Demir, Cennet Engin; Paykoc, Fersun (2006). Challenges of Primary Education in Turkey: Priorities of Parents and Professionals. International Journal of Educational Development, v26 n6 p640-654 Nov. This article investigates the major issues and problems of Turkish society that may have an impact on people's daily lives, and the characteristics required of primary school graduates as citizens in response to those issues and problems from the perspectives of parents and educational professionals. Data was collected from 407 parents and 389 professionals using three questionnaires developed by the researchers. Results indicated that priority challenges of primary education were considered to relate to peace, the environment, human rights, democracy, justice and equality. Additionally, primary school graduates were said to require critical thinking, problem solving, language and life skills, as well as open-mindedness, expressiveness, peacefulness, flexibility and sensitivity towards environmental issues…. [Direct]

Verhellen, Eugeen, Ed. (1998). Understanding Children's Rights: Collected Papers Presented at the International Interdisciplinary Course on Children's Rights (3rd, Ghent, Belgium, June 27-July 4, 1998). Ghent Papers on Children's Rights No. 3. Papers compiled in this third annual conference collection deal in particular with views and theories on children's rights and provide extensive information on background, motivation, strategies, and main trends in the field of children's rights. Following the welcome addresses to the conference, the 52 papers cover a variety of relevant topics, including: (1) United Nations Decade for Human Rights; (2) the United Nations Convention on the Rights of the Child; (3) the role of culture in children's rights; (4) children's rights and children's development; (5) children's political rights; (6) child advocacy; (7) the Non-Governmental Organizations and children's rights; (8) Childwatch International Research Network; (9) sociological perspectives on childhood; (10) children's social participation; (11) economic perspectives on childhood; (12) the World Bank and children's rights; (13) international human rights law; (14) UNESCO and children's rights education; (15) child labor; (16)…

Paulson, Julia, Ed. (2011). Education, Conflict and Development. Symposium Books Under various names–education and conflict, education and fragility, education and insecurity, etc.–the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development. In many instances, however, these important insights are derived less from rigorous research and scholarship in the social sciences than from the delivery and evaluation of educational programming in situations affected by conflict. This… [Direct]

Larson, Meredith A.; And Others (1979). Finding the Common Denominator: The Capacity of State Agencies to Assist the HEW Office for Civil Rights. This two part study was designed to determine whether working relationships can be expanded between the Office for Civil Rights (OCR) and various State agencies with similar missions. First, a survey of State laws and enforcement mechanisms identifies those States with current laws or policies similar to those that OCR administers. Results indicate that all but 11 States have specific or probable authority over such areas. The second part of the study explores the resources and capabilities of eight States in the area of civil rights. The scope and activities of each State's human rights commission, education agency, public health department and other human service agencies are described. The following conclusions are drawn: (1) agencies' willingness and capacity to work with OCR varies greatly; (2) many State human rights organizations are sophisticated and efficient; (3) several State education agencies operate strong civil rights programs that could be used to expand OCR's…

Davies, Merryn; Eckersley, Bill; Edwards, Tony; Vernuccio, Natalie; Williams, Jo (2009). Access and Success: Not Just a Dream!. Australian Teacher Education Association, Paper presented at the Annual Conference of the Australian Teacher Education Association (ATEA) (Albury, Jun 28-Jul 1, 2009). In March 2008, the Federal Government initiated a Review of Australian Higher Education. The Report (Bradley, Noonan, Nugent and Scales, 2008) highlighted the fact that Australia has reached a key stage in its history with respect to higher education. It states that Australia is falling behind other countries in performance and investment in higher education. Currently Australia is ranked 9th out of 30 countries in the proportion of the Australian population aged 25-34 years with a degree level qualification (down from 7th a decade ago).The Report argues that in order for Australia to remain internationally competitive in the global economy, it must have access to increased numbers of well qualified people in its workforce. The challenge is to identify where this increased number of degree qualified people may come from. In order to address this issue, the Report recommends that there is an urgent need to increase those members of groups that are currently under represented in higher… [PDF]

Hvistendahl, Mara (2009). Where the Leaders of 1989 Are Now. Chronicle of Higher Education, v55 n38 pB10 May. This article describes the current lives of the Chinese leaders of 1989. Wang Dan, an active organizer year before the demonstrations and quickly became a leader in the square, has completed a Ph.D. in Chinese history at Harvard University last year and is now on a postdoctoral fellowship at the University of Oxford. Wu'er Kaixi, who took a leading role in the student hunger strike, has studied at Harvard University and completed a master's degree in political science at Dominican University of California. He now lives in Taipei, where he manages an investment fund. Wang Chaohua, who became a voice for moderation in the square, has graduated with a Ph.D. in Asian languages and culture from the University of California at Los Angeles, and is now living in Los Angeles, where she is writing a book about Cai Yuanpei, the early 20th-century Peking University chancellor whose educational reforms helped pave the way for the May Fourth movement. Liu Xiaobo, one of China's most prominent… [Direct]

Thelin, Bengt (1986). Peace Education: Peace-Liberty-Development-Human Rights. Service Material S 86:3. In Sweden, as in many other countries, interest and instruction concerning the conditions and prospects of peace have grown against the background of current world events. Increasing pupils' knowledge and awareness of the survival problems in the world are the keys to peace education. Most items of peace education are more or less included in the syllabi for civics, history, and religious education courses; but, responsibility for teaching the international aspects is shared among teachers of all subjects. The Swedish curriculum prescribes and supports well-planned international instruction, with particular emphasis on the conditions and prospects of peace. The content of peace education is summed up in terms of peace, liberty, development, and human rights. The task for the student is to acquire and apply an active view of knowledge. (SM)…

Bjerstedt, Ake (1993). Second-Order Learning and Education for Peace: Eva Nordland and the Project "Preparedness for Peace." Peace Education Miniprints No. 54. This interview explores the views of Eva Norland, an educational researcher and peace activist. A discussion of peace education examines definitions, school contribution, age levels, teacher training, and instructional approach. Eva Norland offers her opinion on the concept of peace from environmental development, solidarity work, human rights, and disarmament perspectives. Brief background notes and a nine-item list of selected publications of Eva Nordland follow the interview. (CK)… [PDF]

Adams, Arvil (1975). The Impact of FEP Legislation. Integrated Education, 13, 3, 49-52, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, had three express focuses: (1) on urban poverty among blacks in the non-south; (2) on the enforcement of Fair Employment Practice (FEP) legislation and its effect on the economic position of blacks and other minority groups; and, (3) on guidelines for improving the enforcement of FEP Legislation. (Author/JM)…

Lowenstein, Albert (1975). Ending Job Discrimination in New York City. Integrated Education, 13, 3, 63-64, May-Jun 75. This testimony, before a public hearing of the New York City Commission on Human Rights in May 1974, is stated to discuss the failure of the City of New York under the New York Plan to end job discrimination despite the explicitness of the law in this area: the first law in New York State prohibiting discrimination came either in the late twenties or early thirties. (Author/JM)…

Anker, Irving (1975). Integration in New York City Schools. Integrated Education, 13, 3, 137-142, May-Jun 75. The Chancellor of the New York City Board of Education discusses, in his testimony before a May 1974 public hearing of the New York City Commission on Human Rights why the goal of integration in New York City, as in other inner city areas throughout the country, remained so elusive, noting that 66 percent of public school children in New York City are minority group children. (Author/JM)…

Counselor, Educator, Student Responsibilities. This publication lists the responsibilities of the counselor/educator and the student in a columnar arrangement. It speaks first to the 12 main aspects of human rights, such as Freedom of Religion, Freedom of Inquiry and Expression, Due Process, Freedom of Association. Under each main division several examples are listed, such as School Religious Practice, Language Usage; then the corresponding counselor/educator and student responsibilities are briefly but clearly stated. (PFS)…

Miller, Lisa, Comp.; Raby, Rosalind Latiner (2003). Comparative and International Education: A Bibliography (2002). Comparative Education Review, v47 n3 p352-420 Aug. Cites 1,424 articles on comparative and international education in 319 journals published 2002. Categories: adult, rural, vocational, literacy, lifelong, and popular education; child, citizenship, human rights; comparative; curriculum, instruction, assessment; educational planning, development, and reform; gender; general; higher education; indigenous education; intercultural, bilingual, multicultural; methodology, theory; minority, refugee, and immigrant education; policy analysis; primary education; secondary education; special education; study abroad; teacher education; technology; world regions. (SV)…

Dongfang, Han (2002). Creating Political Space To Defend Chinese Workers. American Educator, v26 n4 p41-44 Win. Presents comments spoken at a human rights conference by Han Dongfang, a Chinese activist who was jailed after an attempt to organize China's first independent union from a tent in Tiananmen Square during the democracy movement. Today, he is barred from the mainland but works from Hong Kong through Radio Free Asia. Comments focus on foreign investment, corporate codes of conduct, growing labor activism, lawsuits, and China's official union. (SM)…

Reiter, Shunit (2000). Society and Disability: A Model of Support in Special Education and Rehabilitation. Focus on Exceptional Children, v32 n8 p1-14 Apr. This article proposes a new model offering a hierarchy of supports in special education and rehabilitation that incorporates three traditional models of assistance: the custodial-welfare model, the scientific-medical model, and the humanistic-educational model. The hierarchy is based on the principle that human rights to dignity, freedom, and equality should be impartially applied to all persons with disabilities and the support they receive. (Contains 13 references.) (DB)…

Madhu, Suri; Prakash, Madhu Suri; Stuchul, Dana (2004). McEducation Marginalized: Multiverse of Learning-Living in Grassroots Commons. Educational Studies: Journal of the American Educational Studies Association, v36 n1 p58-73 Aug. Fast food explored both as metaphor and social reality help us challenge the assumptions about education as a universal good transformed into a universal human right. Relations between education, development, and \one world\ discourses expose the incommensurability of Western liberal ideals with diverse cosmo-visions now flourishing among innumerable grassroots cultures. Initiatives for learning and living that now marginalize markets, thereby regenerating common peoples' commons, are also explored in this article….

Narsee, Sheila (2005). Navigating Unchartered Waters: Peace within Hearts, Hands & Minds. Higher Education Policy, v18 n4 p341-351. This paper is motivated by a need to foster worldwide institutional collaboration and to reconsider conceptualizations of teaching, learning and researching education, encompassing a concern with human rights and a culture of peace. Education is a fundamental element in all processes that aim to build a culture of peace and human rights (UNESCO, 2000). It is more than the provision of information, it is a lifelong, value-based process of improving knowledge and action within the framework of the principles of the international instruments of human rights. My paper is underpinned by the underlying principle of Mahatma Gandhi's philosophy of non-violence, Satyagraha and Ahimsa. In this paper, I articulate that in the context of deep human crisis in the 21st century, the education of future citizens need to be redressed so that a better balance is achieved between academic excellence and human values and moral perceptions. The making of moral citizens must mean persons with "human… [Direct]

Ginsburg, Mark (2010). Improving Aid Effectiveness or Transforming the Global Capitalist System. Current Issues in Comparative Education, v13 n1 p37-43 Fall. In the introduction to his article, \Aid, Development, and Education,\ Klees (2010) poses the question, has the \hundreds of billions of dollars in international aid… loaned to [or otherwise targeted to \assist\] developing countries through bilateral and multilateral mechanisms… helped?\ He then posits the question to be \too complicated to be well specified\ for empirical study, in part because \there are a myriad of interactive factors that affect poverty and economic growth besides aid\ and \international aid serves many [other] purposes.\ After reviewing a set of recent books on aid (Dichter, 2003; Easterly, 2008; Moyo, 2009; Riddell, 2007) framed mainly by authors subscribing to a neoliberal capitalist perspective, Klees concludes by stating that \the best anyone can say is that the situation could have been a lot worse than it is now without aid.\ Ironically, though, this conclusion may apply to: (1) the quality of life for all human beings; and/or (2) the compensatory… [PDF]

(1992). Selection of Least Restrictive Behavioral Interventions for Use with Students with Disabilities. Appendix H to the Utah State Board of Education Special Education Rules. The purpose of these Utah behavioral intervention policies and procedures is to provide state-of-the-art guidelines for educators dealing with the behavior problems of students with disabilities. The standards serve to assure that students have access to effective education procedures and due process, and that school districts minimize their risk of being involved in due process hearings and litigation. The guidebook describes the functions, composition, and responsibilities of the Utah State Office of Education Human Rights Committee, the Professional Peer Review Committee, local human rights committees, and the Individualized Education Program Team. It provides sample forms for summarizing interventions, acquiring parental consent, summarizing committee actions, and implementing emergency procedures. Behavioral interventions are then discussed, including: (1) preliminary strategies such as environmental engineering, pacing, home notes, precision commands, and parent conferences;… [PDF]

(1977). INTERdependence Curriculum Aid. Stressing global interdependence, this guide suggests resources, materials, and activities related to major world problems. Global interdependence is interpreted as connections between and among nations in areas of war and peace, human rights, environmental use, economics, and international law. The major objective is to help students understand the international moral, political, economic, and geophysical dimensions of world problems. Following a discussion of the concept of interdependence and a listing of resources, the document presents eight units related to global concerns: food and nutrition, global economy, human rights, oceans, peace, resource scarcity, science and technology, and international institutions. Each unit includes objectives, background, discussion questions, bibliography, resource materials, audiovisual aids, classroom activities, field trips, and references. Learning activities involve students in educational games, group discussion and role playing, reading…

(1977). Consultation on the Extension of the Associated Schools Project to the University Level: Report. Focusing on ways of extending UNESCO's 1974 recommendation concerning international education to the university level, educators from India, Mexico, Sweden, Nigeria, and the United States convened in Paris, August 22-26, 1977. The 1974 recommendation reaffirmed the responsibility of UNESCO nations to pursue educational opportunity, and advancement of justice, freedom, human rights, and peace. The document presents a four-part outline of the conference discussion. Part I considers the role and responsibility of universities in international education. Topics include the fragmentary nature of existing programs; contributions of university departments of peace studies, political science, and nuclear physics; program developments in elementary and secondary schools; and international themes which should be included in university curricula. Part II suggests how to implement education relating to world problems, human rights, peace, area studies, foreign languages, international…

Arikpo, Arikpo B.; Etor, Robert B.; Usang, Ewa (2007). Managing Democracy in the Workplace for Sustainable Productivity in Nigeria. Convergence, v40 n1-2 p67-80. Democracy engenders freedom for all, human rights, participation based on equality, shared values, the rule of law, due process, good governance and transparency. In the workplace, it would include freedom of expression, association, participation, access to available information and the right of workers to understand what goes on where they work. In Nigeria, where democracy is being vigorously entrenched both by the government and the population, with the assistance of some foreign countries, notably Britain and the United States, having the appropriate skills to instil democratic management in an emerging capitalist system such as we have in Nigeria is necessary and timely, in order to put in place an effective management that will improve productivity of workers in Nigeria. This article therefore examines the adoption of democracy in the workplace in recognition of the significance of shared roles in decision making between management and workers, and indeed all stakeholders in… [Direct]

(1986). Statement of Facts for 1986 City-Wide Mock Trial Competitions. United States Department of Justice Executive Office for Immigration Review in the Matter of Toni Radcliffe. No. MT-86. Prepared by the District of Columbia Street Law Project for its 15th annual city-wide mock trial competition, this instructional handout provides the material for a deportation hearing. The Immigration and Naturalization Service denied political asylum to Toni Radcliffe and seeks authority to deport him. Radcliffe claims that the articles that he wrote criticizing his government's policies would result in persecution if he were forced to return. The handout clarifies the laws and explains the legal precedents. As evidence, the handout provides Radcliffe's petition for asylum; the opinion against asylum by the U.S. Department of State; a press statement from Radcliffe's home government; and witness statements from Toni Radcliffe, his uncle and father, the director of Global Human Rights Organization, the Under Secretary at the State Department's Bureau of Human Rights and Humanitarian Affairs, and a psychologist. Through participation in mock trials and analysis of the activity,…

Windt, Theodore Otto, Jr. (1989). "A New Foreign Policy": President Jimmy Carter's Speech at Notre Dame, May 22, 1977. A Paper Presented in Honor of Everett Lee Hunt. An analysis of the content and a critique of the significance of President Jimmy Carter's 1977 commencement speech at the University of Notre Dame, show that technical weaknesses such as poor organization, inconsistent style, and overbreadth limited its intended effect. Carter had hoped that this speech would dispel confusion over some of his foreign policy decisions and would change the motivating principle of United States foreign policy from a negative one (anti-communism) to a positive one (supporting human rights). Instead, the news media found the speech to be ambiguous as to Carter's foreign policy intentions and questioned how his commitment to human rights–which they found praiseworthy–could be transformed from theory into practice. The speech differed from others by Carter in that it was a broad statement of policy rather than an addresss on specific measures, and Carter worked more closely with his speech writers and gave more attention to the effectiveness of the…

Gibbs, Virginia G., Ed. (1985). Latin America: Curriculum Materials for the Middle Grades. Self-contained activities that will help social studies or Spanish foreign language students in grades 6-8 learn about the history and culture of Latin America are provided. Following an introductory unit, the activities, ranging from easy to complex, are organized by the following countries and areas: Mexico, Central America and the Caribbean, Venezuela, Peru, Brazil, and Argentina. Summary units conclude the document. Activity themes and concepts are many and varied and include agriculture, art, colonization/colonialism, economics, education, exploration/conquest, family, flora and fauna, folklore, food, games/leisure, geography, holidays, human rights, interdependence, language, life style, migration, natural resources, politics/government, poverty, race/ethnicity, religion, revolution, slavery, social class, transportation, United States/Latin American relations, urbanization, urban/rural issues, women, and work. Information provided for each activity includes concept, activity…

(2000). China: Tradition and Transformation Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2000. This collection of curriculum projects considers the change and modernization of China. The following 15 projects are in the collection: "Globalization in China" (Allan Cooper); "Religion and Identity in Contemporary China" (Wade H. Dazey); "China and the West: A Global Context for Chinese Immigration to the United States" (Jennifer de Forest); "How Ping Pong Helped Open 'Windows' in China: Images Depicting the History of United States-China Relations since 1970" (Kenneth B. Ebert); "'Regarding the Problem of Newborn Piglets in Winter' by Chen Rong" (Nancy Gannon); "Chinese Impressions" (Michael M. Gunter); "The Opium War: Comparing Competing Historical Narratives" (Pete Hammer); "Human Rights in China" (Ken Hung); "Goals, Objectives, and Assumptions Regarding the Teaching of Intercultural Communication" (Charles Korn); "What's a Person To Think about China?????" (Michael Monley);… [PDF]

Davies, Lynn, Ed.; Osler, Audrey, Ed. (1994). Special Issue (26): Teacher Education and Equal Rights. Educational Review, v46 n2 p107-93. "Focussing on Equal Rights in Teacher Education (TE)" (Davies); "Place of Women in TE" (Maguire, Weiner); "UN Convention on the Rights of the Child" (Osler); "Parents and Entitlement" (Holden et al.); "International Political Development and Democratic TE" (Harber); "Equal Rights in the Classroom?" (Klein); "Equality of Educational Opportunity in Initial TE" (Bousted et al.); "Human Rights and Citizenship" (Spurgeon). (SK)…

(2001). The Status of Equal Opportunity for Minorities in Moorhead, Minnesota. This report contains information received at a public fact finding meeting held in Moorhead, Minnesota, in 1999. The meeting examined equal opportunity conditions for minority residents in Moorhead, noting possible disparities in four areas: income and employment, education, public safety, and housing and public accommodation. To buttress the data collected, researchers administered attitudinal surveys to white and minority residents. After an introduction to the study, data are presented on the four areas, offering background information, survey results, commentary from public and organization officials, and commentary from the minority community. Overall, there were significant differences between white and minority members' perceptions of equal employment opportunity. Whites perceived that there was equal opportunity in employment and earning, while minorities perceived barriers to equal employment opportunity. Minorities were disproportionately under-represented in the public… [PDF]

(1980). European Regional Seminar on Implementation of the UNESCO Recommendation Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms (Sofia, Bulgaria, 15-20 October 1979). Final Report. This document is the final report of the Unesco seminar on international understanding. The major purposes of the seminar were twofold: (1) to evaluate implementation of human rights and peace-related recommendations within Unesco member nations since 1974 and (2) to suggest how to develop and implement more effective human rights/international understanding approaches in the context of traditional and out-of-school education. The seminar was attended by 21 educational experts from 15 Unesco member nations and by 14 observers from Bulgaria. Presentation of status reports from the 15 nations represented at the seminar indicated that member states had been successful in implementing the 1974 recommendations in various ways, particularly in the areas of promoting the study of world issues and concentrating on helping young people think rationally about social and political issues. Suggestions for making education for international understanding and peace even more effective in the…

Kolchenko, Kateryna; Raver-Lampman, Sharon A. (2007). Comparison of Perceptions of Inclusion between University Instructors and Students with Disabilities in Ukraine. Journal of the International Association of Special Education, v8 n1 p43-53 Spr. Ukraine is currently involved in a heated debate about inclusion at all levels of education. This debate has become part of the country's efforts to improve human rights. Prior to independence in 1991, students with disabilities in Ukraine who desired higher education were not permitted to attend universities. How instructors and students with disabilities perceive the process of integration is important for Ukraine's continued movement toward becoming an egalitarian society. This study examined the differences in attitude regarding inclusion and university life between university instructors and students with special needs attending Open International University of Human Development "UKRAINE," the only Ukrainian university that welcomes students with disabilities. Results revealed no significant differences in the attitudes of the two groups. However, when individual questions were analyzed, instructors and students differed in their perception of instructors' willingness… [Direct]