Torczyner, Jim (1991). Discretion, Judgment, and Informed Consent: Ethical and Practice Issues in Social Action. Social Work, v36 n2 p122-28 Mar. Examines ethical considerations regarding advocacy and social action in atmosphere of uncertainty. Considers use of discretion and protection and defense of fundamental human rights in absence of organized, informed constituency. Examines informed consent and client's best interest when neither individual not collective group has autonomy through case study describing attempt to terminate special state investigations of poor people. (Author/NB)…

Kulikowski, Juliusz (1997). Open Access to Information Highways: Chances and Dangers for Developing Countries. International Information & Library Review, v29 n2 p181-88 Jun. Discusses the commonly accepted human right to information, access to information in highly computerized societies, and protection of the interests of users of information. Considers the potential for morally doubtful or illegal activities that is created by easy access to computer networks and information services. Technical, financial/organizational, legal/administrative, and educational/social counteractions to such problems are suggested. (AEF)…

Getz, Irene; Narvaez, Darcia; Rest, James R.; Thoma, Stephen J. (1999). Individual Moral Judgment and Cultural Ideologies. Developmental Psychology, v35 n2 p478-88 Mar. Two studies examined how moral judgment and cultural ideology combine to predict moral thinking in members of a conservative church and a liberal church, and in a secular sample of university undergraduates. Found that a combination of religious ideology, political identity, and moral judgment predicted the church members' opinions on human-rights issues. This finding was replicated with the secular sample. (KB)…

De Beaugrande, Robert (1999). Theory and Practice in the Discourse of Language Planning. World Englishes, v18 n2 p107-21 Jul. Language planning confronts a situation in which human rights have become inclusive in theory but remain exclusive in practice, often deploying language or language varieties as pretexts for exclusion. This article suggests that language planning should promote a dialectic between inclusive theories and inclusive practices within its own projects and within its own discourse, and should deconstruct exclusive ones. (Author/VWL)…

Bondergaard, Jette (1998). The Option of Rationality in the Source of Joy of Life. International Journal of Early Childhood, v30 n1 p47-51 May. Examines challenges arising from a growing consciousness of environmental problems and their implications for education in general and for early childhood education specifically. Argues that cultures should consider both human rights and environmental protection, that they need to develop solidarity and create peaceful ways of living. Maintains that rationality can be an option when children experience trust and openness. (KB)…

Parekh, Bhikhu (2000). The Commission on the Future of Multi-Ethnic Britain: A Summary of Some of the Main Principles and Recommendations. MCT, v19 n1 p6-7 Aut. Discusses the main principles and recommendations of the Commission on the Future of Multi-Ethnic Britain, an independent think-tank devoted to promoting racial justice in Britain. Some of the tasks identified for Great Britain are: rethinking the national story and national identity; addressing and removing all forms of racism; reducing economic inequalities; and building a pluralistic human rights culture. (SM)…

Gallavan, Nancy P. (2002). I, Too, Am an American: Preservice Teachers Reflect upon National Identity. MCT, v20 n2 p8-12 Spr. Preservice teachers read poetry by Langston Hughes and an Arab American student about being American, then composed and discussed their own poems. Poems helped them reflect on their own cultures and attitudes, thus developing a caring community of learners who valued diversity and human rights. Investigating cultural characteristics, self-identity, and national identity presented critical pedagogy inherent to effective multicultural education. (SM)…

Bender-Slack, Delane (2002). Using Literature To Teach Global Education: A Humanist Approach. English Journal, v91 n5 p70-75 May. Believes that students must be able to make a basic connection to the collective humanity. Notes that teenagers especially care about injustice and through exploring the global picture of human rights violations, they become aware and have desire to act on that awareness. Uses the humanistic approach to make 16th- to 20th-century British literature more accessible to students. (SG)…

Wing, Adrien K. (1999). Race and Gender Issues: Critical Race Feminism. Journal of Intergroup Relations, v26 n3 p14-25 Fall. Introduces a new body of legal scholarship on race and gender: critical race feminism (CRF), examining critical legal studies, critical race theory, and feminism. Explains the term "global multiplicative identities" as it relates to CRF and concludes that CRF has the potential to benefit from more sustained interaction with human rights workers in the United States and elsewhere. (SM)…

Godoy, Angelina Snodgrass (1999). "Our Right Is the Right to Be Killed": Making Rights Real on the Streets of Guatemala City. Childhood: A Global Journal of Child Research, v6 n4 p423-42 Nov. Conducted in-depth interviews with street children and child protection workers in Guatemala City to better understand the process by which street children decide to initiate a legal case to seek justice for abuses suffered. Argues that the decision to take legal action is based on beliefs in basic human rights principles and perceived connectedness to mainstream society and its institutions. (Author/KB)…

Kelin, Daniel A., II (2001). Popcorn from the Sky. Teaching Tolerance, n20 p17-21 Fall. Describes how one Hawaiian elementary teacher uses drama and folklore to teach students about historic events and human rights, guiding students through an active, hands-on reconstruction of a dramatic historic event (nuclear testing in the Bikini Atoll) and providing just enough information at each step of the story to elicit accurate, emotional responses to the situation as it unfolds. (SM)…

(1998). Education Is a Human Right 1998: El Barometer on Human and Trade Union Rights in the Education Sector. In many countries, often at great personal cost, teachers and education support staff are at the forefront of the struggle for basic trade union and human rights. This book acknowledges their contributions. It also draws inspiration and hope from their efforts to show that a commitment to the interests of every child, to quality education, and to effective trade union organization can make a difference. The report focuses on the extent to which the right to education is available to children and adults, and the extent educators enjoy fundamental human and trade union rights set out in the major international declarations and conventions. Child labor in every country where Education International has members (Africa, Asia and the Pacific, Europe, Latin America, North America, and the Caribbean) is highlighted. The report contends that the juxtapositioning of access to education, child labor, and trade union rights for teachers and other education staff reflects their… [PDF]

Ostrer, Mitchel E. (1978). "General Electric Co. v. Gilbert": Defining the Equal Opportunity Rights of Pregnant Workers. Columbia Human Rights Law Review, v10 n2 p605-42 Fall-Win 1978-79. Gives particular attention to the Supreme Court's definition of "sex based discrimination" and its application of the "Griggs" effect-test. Asserts that the Court has adopted the most conservative available notion of equal opportunity. Available from Columbia Human Rights Law Review, Box 54, Columbia University School of Law, 435 West 116th Street, New York, New York 10027; $6.00 per issue. (Author/IRT)…

De La Caba Collado, Mariangeles; Lopez Atxurra, Rafael (2006). Democratic Citizenship in Textbooks in Spanish Primary Curriculum. Journal of Curriculum Studies, v38 n2 p205-228 Apr. This paper analyses how textbooks deal with the issues of education for democratic citizenship encompassed within the European framework and Spanish educational reforms. The sample comprised the 24 individual texts in social science, natural science, and technology for 6-12-year-olds. This paper delimits and defines the six themes for analysis: responsibility, participation, conflict resolution, diversity, and human rights. It offers a qualitative description of the content of each theme as well as a quantitative assessment of the frequency with which they appear. The results indicate that European ideals of citizenship education are dealt with unevenly, and in some cases barely, in these textbooks. (Contains 4 notes.)… [Direct]

Kay, William K.; Ziebertz, Hans-Georg (2006). A Nine-Country Survey of Youth in Europe: Selected Findings and Issues. British Journal of Religious Education, v28 n2 p119-129 Mar. A nine-country survey of the life orientations, values and institutional trust of 8948 young people at the upper end of the secondary school age range was set up at the University of Wurzburg in the year 2000. Key findings demonstrate that these young people value personal autonomy and are orientated to success in their professional lives and that they especially trust human rights and environmental groups. Religion is associated positively with humanitarianism and in some countries negatively with modernity. These findings provide an indication of the typical life stances of future opinion-formers and illustrate methodological issues thrown up by international research. (Contains 1 table and 5 notes.)… [Direct]

Javits, Jacob (1975). Congress' Record on Civil Rights. Integrated Education, 13, 3, 21-22, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, focuses on the Voting Rights Act–a law, extended in 1970, which provided for federal registrars in any state or county having a substantial minority population and a literacy test where voter participation fell below 50 percent-which is due to expire in the summer of 1975. (Author/JM)…

Buggs, John (1975). School Desegregation, North and South. Integrated Education, 13, 3, 116-121, May-Jun 75. This testimony, by the staff director of the U.S. Commission on Civil Rights before the New York City Commission on Human Rights public hearings in May 1974, reviews the U.S. Commission's study of school desegregation over a three-year period, along with earlier research, and asserts that school desegregation is the surest guarantee of equal educational opportunity for all children. (Author/JM)…

Gerry, Martin (1975). The HEW Review of Educational Services to New York's Minority Children. Integrated Education, 13, 3, 160-165, May-Jun 75. Testimony before a public hearing of the New York City Commission on Human Rights in May 1974 by the project director of a projected in-depth review of the delivery of educational services to over 700,000 minority children attending the New York City Public School system asserted to be the largest civil rights review of its kind in U.S. history. (Author/JM)…

May, Stephen (2000). Uncommon Languages: The Challenges and Possibilities of Minority Language Rights. Journal of Multilingual and Multicultural Development, v21 n5 p366-85. Outlines some of the key complexities and controversies that surround the advocacy of minority language rights, most notably via the movement of linguistic human rights (LHR). Argues that while the LHR movement has much to offer, particularly in articulating how minority languages might come to enjoy some of the privileges accorded majority languages, it must also address more adequately a number of key issues. (Author/VWL)…

Goldwin, Robert A., Ed.; Schambra, William A., Ed. (1985). How Does the Constitution Secure Rights?. Third in a series designed to help prepare the nation for a thoughtful observance of the Constitutional bicentennial, this publication presents six essays addressing the issue of human rights and the Constitution. "How the Constitution Protects Our Rights: A Look at the Seminal Years" (Robert A. Rutland) focuses on James Madison's role in obtaining a bill of rights. "The Constitution and the Bill of Rights" (Herbert J. Storing) looks at the original debate over the Bill of Rights and at what issues were not addressed in these ten amendments. "Two Models of Adjudication" (Owen M. Fiss) considers structural reform of the government as a new mode of litigation. "The Constitution as Bill of Rights" (Walter Berns) examines how human rights are assured and delineated within the text of the Constitution. In "Subsistence Rights: Shall We Secure These Rights" (Henry Shue), the author considers potential conflicts between basic economic,…

Ahmad, Iftikhar (2004). Shirin Ebadi: A Muslim Woman Nobel Peace Laureate. Social Education, v68 n4 p260 May-Jun. The Nobel Peace Prize is recognized as one of the most prestigious global awards. Each year the Norwegian Nobel Committee, which is appointed by Norway's parliament to select the winner, receives many nominations from around the world. Shirin Ebadi, who is from Iran, became the eleventh female Nobel Peace laureate in 2003. Ebadi is the third Muslim and the first woman from the Muslim world to be honored with the prize. When the Nobel Committee made the announcement, it acknowledged that of the 165 contestants, the committee had selected Ebadi because of the courage she demonstrated in her struggle for human rights and democracy in Iran. This article explores following questions so readers may learn about some of the challenges that citizens of the Muslim world face in their struggle for democracy: (1) Who is Shirin Ebadi? (2) What is her contribution to human rights and democracy in Iran? and (3) What is the significance of the Nobel Peace Prize for Iran and other Muslim societies? A…

(1995). International Conference on Education, 44th Session (Geneva, Switzerland, October 3-8, 1994). Final Report. This document presents the final report of the International Conference on Education, attended by 128 Member States of the United Nations Educational, Scientific, and Cultural Organization, as well as representatives from 9 inter-governmental organizations (INGOs), 36 international non-governmental organizations (INGOs) and one foundation. A total of 736 participants were in attendance. Divided into three parts, part 1, \Summary of the Plenary Discussions,\ contains: (1) Opening Ceremony; (2) Major Debate 1: Towards a Culture of Peace, Human Rights and Democracy through Education for All; (3) Major Debate 2: Presentation by Region of the General Theme of the ICE; (4) Major Debate 3: Educating for Mutual Understanding and Tolerance; (5) Major Debate 4: Education for the Twenty-First Century; and (6) Closing Ceremony. Part 2 is entitled \Work of the Committee of Governmental Experts.\ Part 3, \Documents Issued by the Conference,\ contains: (1) Declaration of the 44th Session of the… [PDF]

Hubbard, Philip G. (1999). My Iowa Journey: The Life Story of the University of Iowa's First African American Professor. Singular Lives: The Iowa Series in North American Autobiography. This autobiography recounts the life story of an African American educator at the University of Iowa from 1965 to 1991, as its first African American professor and then as its first African American administrator. The book recounts his childhood and family relations, his student years at the university and his graduation as an electrical engineer, his employment as a teacher, and his experiences of discrimination. The professor's major accomplishments during his tenure as an administrator as establishing policies that focused on human rights and which transformed the makeup of the student body are defined, as well as its faculty and staff, by seeking to eliminate discrimination based on race, religion, or other nonacademic factors and by substituting affirmative action for the traditional old-boy methods of selecting faculty and administrators. The book is organized into four sections which cover (1) the early years (his childhood and moving to Iowa); (2) the engineering years…

Grover, Sonja (2007). Children's Right to Be Educated for Tolerance: Minority Rights and Inclusion. Education and the Law, v19 n1 p59-70 Mar. States do not make a genuine commitment to peace where children's right to be educated for tolerance is denied. Education for tolerance is considered a central aim of education, as set out in Article 29 of the \Convention on the Rights of the Child\ (CRC). Hence, states are obliged under the convention to create conditions conducive to such an education. Such conditions undoubtedly include providing an opportunity in an educational setting for some level of interaction between children of different backgrounds (while still maintaining whatever educational programmes are deemed necessary for the preservation of the culture of various minority groups). To eliminate the opportunity for any level of educational integration between children from the dominant group and from various national minority groups or other identifiable groups (such as disabled and non-disabled children, citizen and immigrant or child refugee groups) is to infringe upon children's fundamental human right to free… [Direct]

Warner, David C., Ed. (1977). Toward New Human Rights: The Social Policies of the Kennedy and Johnson Administrations. The social programs of the Kennedy and Johnson Administrations which were designed to extend basic rights to all citizens and to develop new social rights for those in need are examined in this book of papers presented at a conference. The initiation and development of the various programs are described and analyzed by scholars and policy makers. The results of the programs are evaluated and the future course necessary for fully carrying out their objectives is delineated. The book is divided into six sections focusing upon the move toward new human rights, the right to a decent standard of living, the right to health and medical care, the right to decent housing in a decent community, the right to equal educational opportunity, and the right to equality under the law. In each section different aspects of the topics are discussed by the individual authors and their arguments and conclusions are summarized. Brief profiles of the book's contributors and a list of conference…

Mukhongo, Anna Nabuyaya (2010). Citizenship Education in Kenya: A Content Analysis of State-Sponsored Social Studies Instructional Materials. ProQuest LLC, Ph.D. Dissertation, Clemson University. The purpose of this study was to determine whether or not the principal citizenship issues identified by scholars as significant with regard to the African experience were addressed in state-endorsed Kenyan social studies instructional materials. This study also determined whether or not the treatment of the principal citizenship issues was consistent with the recommendations in the citizenship literature. In addition, this study analyzed and evaluated the pedagogical exercises present in social studies instructional materials. A qualitative content analysis was used for the study. Content in the social studies materials was read iteratively to determine patterns and generate themes. The generated themes were evaluated against the scholars' recommendations. Pedagogical exercises in social studies instructional materials were also identified and classified into two categories, passive and active learning exercises. For the purpose of analysis, data were collected separately from… [Direct]

Lowery, Christine T., Ed.; Mattaini, Mark A., Ed.; Meyer, Carol H., Ed. (2002). Foundations of Social Work Practice: A Graduate Text. As social work enters its second century, dynamic developments in practice and theory, the richness offered by multiple cultures and groups, and changing political and economic climates are potent forces driving advances in social work knowledge and practice. In the context of this professional evolution, this textbook wrestles with and builds on these exciting strides forward while maintaining the central emphasis on social justice, the sharing of power in practice, and human rights. In this third edition, the authors have collected teachings from some of the profession's most experienced practitioners to prepare graduate students to take on the challenges of the 21st century. Chapters include: (1) "The Ecosystems Perspective: Implications for Practice" (M. A. Mattaini and C. H. Meyer); (2) "Social Justice and International Human Rights" (C. T. Lowery); (3) "Professional Values and Ethics" (B. G. McGowan and M. Mattison); (4) "Diversity, Ethnic…

Cumbrera, Marco Garrido; Harnois, Gaston; Lecomte, Jocelin; Mercier, Celine; Saxena, Shekhar (2008). WHO Atlas on Global Resources for Persons with Intellectual Disabilities 2007: Key Findings Relevant for Low- and Middle-Income Countries. Journal of Policy and Practice in Intellectual Disabilities, v5 n2 p81-88 Jun. The World Health Organization (WHO) Atlas-ID project was designed to collect, compile, and disseminate information on intellectual disabilities (ID) services and resources from across the world. This paper aims at selecting findings in the Atlas-ID that can be used as a tool for advocacy, human rights awareness, development planning, and monitoring changes regarding resources for persons with intellectual disabilities and their families in countries with the lowest levels of income in the world. After consultation with experts in the field of ID, a questionnaire and its accompanying glossary were developed. This questionnaire was completed by national respondents from 147 countries, areas, and territories that are WHO members (response rate of 74.6% corresponding to 94.6% of the world population). Cross-tabulations were calculated according to WHO region that the countries belong to as well as their levels of income. The data from the Atlas-ID allowed for documenting similarities and… [Direct]

(1991). Convention on the Rights of the Child. This publication aims to inform students and adults about the United Nations Convention on the Rights of the Child established in 1989. The Convention is the first international legal instrument to designate guarantees for children's human rights. It provides a single, up-to-date global perspective on the rights of the child which have been expressed in international treaties and declarations during the past 40 years. A whole range of human rights–civil, political, economic, social and cultural–is recognized by the Convention. A healthy and safe environment, access to medical care, and minimum standards of food, clothing and shelter are required to provide the freedom a child needs to develop intellectually, morally, and spiritually. Moreover, the Convention acknowledges the right of children to act in the interest of their own development, to express opinions, and to have those opinions taken into account regarding decisions relating to their lives. Other areas covered by the… [PDF]

Patrick, John J. (1999). Two Concepts at the Core of Education for Democratic Citizenship: Constitutionalism and Human Rights. Standards for teaching, learning, and assessing civics or democratic citizenship should emphasize two centrally important concepts: (1) constitutionalism; and (2) human rights. If students in schools and citizens in the polity fail to know, value, and act in terms of these concepts, then their prospects for building and maintaining liberal democracy are poor. An important gauge of curricular frameworks, content standards, instructional materials, and pedagogical practices considers whether these concepts are amply and effectively addressed in the curriculum and classroom. Effectiveness in teaching these core concepts is enhanced by collaboration and partnerships between liberal democracies and by international partnerships in civic education such as those initiated by CIVITAS (an international civic education exchange program). (MM)… [PDF]