Sul√©, V. Thandi (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]

Burke, Kenneth M. (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]

Sun, Miantao (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]

Armstrong, Felicity (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]

de Silva de Alwis, Rangita (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]

Mabasa, L. T. (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]

Lwo, Lwun-syin Laurence; Yuan, You-Shi (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]

Covell, Katherine; Howe, R. Brian; Polegato, Jillian L. (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]

Kwan-Choi Tse, Thomas (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]

Shoemaker, Adam (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]

Zhao, Zhenzhou (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]

Luther, Rachel A.; Mitchell, Debra B.; Mueller, Michael P.; Pattillo, Kemily K. (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]

Brown, Roy I.; Cohen, Libby (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]

Satterly, Brent; Turner, George W.; Vernacchio, Al (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]

N. Bobbette; R. M. Lysaght (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]

Loewen, Gladys; Pollard, William (2010). The Social Justice Perspective. Journal of Postsecondary Education and Disability, v23 n1 p5-18. This article shines an important light on the continuing struggle of disabled people for dignity, citizenship rights, and access to the marketplace. Common threads bind the struggle for basic human rights among disenfranchised groups, offer experience and approaches to facilitate change, and move society towards social justice. The philosophy behind the Disability Rights movement offers disability service professionals the opportunity to reframe disability in order to effectively advocate for and facilitate social changes in higher education. Disability service professionals have an important role and crucial responsibility in moving their profession, students, and the campus towards a social justice model, supporting disability pride, offering equality, and promoting participatory democracy to disabled students. (Contains 2 tables.)… [PDF]

Dew, A.; Donelly, M.; Hillman, A.; Knox, M.; Parmenter, T. R.; Shelley, K.; Stancliffe, R. J.; Whitaker, L. (2012). Experiencing Rights within Positive, Person-Centred Support Networks of People with Intellectual Disability in Australia. Journal of Intellectual Disability Research, v56 n11 p1065-1075 Nov. Background: This research describes issues related to human rights as they arose within the everyday lives of people in nine personal support networks that included adult Australians with an intellectual disability (ID). Method: The research was part of a wider 3-year ethnographic study of nine personal support networks. A major criterion for recruitment was that people in these networks were committed to actively developing the positive, meaningful future of an adult family member with an ID. Data were collected from November 2007 to March 2011 via interviews, participant observations and analysed within the framework of situational analysis. Findings were checked with network members. Results: The issue of rights was challenging to network members. Subtle rights violations could have a major impact on an individual with a disability. Network members worked to protect the rights of people with ID by building and maintaining an empathic and respectful support network, developing the… [Direct]

(2021). Examining the USDA's Proposed Cuts to Free School Meals. Hearing before the Subcommittee on Civil Rights and Human Services, Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, First Session (October 16, 2019). Serial Number 116-43. US House of Representatives On July 23, the US Department of Agriculture (USDA) proposed a new rule that will restrict eligibility for the Supplemental Nutrition Assistance Program, or SNAP. On its own, the proposal will cut access to food assistance for about 3.1 million low income Americans, which will have significant consequences for individuals and families struggling to get by. Under the Community Eligibility Provision, nearly 2,000 schools across the country provide free school meals to all of their students because more than 40 percent of their students participate in an anti-poverty program such as SNAP. Schools participating in Community Eligibility appreciate the simplification of the program, the reduction of paperwork, and importantly, the elimination of stigma among students. For schools currently just above the 40 percent threshold, the proposed rule very well could kick enough students off SNAP that the school would lose access to the Community Eligibility Provision. As a result, these schools… [PDF]

Domingue, Andrea D., Ed.; Evans, Stephanie Y., Ed.; Mitchell, Tania D., Ed. (2019). Black Women and Social Justice Education: Legacies and Lessons. SUNY Press "Black Women and Social Justice Education" explores Black women's experiences and expertise in teaching and learning about justice in a range of formal and informal educational settings. Linking historical accounts with groundbreaking contributions by new and rising leaders in the field, it examines, evaluates, establishes, and reinforces Black women's commitment to social justice in education at all levels. Authors offer resource guides, personal reflections, bibliographies, and best practices for broad use and reference in communities, schools, universities, and nonprofit organizations. Collectively, their work promises to further enrich social justice education (SJE)–a critical pedagogy that combines intersectionality and human rights perspectives–and to deepen our understanding of the impact of SJE innovations on the humanities, social sciences, higher education, school development, and the broader professional world. This volume expands discussions of academic… [Direct]

Ikin, Kerrie, Ed. (2016). Changes and Challenges: The Power of Education to Build the World to Which We Aspire. Australian College of Educators (ACE) National Conference Proceedings (Sydney, Australia, September 26-27, 2016). Australian College of Educators The theme of the 2016 National Conference of the Australian College of Educators (ACE), "Challenges and changes: The power of education to build the world to which we aspire," provided a unique opportunity for education professionals to carefully consider and propose papers, workshops, and poster sessions to stimulate discussion and debate about this significant topic as participants from all sectors and at all levels of the education community gathered at this two-day event in Sydney, Australia, on September 26-27, 2016. The ACE 2016 National Conference Proceedings include Keynote Addresses and Reviewed Paper Presentations, including the winning Paper of the ACE/ASG Student Educator "Writing the future" National Award, and two Reviewed Paper Presentations that provide reflections from the field. Following an editorial by Kerrie Ikin and a welcome by the ACE National President, Bronwyn Pike, keynote presentations in these proceedings include the following: (1) The… [PDF]

Koutselini, Mary (2008). Citizenship Education in Context: Student Teacher Perceptions of Citizenship in Cyprus. Intercultural Education, v19 n2 p163-175 Apr. This paper presents a phenomenographic study that was carried out at the University of Cyprus Department of Education, aiming at the investigation of student teacher perceptions of citizenship, nationality, community and their relationship with human rights. The study showed a continuum of perceptions about citizenship, which are discussed in line with the discourse on human rights and the culturally and politically contextualized understanding of citizenship. It is argued that, despite the fact that the meaning of citizenship in Europe varies, citizenship education for Europe must consider the special circumstances that shape different understanding in order to succeed in cultivating a multidimensional citizenship that goes beyond nationality. (Contains 3 tables.)… [Direct]

Llewellyn, Gwynnyth (2013). Parents with Intellectual Disability and Their Children: Advances in Policy and Practice. Journal of Policy and Practice in Intellectual Disabilities, v10 n2 p82-85 Jun. In many countries, women and men with intellectual disability (ID) marry and have children of their own; however, in some countries, this is still taboo. Reproduction and parenting by people with ID is often a "hot" topic. Important questions related to this phenomenon include: Can people with ID provide "good enough" parenting? Can they be taught to be good parents? What about their children; should their children be taken away and cared for by someone else? Issues concerning healthcare that can support parenting, together with what supports are necessary for people to exercise the right to retain their fertility and to have their own family bear examination. In the Asia-Pacific region, an expanding focus on disability rights, deinstitutionalization, and inclusive policies means that there are more opportunities for people with ID to become parents. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) and the Incheon Strategy to… [Direct]

McClure, Marissa (2014). S/M/Othering. Studies in Art Education: A Journal of Issues and Research in Art Education, v55 n3 p253-257 Spr. Recent scholarship in art education has introduced complex discourses of mothering, m/othering curriculum, (m)others), m(other)work, family structures that confront myths of the nuclear family, non-Western motherhoods, and disability. Feminist artists and activists have long confronted cultural constructions of motherhood and the pregnant, post-partum, and lactating body in their work. Yet, bodies rendered infertile through either biological or sociocultural exclusion from parenting and the loss(es) associated with infertility remain largely invisible in both artistic practice and academic discourse. This absence is "s/m/othering." It perpetuates misunderstandings of the complex reality of mothering and parenting experiences in all their expressions. It at best condones and at worst reproduces discriminatory institutional practices such as routine exclusion of fertility treatments and of benefits for adoptive families from health insurance plans, limiting possibilities for… [Direct]

Kershaw, Baz (2012). Performance Ecologies, Biotic Rights and Retro-Modernisation. Research in Drama Education, v17 n2 p265-287. This article is based on a paper first presented at the Performance Studies international annual conference on Performing Rights at Queen Mary, University of London, 2006. It has been rewritten specially for this themed issue of "RiDE" in light of my research following publication of "Theatre Ecology: Environments and Performance Events" in 2007. Mainly in the format of a thought experiment, it argues that the current ecological crisis of global warming could be a systemic "insanity" of planet Earth produced by a human compulsion to perform. It aims to demonstrate that finding cures for this affliction requires a radical revision of how "Homo sapiens" values human rights via complementary biotic rights inclusive of other organic species. As these rights are an aspect of ongoing global performance ecologies understood as integral to eco-systemic evolution, it becomes necessary for humans to invent refreshed ways of assessing how futures… [Direct]

Akar, Hanife; Keser, Filiz; Yildirim, Ali (2011). The Role of Extracurricular Activities in Active Citizenship Education. Journal of Curriculum Studies, v43 n6 p809-837. There have been multiple trends of building democratic citizens through formal education, and in the European context the trials have been dramatically increased with the Europeanization process since the 1980s. In line with this trend, an in-depth qualitative case study was carried out in a private primary school in Turkey to shed light on the role of school-based extra-curricular activities as a contemporary trend in building active citizenship values and competencies in students. Qualitative data were collected through multiple data collection tools as observation field notes, interviews, and document analysis to achieve triangulation and trustworthiness. Much of the findings were compatible with EURYDICE Report (2005) on citizenship education, and yielded six themes, called the six blossoms of extra-curricular activities in citizenship education: namely, active citizenship perception; social accountability; intercultural awareness; awareness of democracy and human rights;… [Direct]

Winton, Sue (2011). Managing Conduct: A Comparative Policy Analysis of Safe Schools Policies in Toronto, Canada and Buffalo, USA. Comparative Education, v47 n2 p247-263. Public school districts in Buffalo, USA and Toronto, Canada reviewed their safe schools policies in 2008. Revised Codes of Conduct are compared to earlier versions and each other, and a conceptual policy web is used to understand how local, state/provincial, national, and international influences affect local safe school policies. The comparison demonstrates that while influenced by international beliefs about unsafe schools and youth violence, affected by local social, economic, and historical contexts, and constrained by state/provincial and federal policies, local school districts are nevertheless able to exercise some agency. The study also highlights the importance of Ontario's Human Rights Commission as a policy actor, and suggests zero tolerance for non-serious incidents may be practised in Buffalo schools. This finding and the continued practice of excluding students from schools in both districts as a discipline approach casts doubt on the sincerity of governments'… [Direct]

Brown, Jennifer; Kroeger, K. A. (2011). Placebo Medication Use for Behavior Management in an Adult with Autism. Education and Training in Autism and Developmental Disabilities, v46 n3 p470-476 Sep. Buspar (buspirone) is an anxiolytic medication used to reduce symptoms associated with anxiety. The current study provides a case description of a man diagnosed with autistic disorder where Buspar was prescribed on an \as needed\ basis in order to decelerate tantrum behavior associated with undifferentiated anxiety. After successful reduction of tantrum behavior over time, caregivers reported a routine drug-effect time of less than 5 minutes. With consent through the individual's employer's governing human rights committee, a placebo pill was administered in place of the Buspar in the man's work environment. The placebo has successfully maintained reduction of the tantrum behavior. Given that the experimental treatment is less restrictive on the individual than the previous treatment, a treatment reversal was deemed unethical. Theories of mechanism and maintenance are discussed, as well as limitations to the current study. Directions for future research and implications for adults… [Direct]

Gross, Zehavit (2011). A Typology for the Development of Holocaust Education Scholarship: Coping with a National Trauma. Curriculum and Teaching, v26 n1 p73-86. This article proposes a typology that conceptualizes a chronological approach to Holocaust Education and suggests that we focus on identifying the stages and shifts in the development of the curriculum and the scholarship. I attempt to organize existing knowledge on the subject by conducting a meta-analysis of the foundations and basic premises of Holocaust education in Israel based on a survey of the textbooks and the major literature in the field. My basic assumption is that this typology and these stages of development of Holocaust education are structurally the same all over the world, as they reflect the way a nation copes with a national trauma. In today's world, where Holocaust education has become a globalized phenomenon, this typology can serve as a basis for comparative analyses worldwide. As the Holocaust has become a metaphor for atrocity and genocide, Holocaust education is relevant all over the world and has become integral part of global human-rights and antiracist… [Direct]

Keskitalo, Pigga; Maatta, Kaarina (2011). The Linguistic Special Features of the Sami Education. Indian Journal of Applied Linguistics, v37 n2 p5-26 Jul-Dec. This article focuses on the features of Sami language instruction at the first school grades in Norway. The most important part is to describe what kind of challenges Sami language instruction at the first grades as an indigenous people's language and with the status of a minority language has. This situation introduces some differences and challenges that must be taken account at the planning level and in classroom working in practice. Sami language instruction is effected in a situation which is challenging both from the sociological and human rights perspectives. Pupil groups are more heterogeneous than ever before because of the assimilation process and power relations as well as the status of Sami language. Teachers must work in a situation which is quite different from the national-level language situation as a whole. Any examples cannot be found in research or in the national-level language situation as the situation of Sami language differs from that remarkably. (Contains 2… [Direct]

Barrett, Angeline M. (2011). A Millennium Learning Goal for Education Post-2015: A Question of Outcomes or Processes. Comparative Education, v47 n1 p119-133 Feb. As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based and social justice conceptualisations of education quality. A Millennium Learning Goal may enhance information on inclusion, conceived as equal opportunity to achieve learning outcomes. However, there is a danger that it would be misused to generate high stakes tests that can be detrimental to the achievement of goals that are not readily measurable and hence to the relevance of education. It is argued that a process goal with qualitative targets for the assessment of learning, for the monitoring of educational processes and for the processes by which learning goals are determined would be more appropriate for the international level and… [Direct]