Barry, Catherine; Baum, Jonathan; Jones, Rosha (2010). In the Child's Best Interest? The Consequences of Losing a Lawful Immigrant Parent to Deportation. Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity Congress is considering a comprehensive overhaul of the nation's immigration laws more than a decade after the enactment of strict immigration measures. Lawmakers should take this opportunity to reaffirm the nation's historic commitment to family unity by addressing the discrete provisions that currently undermine it. Current U.S. immigration laws mandate deportation of lawful permanent resident (LPR) parents of thousands of U.S. citizen children, without providing these parents an opportunity to challenge their forced separations. Through a multi-disciplinary analysis, this policy brief examines the experiences of U.S. citizen children impacted by the forced deportation of their LPR parents and proposes ways to reform U.S. law consistent with domestic and international standards aimed to improve the lives of children. This report includes new, independent analysis of U.S. Department of Homeland Security (DHS) data. The authors estimate that more than 100,000 children have been… [PDF]

Cerri Negrini, Maria Ausilia (1986). Intercultural Education and Migrant Women. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". The paper reports issues and outcomes of a seminar on intercultural education and migrant women organized by Italy as part of the Council of Europe's 1981 Council for Cultural Co-operation (CDCC) Project No. 7. Sub-themes of the seminar were the migratory situation at the local level (departures and returns, particularly in the context of the situation of women), school and out-of-school experiments in the light of relations between school and family, and education in human rights and the situation of migrants. Work in the plenary session focused on migrant women and children as the "weak link" in the chain of emigration, the March 1984 Regional Act No. 10 covering returning emigrants, returning migrant women as a "mediating resource," intercultural education as a means to combat discrimination, features of intercultural education, and implementation of human rights education. Proposals of four working parties included formation of a permanent team of teachers,…

Salmi, Jamil (2000). Violence, Democracy and Education: An Analytical Framework. LCSHD Paper Series. How can the triumph of Western liberalism be reconciled with the pictures of chaos, war, crime, terror, and poverty which continue to appear in the daily news? Does violence coexist, in a significant fashion, with capitalism and democracy? What role does education play in this context? In addressing these questions, this paper presents a framework which compares and contrasts different forms of violence in a systematic way, discusses how this typology can be used along various analytical dimensions, and focuses on the complex relationship between violence and education as an illustration of how the framework can be applied to analyze issues which are not commonly looked at from a violence and human rights perspective. The paper is guided by the assumption that violence is a multifaceted phenomenon associated with specific causes and responsible people or institutions. It also reflects a strong belief in the existence of universal human rights and the premise that the different forms…

Zangana, Haifa (2008). Women and Learning in the Iraqi War Zone. International Journal of Lifelong Education, v27 n2 p153-168 Mar. Having accumulated, throughout the twentieth century, historical achievements in education and standards of living higher than in most Arab and "third world" countries, Iraqi women were hit hard by two wars, the US-imposed economic sanctions of the 1990s, and then set back by the 2003 Anglo-American imperial occupation. Physical survival and daily subsistence have become the main priorities over healthcare, education, employment, self fulfulment, creativity and research. Once making up nearly four in ten Iraqi doctors and university graduates, including engineering, the role of professional women now is to support their families in conditions where one in eight people are displaced within the country and in neighbouring countries. This article argues that the claim that the invasion of Iraq would lead to the establishment of women's rights and to rapid moves towards their increasing participation in building a new Iraq has proven false even before the present breakdown of… [Direct]

Livingston, Lynn M. (1995). The Landscape Transformed: A Law-Related Interdisciplinary Approach to Multicultural Education. A Study for the Klingenstein Program. This project paper for the 1994-95 Klingenstein Fellows Program at Teachers College, Columbia University (New York), examines the philosophical and pedagogical underpinnings of an interdisciplinary law-related curriculum for secondary students. The proposed interdisciplinary law-related curriculum focuses on issues of human rights, civil liberties and environmental justice to advance multicultural and global perspectives necessary for citizens of the 21st century. Its goals are for students to be comfortable with cultural diversity, work to achieve social justice internationally, and advance social inclusion of diverse groups within our pluralistic democracy. The curriculum is based on constructivist principles and is intended to provide students opportunities to examine real-life problems in anchored instructional situations; to develop reflective skills, attitudes, and values; and to use their intellectual knowledge in moral, ethical, or political contexts. Part 1 of this paper… [PDF]

Rykiel, Joan Devlin (2002). Global Education for Ocean County College. This paper presents a rationale for establishing a global education curriculum at Ocean County College (OCC) (New Jersey) and proposes a workable curriculum, along with suggestions for implementation. The author distinguishes between multicultural and global education–both curricula address issues of cultural diversity, human rights, and prejudice reduction, but multiculturalism is primarily concerned with these issues in a single country context and global education makes cross-national comparisons. The author summarizes a number of research studies of American college students' international knowledge and provides OCC student demographic data as a means to highlight the need for global education at OCC. The author notes the challenge of increasing the perceived relevance of international knowledge among students who are primarily concerned with graduating, transferring to a four-year institution, paying tuition, and finding employment and childcare. Global issues that should be… [PDF]

Political Education Competencies K-12. Cognitive and behavioral objectives of a K-12 political education program are outlined. Four major categories of competencies are presented: (1) understanding the essential roles of government in any society; (2) knowledge of the structure and functioning of the American government at the national, state, and local levels; (3) understanding the political process and civic participation; and (4) commitment to human rights. Within each category, competencies are suggested for primary level, intermediate level, and secondary level. Examples of primary level competencies are that students will be able to list rules observed in their families, schools, and peer groups; recognize that all governments maintain peace and order and provide services; and demonstrate willingness to cooperate and share responsibility when working in a group. Examples of intermediate level competencies are that students will be able to demonstrate the ability to locate a variety of sources of information…

Anker, Irving (1974). Testimony of the Chancellor, Board of Education, City of New York. This document presents the testimony of the Chancellor of the City of New York Board of Education, for the New York City Commission on Human Rights. Opening remarks address the issue of racial integration and the Board of Education's commitment to its adoption as official policy. Six recent actions taken by the Chancellor to promote integration are listed, along with decisions on open enrollment and high school zoning. Although rated along with San Francisco as one of the most successful examples of desegregation in a large metropolitan area by independent studies, the flux of migration, ethnic distributions, and demography are held to deter efforts toward greater progress in integration. Testimony concludes with suggested endeavors for the implementation of the following: a further examination of the programs for integration of the City of New York, the Board of Education, and the Chancellor; a continuation of its objective of stabilizing integrated communities and schools; demands… [PDF]

Melton, Gary B. (2005). Building Humane Communities Respectful of Children: The Significance of the Convention on the Rights of the Child. American Psychologist, v60 n8 p918-926 Nov. The greatest promise of international human rights law is in stimulating thoughtful self-examination by those who strive to do what is right. Perhaps more than any other instrument, the Convention on the Rights of the Child (CRC; 1989) offers the opportunity to use a global moral consensus to transform life at the neighborhood level in order to promote \the full and harmonious development of…[the child's] personality\ (CRC, 1989, preamble). The CRC also presents a normative framework to guide psychologists' advocacy on behalf of children…. [Direct]

Castillo, Raquel De Guzman, Ed.; Claridad, Claudine D., Ed.; Khan, Maria Lourdes Almazan, Ed.; Lovegrove, Bernard, Ed.; Raya, Rene, Ed.; Tanvir, Mohammad Muntasim, Ed. (2011). ODA for Education in Asia and the Pacific. Asia South Pacific Association for Basic and Adult Education In 2000 in Dakar, 164 countries reaffirmed the vision of the World Declaration on Education for All (Jomtien, 1990), that all children, young people and adults have the human right to benefit from an education that will meet their basic learning needs in the best and fullest sense of the term, an education that includes learning to know, to do, to live together and to be. Four of the six goals that the global community committed to achieve until 2015 encompassed life-long learning and education–from early childhood or pre-primary education, to primary schooling, to appropriate learning and life skills for young people, to adult literacy and continuing education. The two other goals were cross-cutting: gender parity in education by 2005 and gender equality by 2015; and improvement of all aspects of education quality. In developing these recommendations, civil society advocates for Education for All (EFA) first embarked on country case studies which provided snapshots of how the… [PDF]

O'Malley, Brendan (2007). Education under Attack: A Global Study on Targeted Political and Military Violence against Staff, Students, Teachers, Union and Government Officials, and Institutions. United Nations Educational, Scientific and Cultural Organization (UNESCO) This report details how political and military violence targeting educational systems is depriving a growing number of children of the right to education. This study focuses on targeted violent attacks, carried out for political, military, ideological, sectarian, ethnic or religious reasons, against students, teachers, academics, education trade unionists, education officials and all those who work in or for education institutions such as schools, colleges and universities. It also includes attacks on educational buildings, such as the firebombing of schools. It urges the international community to address the issue of violent attacks, press for an end to impunity for such attacks and extend the application of human rights instruments to cover violence against education. It recommends the establishment of a publicly accessible global database to facilitate the examination of trends in the scale, nature and targeting of attacks as well as qualitative research into their motives. It… [PDF]

Todd, Sharon (2007). Teachers Judging without Scripts, or Thinking Cosmopolitan. Ethics and Education, v2 n1 p25-38 Mar. A cosmopolitan ethic invites both an appreciation of the rich diversity of values, traditions and ways of life "and" a commitment to broad, universal principles of human rights that can secure the flourishing of that diversity. Despite the tension between universalism and particularism inherent in this outlook, it has received much recent attention in education. I focus here on one of the dilemmas to be faced in taking cosmopolitanism seriously, namely, the difficulty of "judging what is just" in the context of an increasingly divergent public–and classroom–discourse about values, rights and equality. I propose in what follows that judgement cannot rely on any script, even one as attractive, perhaps, as cosmopolitanism. To explore what is at stake in making judgements in an educational context, I draw on both Hannah Arendt's and Emmanuel Levinas's notions of judgement and thinking. The paper discusses the educational significance of thought and judgement as… [Direct]

DeWalt, Billie R.; Frechione, John; Roper, J. Montgomery (1997). Indigenous People and Development in Latin America: A Literature Survey and Recommendations. Latin American Monograph & Document Series 12. This report presents findings and conclusions gleaned from a review of 42 cases of indigenous development in Latin America. Findings indicate that the lack of a legal framework for indigenous rights presents a basic obstacle to indigenous self-development; the most common aspect of successful indigenous development was involvement of indigenous peoples in the development and management of initiatives; and the way in which outside financial and technical assistance was provided was more important to project success than the availability of such assistance. Project failure was related to human rights problems, problems with the security of land and natural resources, lack of community involvement, and marketing problems. Project success was related to the level of necessary skills and knowledge, use of indigenous knowledge, cultural relevance, and successful marketing strategies. Recommendations for successful indigenous self-development focus on basic human rights; maintenance of… [PDF]

Williams, Ken (2005). Mentoring the Next Generation of Nonprofit Leaders: A Practical Guide for Managers. Academy for Educational Development This monograph outlines 12 best practices in workplace mentoring. It reflects findings from the New Voices National Fellowship Program, a human rights leadership development initiative funded by the Ford Foundation and administered by AED (Academy for Educational Development). It is hoped that readers will find the ideas developed here and the tools provided to be provocative and useful. A bibliography is included. Appended are: (1) Mentorship Brainstorming Tool; (2) Learning and Mentoring Plan; and (3) Model Mentoring Agreement. (Contains 17 endnotes.)… [PDF]

Neuberger, Benyamin (2007). Education for Democracy in Israel: Structural Impediments and Basic Dilemmas. International Journal of Educational Development, v27 n3 p292-305 May. Research in Israel has shown a high level of non-democratic, and even anti-democratic, attitudes among Israeli high-school students. Similar findings in the adult population indicate that this is not a "childhood disorder" that evaporates with age, but something which could pose a threat to Israel's young and fragile democracy. The article analyses the constraints on and dilemmas of effective democratic education in Israel. These impediments include the non-democratic countries of origin of the vast majority of Israel's Jewish and Arab population (Eastern Europe and the Arab Middle East); the partially non-democratic political traditions of the main political camps (the Left, the Right and the Orthodox); the lack of a liberal-democratic written constitution as an educational tool; the absence of a national consensus (especially among the political elites); the problems posed by occupied territories under military government; the salience of the security issue, which leads… [Direct]

Bernard, Desiree (1996). The Synergy of "Rights" Conventions: The Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), the Convention on the Rights of the Child (CRC), the Inter-American Convention on the Prevention, Punishment and Eradication of Violence Against Women (The Convention of Belem do Para). A major factor hindering women's human rights has been cultural attitudes based on stereotypical beliefs on the role of women in society, which have resulted in women being denied access to education, health care, property, employment, or involvement in decision-making. This report examines and compares some of the issues affecting the well-being and development of women and children addressed under specific articles of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), the Convention on the Rights of the Child (CRC), and the Organization of American States' Inter-American Convention on the Prevention, Punishment, and Eradication of Violence Against Women. The report addresses the following areas of concern: (1) "Cultural Patterns and Traditional Practices"; (2) "Parental Responsibility"; (3) "Sexual Exploitation and Prostitution"; (4) "Nationality"; (5) "Education"; (6)… [PDF]

(2001). Pathways to Equality: Hearings on Access to Public Education for Aboriginal People. Discussion Paper. Aboriginal people are not benefiting from the British Columbia school system, as evidenced by their poor performance on basic skills tests, overrepresentation in special education, and low high school completion rates. The British Columbia Human Rights Commission feels that Aboriginal students do not receive an equal education. Through research, public hearings, and follow-up actions, the Commission will identify ways to use its human rights mandate and legislative authority to remove barriers for Aboriginal students in the school system. The intention of the public hearings is to work cooperatively with all education stakeholders to identify and implement solutions to ensure educational equality for Aboriginal students. Educational equity will be achieved when Aboriginal children see themselves and their people reflected in the curriculum, feel a sense of belonging in the school system, and no longer face discrimination; Aboriginal parents are a part of their children's education;… [PDF]

Malada, Brutus; Nkomo, Mokubung; Weber, Everard (2007). Sustaining Peace through School and Civil Society: Mortar, Bricks and Human Agency. Journal of Peace Education, v4 n1 p95-108 Mar. South Africa has been a high-conflict society for nearly 350 years. The first 300 years were characterised by colonial rule with all the attendant conflicts inherent in such polities where dominance over the subjects was achieved by coercive means. This was followed by a more virulent form of racial domination, called apartheid, which characterised the 50 years before the achievement of democracy in 1994. Thus, a legacy of racial inequality is deeply embedded in the institutional structures and psyche of South African society. The principal underlying assumption of this article is that schools are an indispensable part of a consortium of societal agencies that can help bridge the divisions created by apartheid in a systematic and systemic way. The argument is that the critical elements in South Africa that are responsible, thus far, for maintaining relative stability and offer the potential for sustaining human rights, democracy, social cohesion, and therefore, peace are: a… [Direct]

Sabri, Aisha (2004). Realising Rights: Poverty and Adult Literacy in a Globalising Arab Region. Convergence, v37 n3 p75-87. A consideration of the Arab world illustrates the fact that there can be riches and "growth" with slow or stagnating human development and with significant levels of poverty, and that growth might "perhaps" be an engine of human development if there is "good governance." Good governance refers to the existence of means and mechanisms to ensure that a country is moving towards the principles set out in the Universal Declaration of Human Rights, and to the demonstrable ability of citizens of any nation to hold accountable those who govern their well-being and control the mechanisms that impact their lives and those of future generations. This article, by considering briefly some aspects of the Arab region, aims to: (1) Confirm that adult illiteracy is one of the conditions characteristic of the state of poverty "and" of the dynamics of exploitation and deepening impoverishment, and that where illiteracy rates are high the potential to move toward… [Direct]

Bellamy, Carol (1999). The State of the World's Children 1999: Education. The international community is increasingly defining education as an essential human right, a force for social change, and a path towards international peace and security. This report on the well-being of the world's children focuses on the efforts of the international community to ensure that all children enjoy their human right to a high-quality education. Chapter 1 of the report explores the historical context in which children's right to education has been repeatedly affirmed; discusses the elements integral to the success of the worldwide movement of Education for All; and argues that, in spite of a dearth of resources and growing indebtedness in the developing world, education remains one of the best investments a country can make in order to prosper. Chapter 2 provides statistical profiles for 193 countries based on basic indicators such as infant mortality rate, nutritional status, health status, educational levels, demographics, economic indicators, the status of women, and… [PDF]

(1992). International Work Group for Indigenous Affairs Newsletter, July 1991-December 1992 = Boletin de Grupo Internacional de Trabajo sobre Asuntos Indigenas, Septiembre 1991-Diciembre 1992. IWGIA Newsletter, 1991-1992. This document contains seven consecutive English-language issues of the IWGIA Newsletter, from July 1991 through December 1992, followed by the seven corresponding issues in Spanish. These newsletters provide educators with a resource on the history, current conditions, and struggles for self-determination of indigenous peoples around the world. Articles on the United States and Canada discuss: (1) the consequences of the James Bay Agreement for Native land claims in Quebec; (2) threats to Native land rights in British Columbia and Alberta; (3) gender discrimination in Canadian government rules defining a "status Indian"; (4) environmental concerns over hydroelectric development projects in Quebec; (5) the Inuit Circumpolar Conference on conservation of the Arctic environment and indigenous human rights; (6) the history and current situation of Native Hawaiians with regard to relations with the federal government, land claims, and self-determination; (7) thoughts about…

(1988). Fundamentals of U.S. Foreign Policy. Public Information Series. Designed to explore the interests and objectives of U.S. foreign policy, this book addresses: (1) national security and arms control; (2) economic programs and trends; (3) human rights efforts; (4) science and technological developments; (5) relationships with various world regions; and (6) the need for an adequate foreign affairs budget. Chapter 1, "The Interests and Objectives of American Foreign Policy" considers the Reagan administration's role as a global force for prosperity, security, and democratic change. Chapter 2, "National Security and Arms Reduction," focuses on efforts at preserving a peaceful and stable world environment. U.S. efforts in promoting human rights, counterterrorism, narcotics' eradication, and refugee relief are described in chapter 3, "The Human Dimension." Chapter 4, "The Economic Dimension," discusses efforts to achieve a strong and prosperous U.S. economy. Specific environmental concerns are considered in… [PDF]

Switzer, Kenneth A.; And Others (1987). Global Issues: Activities and Resources for the High School Teacher. Second Edition. Increasing student knowledge about other nations and interrelationships with them is the primary goal of this teaching guide. The activities and resources focus on six topics of continuing global importance: (1) trade and economic issues, (2) conflict and armaments, (3) modernization and development, (4) technology and the environment, (5) energy, and (6) human rights. Learning objectives, teaching suggestions, data resources, and duplicating masters for all necessary student materials are provided. Each unit is accompanied by an annotated list of additional resources. The lessons and materials in unit one are designed to help students develop cross-cultural awareness. Activities and resources are provided in unit two to aid student understanding of the complex economic issues confronting the world community. Unit three is designed to heighten student awareness of the complexities of conflict and conflict resolution. Unit four focuses on the progress of traditional, low-technology…

Yopp, Martha C. (1993). Cultural Diversity & Business/Vocational Education: A Question of Human Rights & Cultural Contradiction. Business/vocational education has the unique opportunity to introduce multicultural education from the perspective of world trade, business, economics, and comparative advantage. Vocational educators also have a responsibility to foster respect for the human rights of all people and oppose current and historical practices such as oppression, prejudice, and violent acts. Multicultural education is based on democracy and pluralism and requires teachers to use a variety of teaching styles that are consistent with a wide range of learning styles. A research study summarizing more than 91 studies, reports, and papers indicates that the only programs likely to improve cross-group relations are in-depth, long-term programs that are infused into the curriculum early and continued throughout high school. Among those approaches/activities that are especially important in improving intergroup relations and ending prejudicial thinking are cooperative learning, critical thinking skills… [PDF]

Abosi, Okey; Koay, Teng Leong (2008). Attaining Development Goals of Children with Disabilities: Implications for Inclusive Education. International Journal of Special Education, v23 n3 p1-10. Education has three main roles: it is developmental because it develops the unique qualities of a child; it differentiates between learners because it treats every child as an individual, appreciating individual differences; and it is integrative because it accommodates people of varying backgrounds (culture, beliefs and values) thereby allowing for a cooperative approach in problem solving (Abosi, 1996). It is therefore absolutely necessary that the components of the curriculum for teacher training programs, teaching and learning at all levels should reflect these roles, if we are to attain the development goals which include education for all. The development goals for individuals with disabilities will include elimination of poverty, acquisition of practical and survival skills, employment, empowerment and total integration in the social world. All these could be achieved through a well planned inclusive education system. Special education provides opportunity for education for… [PDF]

Brust Nemet, Maja, Ed.; Bushati, Jozef, Ed.; Mlinarevic, Vesnica, Ed. (2015). Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Polo≈æaj Roma u odgoju i obrazovanju. Online Submission Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot… [PDF]

(1973). Student Displacement/Exclusion: Violations of Civil and Human Rights. Report of the Eleventh National NEA Conference on Civil and Human Rights in Education. Students, community representatives, members of government and civil rights agencies, and 700 educators attended the 11th national NEA conference on civil and human rights in education. These participants carefully examined the ways school boards and other administrative powers infringe on and arbitrarily ignore the rights of students to an education. The conference participants were looking for ways to prevent administrative powers from acting arbitrarily and maliciously toward students in their suspension and expulsion policies. The participants looked at creative and productive ways to demonstrate the pupil's right to attend school, to receive an education, to have the protection of the courts, and the right to due process. The conference participants also explored methods for building into school board policies the pupil's right to adequate notice of a violation and to an appropriate hearing regarding its charges. Students, as citizens, are protected by the First and the… [PDF]

Bonnet, Sandrine; Nsubuga, Yusuf K. (2009). HIV Education in the Formal Curriculum. Prospects: Quarterly Review of Comparative Education, v39 n4 p321-334 Dec. The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system plays a key role in delivering a comprehensive response to the disease at the national level. Moreover, in order to be effective, governments must work in collaboration with parents, religious leaders, and community members. This article describes eight key issues that must be addressed to establish a successful HIV/AIDS education curriculum. It also provides examples of best practices from three countries. First, HIV education in schools should adopt a human rights perspective and address stigma and discrimination against people living with HIV (PLHIV). Second, gender issues should be fully integrated into messages about the disease and the whole community should be sensitized on this topic. Third, national curricula must be designed in… [Direct]

(1991). Choose Life! Unborn Children and the Right to Life. Senior High Level: Grades 9-12. This curriculum is designed to assist Catholic school teachers and parish catechists in their efforts to foster a pro-life attitude in students in grades 9-12. Following an introduction is the curriculum, which features six lessons. These are: (1) The miracle of human life; (2) Responsible parenthood versus abortion; (3) Abortion is no solution; (4) Abortion and the Supreme Court; (5) Abortion and human rights; and (6) The church–community of concern. Student handouts are included in the lessons, and a series of fetal development visuals are appended. (DB)…

De-Shalit, Avner (2005). Teaching Political Philosophy and Academic Neutrality. Theory and Research in Education, v3 n1 p97-120. Should lecturers who teach political philosophy hide their personal political beliefs? This question becomes interesting when lecturers face what seems to be morally repugnant policies, such as massive human rights violations. In such cases is there a conflict between a lecturer's civic and political obligations and his/her academic and pedagogical ones? This article argues that while university lecturers should not adhere to academic neutrality, they should be impartial. While arguing this a distinction is drawn between paternalism and empowerment through teaching. (Contains 15 notes.)… [Direct]