and aspirations through education and collaboration. In the three examples of practice presented here, the work undertaken was concerned, in different ways, with the \fair and equitable distribution in space of socially valued resources and the opportunities to use them\ (Soja, 2008). In all the three contexts, forms of adult education emerged, which were responsive to the particular issues relating to \social justice\… [Direct]
(2008). Disability Rights, Gender, and Development: A Resource Tool for Action. Full Report. Wellesley Centers for Women This resource tool builds a normative framework to examine the intersections of disability rights and gender in the human rights based approach to development. Through case studies, good practices and analyses the research tool makes recommendations and illustrates effective tools for the implementation of gender and disability sensitive laws, policies and development initiatives. The selected areas of discussion and analysis include: equality and non-discrimination; violence against women with disabilities; traditional and customary practices that violate the rights of women and children with disabilities; sexual and reproductive health and rights of women and youth with disabilities; access to employment; and inclusive education. The tool is intended to educate, raise awareness and mobilize and galvanize groups around the twin goals of disability and gender sensitivity in development. The resource tool is divided into three modules, which includes case studies and concrete action… [PDF]
(2011). Preparing Student Teachers in Dealing with Disciplinary Issues in Schools. South African Journal of Higher Education, v25 n8 p1541-1552. Discipline in schools has become a serious issue in South Africa; as in other countries. Several attempts have been made to improve learner discipline as a foundation of the current education system. These included the formulation of the South African Schools Act which provides a framework within which discipline, values and human rights are supposed to be aligned. Thus, the question is how do teacher-education institutions prepare student teachers? This article, therefore, reports on a case study that was conducted at the University of Limpopo. Data was generated from semi-structured interviews with 10 student-teachers, two lecturers, the coordinator of the programme and documents consulted. The study found that the way in which the university prepares student teachers for disciplinary issues in schools is not adequate for them to be able to deal with disciplinary issues and recommendations are made to improve the situation…. [Direct]
(2011). Teachers' Perceptions and Concerns on the Banning of Corporal Punishment and Its Alternative Disciplines. Education and Urban Society, v43 n2 p137-164 Mar. Corporal punishment (CP) has been officially banned since December 2006 in Taiwan. It would be useful to explore the perceptions and concerns of elementary school teachers on the issue of banning CP and on alternative methods of discipline in 2008, two years since the ban took effect. In this study, 323 teachers were stratified randomly and drawn from 42 schools in Keelung City for the survey and 5 teachers were interviewed. The main finding of this study is that while most teachers understand and support the policy of banning CP in schools, there remain certain concerns on the effect of such a ban in schools. These concerns and conflicting viewpoints are especially over issues related to the difficulty in disciplining students and respecting the students' human rights. An overwhelming concern is that some teachers might ignore students' misbehavior and passively discipline to cope with the new law. (Contains 13 tables.)… [Direct]
(2011). Children's Human Rights Education as a Counter to Social Disadvantage: A Case Study from England. Educational Research, v53 n2 p193-206. Background: Children's rights education in schools has many social and educational benefits. Among them are a deeper understanding of rights and social responsibility, an improved school climate, and greater school engagement and achievement. Purpose: The purpose of this study was to assess whether children's rights education has the power to improve educational outcomes for socially disadvantaged children in particular. Sample: A sample of three primary schools was included in the study. These were drawn from a wider sample of English schools participating in the Hampshire Education Local Authority's Rights, Respect and Responsibility initiative (RRR). Design and methods: Building on a longitudinal study, we compared Year 6 children in three schools that varied in the degree to which they had implemented RRR: one in a disadvantaged area that has fully implemented RRR (School 1); one in a disadvantaged area that is now beginning to implement RRR (School 2); and another in a… [Direct]
(2011). Creating Good Citizens in China: Comparing Grade 7-9 School Textbooks, 1997-2005. Journal of Moral Education, v40 n2 p161-180. Ideological indoctrination is explicit and pervasive in China, with the school curriculum used to mould the spirit and character of adolescents, fulfilling ideological and political purposes. But the exact content varies over time. Comparing two versions of textbooks published in 1997 and 2005, this paper depicts the continuities and change in the curricular discourses centred on the notion of "good citizen". While keeping the official status of socialism and the Party leadership untouched, the new textbooks soften the presentation and packaging of the ideological content, very much in tandem with the soft authoritarianism practised since the post-Deng era when China has been deeply involved in the processes of marketisation, liberalisation and globalisation. The new textbooks also adopt a stance of greater reconciliation with human rights and global citizenship. While being granted more autonomy and rights, young citizens are still expected to shoulder the mission of… [Direct]
(2011). Is There a Crisis in International Learning? The "Three Freedoms" Paradox. Cambridge Journal of Education, v41 n1 p67-83. This paper explores creative responses to global educational, financial and ethical crises. The focus is the potential intersection between academic, Internet and media freedoms. At base, it asks whether there are rights (of definition, use and control) associated with each of these. For instance, is unfettered access to the Internet a human right or is it analogous to a public utility? Does it matter to the polity if media freedoms are filtered and curtailed? And is academic freedom influenced, concerned or affected by either (or both) of the above? In an environment in which formerly ranked certainties no longer hold sway, new forms of international learning and global university behaviours are essential. I argue that exploring and defining an ethical curriculum is where the process begins; invoking it in terms of international research is where it travels; and changing the world inside and outside the campus is the ultimate destination. (Contains 1 note.)… [Direct]
(2011). A Matter of Money? Policy Analysis of Rural Boarding Schools in China. Education, Citizenship and Social Justice, v6 n3 p237-249 Nov. The Chinese government has shifted the pattern of rural schooling over the past decade, replacing village schools with urban boarding schools. The stated goal is to improve school quality, while deploying resources more effectively. However, the new boarding schools fail to provide a safe, healthy environment or protect and enable students' human rights. This article explores questions of how and why a boarding school policy supposedly intended to narrow the urban-rural educational gap has, in fact, achieved the opposite result, extending social injustice. Adopting a public choice perspective, the article analyses the roles of different stakeholders in the policy arena, including the policy initiator (the central government), the policy implementer (the local government) and policy consumers (children and society). The findings suggest that policy consumers are passive participants in interactions between various governmental bodies and society. Children's interests are ignored and… [Direct]
(2011). Lessons from the Tree that Owns Itself: Implications for Education. International Journal of Environmental and Science Education, v6 n3 p293-314 Jul. After taking seriously the idea that nature should have human rights argued by Cormac Cullinan in Orion Magazine (January/February 2008), we examined the lessons that could be learned from the tree that owns itself in Athens, Georgia. The point is to engage others in environmental and science education in a critical conversation about how school would have to prepare students to deal with rights for plants, as distinct from sentient animals and inanimate objects. As discussions of rights often neglects the interests and inference rights of non-sentient plants in the school curriculum and these nonhuman species are objectified for human needs, there is very little written about plant rights in science education. This essay is an imagined question of what science education would look like if rights for plants were adopted by humans. We address the idea of rights for the Tree that Owns Itself in Athens, Georgia, United States, and what science educators and their students can and should… [PDF]
(2012). Mapping Future Research in Disabilities–Research Initiatives in Intellectual Disabilities in India: Report of a National Interdisciplinary Meeting. Journal of Policy and Practice in Intellectual Disabilities, v9 n2 p151-155 Jun. A meeting organized under the auspices of the International Association for the Scientific Study of Intellectual Disabilities (IASSID) Academy on Education, Teaching and Research was held in March 2011 at the India International Centre in New Delhi, India, with the explicit purpose of helping establish a road map for future research in intellectual disabilities (ID) in India and to forge alliances among like-minded researchers and practitioners to move forward on countrywide research. The participants were drawn from nongovernmental and governmental groups, private consultancies, psychology, researchers, and policymakers, and they were interested in research dissemination, research methodologies, and research ethics. The participants developed a framework for research strategies and defined important areas for further research in ID for India. Based on the discussions, the following research strategy areas were identified: prevalence studies, human ethics, human rights, prevention,… [Direct]
(2018). Sexual Justice Is Social Justice: An Activity to Expand Social Work Students Understanding of Sexual Rights and Injustices. Journal of Teaching in Social Work, v38 n5 p504-521. Social work education could benefit from an explicit educational framework that combines social justice and sexuality: sexual justice. However, there is a paucity of literature in social work discussing this critical issue. This article helps equip social workers to challenge social injustice through a lens of sexuality and builds a conceptual framework by examining sexual justice through pillars of social work: human dignity, community and solidarity, rights and responsibilities, priority for the poor and vulnerable, and peace. An activity providing micro and macro case discussions is presented to help infuse sexual justice into social work programs…. [Direct]
(2024). The Relationship of Productivity-Based Wages to Human Rights and Occupational Justice — An Exploratory Study. Journal of Intellectual & Developmental Disability, v49 n3 p263-275. Background: Productivity-based wage systems are intended to enhance the labour market participation of people with disabilities. Limited scholarship exists regarding the impact of such policies in practice. This qualitative study explored stakeholder perspectives on the Australian Supported Wage System (SWS), including perceptions of fairness and equity. Methods: Document review provided context and background for the study. 14 semi-structured interviews were subsequently conducted with a range of stakeholders with knowledge of the SWS. Results: Four primary themes were identified, related to assessment processes, value contributions of the system, practice risks and challenges, and ethical tensions. Conclusions: The SWS appears to enhance worker choice and inclusion. A variety of factors may reduce the quality of these outcomes, however, and employment systems should support a range of evidence-informed approaches to ensure equitable employment outcomes…. [Direct]