(1999). Cultural Citizenship in the 21st Century: Adult Learning and Indigenous Peoples. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education. (Hamburg, Germany, July 14-18, 1997). This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines cultural citizenship in the 21st century: adult learning, and indigenous peoples. The booklet begins with an introduction and overview of the current situation of indigenous peoples throughout the world, including recent changes in thinking with regard to indigenous peoples. Three approaches to human rights for indigenous peoples are considered: the concept of universal human rights; the system of protection of minorities within existing states; and peoples' rights to self-determination. The following four pillars of learning with regard to indigenous peoples are explored: (1) learning to be (the right to self-identification and self-definition); (2) learning to know (the right to self-knowledge); (3) learning to do (the right to self-development); and (4) learning to live together (the right to self-determination). The six recommendations for follow-up that conclude… [PDF]

D'souza, Jean (2006). Language, Education and the Rights of the Child. World Englishes, v25 n1 p155-166 Feb. In this paper, the author aims to explore the connections between the right to basic education through the medium of the mother tongue and the right to education. She concentrates on child labor in India in general, and in Maharashtra, a state in Western India, in particular. She draws her data mainly from Pune (population 3,000,000), one of the larger cities in Maharashtra, but one may extrapolate from Pune to the rest of the state. An examination of the two rights as they apply to child laborers suggests that there is no necessary link between the two that would imply failure to provide mother tongue education results in deprivation and an infringement of basic human rights. Implications of this study for social workers, educators, linguistic rights researchers, and bilingual studies are discussed…. [Direct]

Akengin, Hamza (2008). A Comparative Study on Children's Perceptions of the Child Rights in the Turkish Community of Turkey and Northern Cyprus. Education, v129 n2 p224-234 Win. Developed communities make the children's right education a major part of the primary education, relating it with the human rights education. There are two sides with respect to the children's rights: the children themselves and their family and the school that have rights and interests in them and that determine the radius of action of children in terms of the social life. Both sides should know their rights and responsibilities to exercise these rights. The objective of this study is to determine the extent of children's awareness of their rights and the variables that are effective in it, and to provide data for a study that will make a comparison in this matter in terms of the efficiency of the new citizenship education program to be implemented in the future. This study was planned, aiming at determination of the situation, to consist of open-ended questions, application consisting of minimum 2 teaching periods, a test to be given for the purpose to reveal the change in… [Direct]

Zand, Ramin (2008). Frequency and Correlates of Spouse Abuse by Type: Physical, Sexual and Psychological Battering among a Sample of Iranian Women. International Journal of Mental Health and Addiction, v6 n3 p432-441 Jul. Introduction: Violence against women is one of the main, yet neglected, social problem in many countries. Unpublished reports and other anecdotes suggest a high rate of violence against women in Iran. This preliminary study was developed to examine the frequency and correlates of physical, sexual, and psychological violence against women in this country. Materials and Methods: The study undertook structured interviews to identify the women who were abused by their spouse. This study was performed in two phases. The first phase involved the clarification of the concept of spouse abuse, designing a survey instrument, and fine-tuning the survey instrument through validity and reliability testing. The second phase consisted of the recruitment process through a multistage sampling method and administration of the survey instrument. Results: In total, 650 women consented to participate in this study. Thirty nine percent of women were victims of physical violence. Thirty percent of… [Direct]

Kleinwachter, Wolfgang, Ed.; Nordenstreng, Kaarle, Ed. (1992). CSCE and Information: Proceedings of a Seminar of Experts (Tampere, Finland, April 24-27, 1992). Publications Series B 36/1992. This report provides the proceedings of an expert seminar, held during the preparatory meeting of the Conference on Security and Co-operation in Europe (CSCE) summit, which was designed to contribute to the new media orientation of the CSCE. The proceedings notes that the main media issue in the 1990s is no longer to legitimize freedom over censorship but to guarantee that the mass media will actually serve the citizen's right to communicate as prescribed by Article 19 of the Universal Declaration of Human Rights. Papers in the proceedings are: (1) "The Human Right to Communicate in a Civil Society" (Cees Hamelink); (2) "From Governmental Regulation to Market Regulation: Press Law and the Meaning of Article 10 of the European Human Rights Convention" (Dirk Vorhoof); (3) "Old Problems in a New Environment: Broadcasting Legislation in Eastern Europe and the Republics of the Former Soviet Union" (Wolfgang Kleinwachter); (4) "New Freedoms–Old… [PDF]

Bhola, H. S. (1990). The Essential Theory of Literacy and Its Implications for Programming and Evaluation. Anecdotal evidence from literacy educators sometimes suggests that many people can do well despite being illiterate; however, this perspective ignores the essential theory of literacy. This theory rests on the premise that the most essential difference between human beings and other creatures is the human ability to make \symbolic transformations.\ Today the capacity to deal with symbolic transformations (writing) is almost universal. Literacy then can be justified in terms of its essential nature. So construed, literacy is self-justified: literacy for the sake of literacy, as a fulfillment of the human biosocial destiny, and therefore, as a human right. Literacy is \potential added\ to newly literate people. The essential theory of literacy is linked with the concept of\symbolic capital.\ This refers to the body of knowledge made possible by literacy that can be owned by individuals, groups, and cultures. An equitable distribution of societal knowledge capital is part of the… [PDF]

Cumella, Stuart (2008). New Public Management and Public Services for People with an Intellectual Disability: A Review of the Implementation of "Valuing People" in England. Journal of Policy and Practice in Intellectual Disabilities, v5 n3 p178-186 Sep. Public policy for people with an intellectual disability has been shaped since 1945 by universalistic ideas of human rights and social inclusion. These universalistic ideas are increasingly under challenge from consumerist ideas, which is reflected in public policy in the New Public Management (NPM). NPM involves a critique of poor coordination and quality in public services, and proposes the enhancement of consumer choice through a greater diversity of providers and market mechanisms to allow consumers to select between them, partnership arrangements to improve coordination, and target-setting and monitoring by governments. NPM has been widely applied internationally in the reform of public services, and has been implemented for services for people with an intellectual disability in England, following the white paper "Valuing People" in 2002. There is limited research data on the outcome of this policy, but it indicates that: (1) enhanced choice to be achieved by… [Direct]

Bofield, Gary (1975). Examining the Desegregation Process. Integrated Education, 13, 3, 127-130, May-Jun 75. This testimony, by a research associate at Brookings Institute before a public hearing of the New York City Commission on Human Rights in May 1974, reviews the controversy that has been raging for the last couple of years about whether or not school desegregation does any good for the education of children-including the 1972 article by David Armor called \The Evidence on Busing\, in a 1972 issue of \The Public Interest\. (Author/JM)…

Sherrill, Claudine, Ed. (1977). Creative Arts for the Severely Handicapped. The monograph on creative arts for severely handicapped persons presents 18 papers on program development and implementation. Among topics addressed are personnel preparation, self expression as a human right, mainstreaming severely and profoundly handicapped children in creative arts, square dancing, adapting wheelchair dance, arts for the visually handicapped, theatre for the deaf, drama for the mentally retarded, research in creative arts for the handicapped, music and rhythms, motor creativity, and motion photography. (CL)…

Routh, Frederick B.; Waldo, Everett A. (1974). Making Public Employment a Model of Equal Opportunity. A Report of the Proceedings of Regional Civil Rights Conference sponsored by the U.S. Commission on Civil Rights (2nd, Boston, Massachusetts, September 22 – 24, 1974). Separate papers address the following topics in the proceedings of this Regional Civil Rights Conference: impacting equal opportunity in public employment; strengthening state and local agencies, and improving relationships among those agencies and between them, the U. S. Commission on Civil Rights, and other federal agencies; strengthening the local human rights agency, and the growth of civil rights agencies. The proceedings contain brief summaries of workshops and several state caucus reports (Vermont, New Hampshire, Maine, Massachusetts, Rhode Island, Connecticut). (JM)… [PDF]

(1979). Civil Rights in Maine. Proceedings of a consultation sponsored by the Maine Advisory Committee to the U.S. Commission on Civil Rights (Augusta, Maine, November 16-17, 1978). This publication records statements made by representatives of some 20 organizations at a Consultation on the Status of Civil Rights in Maine. Following the chairperson's introductory remarks, presentations on the following five sets of issues are offered: (1) general and multiple civil rights issues (the Maine Human Rights Commission, the Pine Tree Legal Assistance, Inc., and the Maine Division of Community Services); (2) racial, ethnic, and national origin discrimination issues, specifically the experiences of Blacks, Franco-Americans, and Native Americans in the State (the National Association for the Advancement of Colored People, the Central Maine Indian Association, the Association of Aroostook Indians, and a professor of sociology at the University of Southern Maine); (3) sex discrimination issues (the Maine Commission for Women, the National Organization for Women, the Maine Women's Lobby, the Maine Teachers Association, the Portland Family Crisis Shelter, and the American… [PDF]

Lynch, James, Ed.; Modgil, Celia, Ed.; Modgil, Sohan, Ed. (1997). Equity and Excellence in Education for Development. Education and Development: Tradition and Innovation, Volume Two. This volume focuses on the exclusion of two major populations, girls and those with special educational needs, from their human right to primary education. Contributions address the entitlement to primary education in a context broader than that of education alone, including health and nutritional dimensions, and exposing infringements of human rights in special populations. The following are included: (1) \In the Name of Tradition: Human Rights Abuses of Women\ (Eva Gamarnikow and Monika Reinfelder); (2) \Where Women Are Respected, Gods Roam There\ (Jean Anderson); (3) \Developing a Gender-Based Approach to Planning\ (Diane VanBelle-Prouty and Shirley Miske); (4) \Education and Training for Work: A Gender Perspective\ (Fiona Leach); (5) \Curricular Interventions: A Means To Promote Girls' Education\ (Momtaz Jahan); (6) \Access and Empowerment through Distance Learning: Women into Technological Education\ (Karen Evans); (7) \Helping Teachers To Respond to Student Diversity in…

(2000). Recommendations: National Inquiry into Rural and Remote Education. In February 1999, the Australian Human Rights and Equal Opportunity Commission initiated the National Inquiry into Rural and Remote Education, which investigated the provision of education for children in rural and remote Australia. The inquiry took evidence at formal public hearings in every state and territory and at less formal meetings with parents, students, educators, and community members in rural and remote areas of every state and the Northern Territory. The inquiry received 287 written and e-mailed submissions. The inquiry also commissioned a survey from Melbourne University to which 3,128 individuals responded. This report presents the inquiry findings related to rural education outcomes, responsibility for education, the policy context, and the human rights context. It offers 73 recommendations organized by five necessary features of school education: availability, accessibility, affordability, acceptability, and adaptability. The report makes the adoption of these five… [PDF]

(1973). Employer's Manual on Affirmative Action in Employment. The express purpose of this manual is for its use by business and industry in Kentucky as an aid to eliminate discrimination. Affirmative action is defined here as a comprehensive effort by an employer designed to: employ women and minority persons where they are under-utilized; include minority persons and women in all facets of the company's operations–from management to maintenance; increase company awareness of an interest in the whole of its community; and, insure that company policy toward equal opportunity is not negative, and not neutral–but positive. A model plan is detailed. It is asserted that the manual should be used by a company in developing its own affirmative action policy; that it incorporates quite specific and comprehensive policies and procedures, which, if adopted and followed, should help a company move toward the goal of equal employment opportunity. Testing and other employee selection criteria are discussed. Several lists of Kentucky-based organizations… [PDF]

Minxia, Zhao; Zhang, Tiedao (2006). Universalizing Nine-Year Compulsory Education for Poverty Reduction in Rural China. International Review of Education, v52 n3-4 p261-286 May. Lack of access to basic education leads to diminished individual and national capabilities, therewith furthering cycles of poverty. An equitable education system meeting basic learning needs represents not only a human right, but also a means for reducing poverty, promoting productivity, and sustaining development. The Government of China–the most populous developing nation, the majority of whose citizens live in rural areas–has been committed to universalizing nine-year compulsory education among school-aged children and eliminating illiteracy among youths and adults aged 15-45. This study examines lessons learned from China's efforts in these areas. It also reports on current challenges and trends in a new national initiative for achieving high-quality universal basic education by the year 2007…. [Direct]

Schwartz, Wendy (1988). More Recent Literature on Urban and Minority Education. ERIC/CUE Digest No. 49. This document reviews the following books on urban and minority education: (1) \Communicating Racism: Ethnic Prejudice in Thought and Talk\ (Teun A. van Dijk), which discusses the ways that prejudice and negative stereotypes are conveyed in discourse and then socially reproduced in everyday thought, talk, and action; (2) \American Business and the Public School: Case Studies of Corporate Involvement in Public Education\ (Marsha Levine and Roberta Trachtman, Eds.), which presents case studies that provide a good cross-section of local environments, school agendas, and business efforts that can define and help determine the success of the school-business relationship; (3) \Human Rights and Education\ (Norma Bernstein Tarrow, Ed.), which contains 13 essays that address both the universal right to be educated, and education abut human rights; (4) \Young, Black, and Male in America: An Endangered Species\ (Jewell Taylor Gibbs, Ed.), which contains essays discussing the social and… [PDF]

Brown, Randel D. (1997). The Individual with Intellectual Disabilities and Sex Education: Perspectives of Involved Adults. This study examined the perceptions of involved adults concerning sex education for individuals with intellectual disabilities. Participants were 40 individuals who provided direct care or instruction to individuals with intellectual disabilities or who had administrative responsibility for them. They completed a 36-item Q-sort that examined their opinions on the subject. Data analysis produced four belief systems: (1) normalization advocates, who were strong supporters of human rights for individuals with intellectual disabilities and believed in the importance of instructing them about sex and the moral implications of participating in sexual activities; (2) supporters of abstinence, who ardently supported sex education for individuals with intellectual disabilities to prevent possible abuse, who did not support sex outside of marriage, and who believed that this population could not successfully participate in marital relationships; (3) responsibility and control proponents, who… [PDF]

(1999). Literacy Disability and Communication: Making the Connection. Based on a conceptual framework that links literacy and communication, this Canadian report reviews four types of policy provisions for their effectiveness in addressing the barriers to literacy and communication that people with disabilities face: human rights instruments, provisions for literacy and communication support to individuals, access to information and communications in alternative formats, and access to information and communication networks. A number of policy issues and directions emerge from the analysis. First, the human rights foundation for literacy and communication needs more explicit articulation. Second, a mandate to refocus literacy policy is needed so that the cross-departmental and cross-jurisdictional implications of the link between literacy and communication can be developed and monitored. Third, a human resource development strategy that focuses on professionals in education, justice, health care systems, and on employers is needed to develop skills in… [PDF]

Abdi, Ali A.; Ellis, Lee (2007). Education and Zambia's Democratic Development: Reconstituting "Something" from the Predatory Project of Neoliberal Globalization. Alberta Journal of Educational Research, v53 n3 p287-301 Fall. Zambia, a central African country of about 10 million people, is currently exposed to the nonsubjective forces of globalization, including institutional weaknesses such as high unemployment rated and chronic levels of poverty that ipso facto problematize its governance and social development priorities. The first part of the article focuses on an overview of the failure of the formal educational systems in the context of neoliberal globalization. The second part constitutes an examination of ideological orientations underlying neoliberal approaches to the management of the new global economic order. Here the influence of the World Bank in the educational sector is highlighted. The Bank's ideological orientation is contrasted with educational approaches that should privilege human rights as the standard by which to measure development programs, initiatives, and considerations of ecological integrity. The third section, education for informed action for change through organization, is… [Direct]

Carr, Joetta L. (2007). Campus Violence White Paper. Journal of American College Health, v55 n5 p304-319 Mar-Apr. In 1999, the American College Health Association (ACHA) Executive Committee issued a position statement for the Association that addresses acts of violence, bias, and other violations of human rights that have been occurring all too often within or adjacent to college communities. The statement called for all campus health professionals to become actively engaged in the struggle to end oppression, to prevent bias-related violence in campus communities, and to take action to eradicate injustice. Since this timely position statement was developed, acts of violence have continued to force U.S. colleges and universities to address the dangerous and alarming violent events that send shockwaves throughout many campuses and compromise students' and employees' health and safety. ACHA's "Healthy Campus 2010" establishes national health objectives and serves as a basis for developing plans to create college health programs and improve student health. The purpose of this White Paper… [Direct]

Jackson, Elisabeth (2007). Crafting a New Democracy: Civic Education in Indonesian Islamic Universities. Asia Pacific Journal of Education, v27 n1 p41-54 Mar. Indonesia's post-1998 transition to democracy has presented Muslim educators with the opportunity to take part in shaping the future of Indonesian democracy in ways that are consistent with Muslim social, political, and educational aspirations. One of the key vehicles for doing so is civic education. For Muslim educators in the Islamic higher education sector, the challenge has been to develop a civic education curriculum which can educate the young generation about democratic citizenship while incorporating the values and perspectives of Islam on civil society, democracy, and human rights. This paper examines civic education initiatives in two Islamic university systems, suggesting that the development of the new curriculum reveals clear differences in perceptions about civil society and the state within the institutions which make up these two systems. This is reflected by the extent to which Islamic concepts of the state and citizenship are integrated with Western thought and… [Direct]

Toprakci, Erdal (2007). The Rates of Participation of the Member Countries in the Institutional Objectives of UNESCO (According to World Data on Education of UNESCO). Online Submission, International Journal of Progressive Education v3 n1 p65-86 Feb. This study focuses on the rate of the participation of the member countries in the objectives of UNESCO. Text-based approach in method of content analysis has been used to carry out the study. The objectives of UNESCO have been identified and examined to reveal whether the member countries acknowledge these objectives among their national educational objectives. The study is limited with the data available on the UNESCO Web Page (World Data on Education of UNESCO). It has been found that only 5 of the member countries have fully adopted the objectives of UNESCO, which means that the national educational objectives of the remaining 97% of the member countries do not fully reflect UNESCO's objectives in their education policies. The most highly participated objectives are "Equality" with 56.05%, "Human Rights" with 35.03%, "Freedom" with 25.47%, "Universal Values" with 19.10% and finally "Peace" with 15.28%. This situation may put… [PDF]

Ahmed, Syed Jamil; Heddon, Dee; Mackey, Sally (2007). Points and Practices. Research in Drama Education, v12 n2 p207-222 Jun. This collection of three articles represents the "Points and Practices" section of this month's issue of "Research in Drama Education." The first article, "'Fitting the Bill' for 'Helping Them.' A Response to 'Integrated Popular Theatre Approach in Africa' and 'Commissioned Theatre Projects on Human Rights in Pakistan,'" by Syed Jamil Ahmed, discusses Zimbabwe's Amakhosi Theatre, a renowned company that has been touring the world since 1990. The theatre participants have produced several plays on HIV/AIDS to inform local communities of the danger of the growing epidemic. The second article, "Ac/counting the I's," by Dee Heddon, discusses the use of the word "I" in autobiographical inscriptions, particularly in applied drama practice. The final article, "A Point and a Pilot on Practice: Recording Performance of Place Research," by Sally Mackey rehearses and repositions arguments about the verifiability of practical research… [Direct]

Bennett, Linda Rae (2007). "Zina" and the Enigma of Sex Education for Indonesian Muslim Youth. Sex Education: Sexuality, Society and Learning, v7 n4 p371-386 Nov. Sexuality and sex education cannot be divorced from the moral values of the societies within which we must negotiate our sexual identities and relationships. Rather than pandering to the moral panic that is too often associated with the provision of sex education in non-secular societies where religion is more visibly active in shaping sexual ideals and norms, this article takes up the challenge of investigating a relationship that is often represented as being innately contradictory. It explores the Islamic notion of "zina" (illicit sex) in relation to the provision of comprehensive sex education for Muslim youth in contemporary Indonesia. The article initially establishes the demand for sex education among Indonesian youth from the overlapping perspectives of health, human rights and Islam. It then explores the notion of "zina" in detail and exposes how Islamic stipulations against premarital sex are not necessarily in conflict with the provision of sex… [Direct]

Shaeffer, Sheldon; Wijngaarden, Jan (2005). HIV/AIDS in Asia: Human Rights and the Education Sector. Discussion Paper No. II. UNESCO Bangkok An evaluation is presented on the impact of HIV/AIDS on the education sector in the Asia Pacific region. Its focus is how human rights in relation to education have been upset by the epidemic. The education sector is urged to develop more initiatives to educate about the epidemic, and to build measures that deal with both immediate and long-term impacts of HIV/AIDS. Children infected with HIV are often restricted from access to education. This limitation does not only come from the community, but also from family or parents. Such stigma and discrimination is not restricted to children. Teachers and school administrators who are HIV infected are also deprived of their right to work. Such discrimination affects not only the individual but the education sector as a whole. An analysis is given on how governments can change and rectify such discrimination through the 4A's models, developed for a UNESCO-supported manual on rights-based education (2004). The 4A's comprise Availability,… [PDF]

Jiangyue Liu; Qianyan Dong; Siran Li (2024). Collaboration with Generative Artificial Intelligence: An Exploratory Study Based on Learning Analytics. Journal of Educational Computing Research, v62 n5 p1234-1266. The emergence of Generative Artificial Intelligence (GAI) has caused significant disruption to the traditional educational teaching ecosystem. GAI possesses remarkable capabilities in generating human-like text and boasts an extensive knowledge repository, thereby paving the way for potential collaboration with humans. However, current research on collaborating with GAI within the educational context remains insufficient and the methods are relatively limited. This study aims to utilize methods such as Lag Sequential Analysis (LSA) and Epistemic Network Analysis (ENA) to unveil the "black box" of the human-machine collaborative process. In this research, 22 students engaged in collaborative tasks with GAI to refine instructional design schemes within an authentic classroom setting. The results show that the participants significantly improved the quality of instructional design. Leveraging the improvement demonstrated in students' instructional design performance, we… [Direct]

Higbee, Jay A. (1974). Impact of Technology on Human Rights: Responsibilities and Opportunities for the Social Studies. The author purports the need to control technology for the well-being of mankind by understanding and cultivating its beneficial features and countering its harmful effects and misuse. The intent of the paper is to alert social studies teachers to the responsibility of bridging the gap between scientific and technological knowledge and civic and managerial wisdom to understand the earth's resources. Although the accomplishments of technology are significant, technology has created many opportunities for encroachment on human rights. These threats can jeopardize constitutional rights with electronic surveillance, impair the quality of living with air and water pollution, and denigrate human dignity by assaulting sensibilities. While all three of these consequences threaten the quality of life, it is difficult for one or a few individuals to assert their rights to prevent such disturbances. Social studies teachers have the responsibility to educate about fundamental rights under the… [PDF]

Montgomery-Devlin, Jacqui (2008). The Sexual Exploitation of Children and Young People in Northern Ireland: Overview from the Barnardo's beyond the Shadows Service. Child Care in Practice, v14 n4 p381-400 Oct. The present paper provides an overview of child sexual exploitation in Northern Ireland and related issues. It focuses on Barnardo's response to the problem of sexual exploitation and sets it in both a historical and a contemporary context. The paper considers the importance of recognising exploitation as child abuse and addresses specific myths associated with this. It makes use of recent research and campaigning by Barnardo's to challenge and change public perception. The paper presents a range of risk factors and indicators that are used to identify children and young people who are most likely to experience or be at risk from sexual exploitation. It examines the who, what and why of sexual exploitation of children in Northern Ireland, presenting local research and anecdotal evidence to demonstrate the extent and range of the problem, while acknowledging the often hidden nature of this activity. As well as focusing on young people abused through prostitution, the paper also makes… [Direct]

(1982). Guidelines for the Preparation of School Administrators. Superintendent Career Development Series No. 1 (Second Edition). These guidelines were developed to help state departments of education and institutions of higher education refine certification and doctoral programs in educational administration. Goals, competencies and skills, and delivery components are presented for administrator preparation programs to help school leaders meet the continuing challenges of (1) changing demographics, (2) an unstable economic structure, (3) the need to adopt new technologies, (4) changing labor market structure, (5) cultural diversity and human rights, and (6) changing family structures. (MLF)…

Powell, Joan, Ed. (2001). Education for Action: Undergraduate and Graduate Programs That Focus on Social Change. Fourth Edition. This book provides graduates and undergraduates with detailed information about progressive programs for current and future activities in a variety of fields. Each entry contains a description of the program with faculty and program contact information. Listings include programs in agriculture, anthropology, area studies, development studies, economics, education, environmental studies, ethnic studies, geography, history, human rights, international studies/international relations, labor studies, law, peace studies, political science, public health/nutrition, sociology, urban and community planning, and women's studies. (SLD)…