Lazar, Mark, Ed. (1996). Fortifying the Foundations: U.S. Support for Developing and Strengthening Democracy in East Central Europe. The East Central Europe Information Exchange collects and disseminates information on exchange and training programs undertaken with American private and governmental funding. This study focused on programs related to democratization and civil society. An introductory section defines the parameters, background, and research methodology; lists the funding agencies involved; and summarizes some of the survey results and conclusions. Next, the section titled "Perspectives" presents four essays: (1) "Exporting Legal Reform and the Rule of Law to Central and Eastern Europe" (G.H.W. Baker), which highlights assistance efforts devoted to legal reform; (2) "U.S. Support for Nongovernmental Organizations" (Katherine Cornell Gorka), which reviews the history of U.S. assistance to nongovernmental organizations in East Central Europe; (3) "Building Democracy at the Local Level: The Case of Poland" (Joanna Regulska), which illustrates with a case study… [PDF]

Wickwire, Pat Nellor, Ed. (1998). CACD Journal, 1997-1998. CACD Journal, v18 1997-1998. This issue of the California Association for Counseling and Development Journal reflects connectedness in a world of diversity as its theme. The articles and their authors give witness to the deepening and broadening of status and progress in the counseling profession. The following articles are included: (1) \Caring Schools: An Antidote for School Violence\ (M. Sorino, G. K. Hong); (2) \Understanding Ego Mechanisms: The Keys to Family Counseling\ (J. L. Church); (3) \Career Counselors and Culturally Different Clients: A Brief Review of Selected Literature\ (P. A. Rodriguez); (4) \Hypnosis and Imagery in Dance Performance\ (C. M. Faiver, K. T. Thomas) (5) \The Rehabilitation Counseling Profession and the California Rehabilitation Counseling Association (CRCA)\ (M. G. Brodwin, L. M. Orange, S. K. Brodwin); (6) \The California Association of Counselor Educators and Supervisors (CACES): Decades of Professional Leadership\ (S. H. Zimmerman, J. A. Saum); (7) \The California Adult and… [PDF]

Castelle, Kay (1989). In the Child's Best Interest: A Primer on the U.N. Convention on the Rights of the Child. New Edition-Revised Text. The purpose of this book is to explain the United Nations Convention on the Rights of the Child, which sets standards for the protection and care of children. No country protects the rights of all its children or provides them with an adequate standard of health care, education, day care, housing and nutrition, or properly protects them from abuse, neglect and exploitation. Further political commitment to the protection of children, in the form of a legal code, is needed. In 1988, the U.N. Commission on Human Rights, aided by the intergovernmental bodies and many international voluntary organizations, drafted the U.N. Convention on the Rights of the Child, and the second draft has now been completed. Human rights are the fundamental freedoms and protections to which all human beings are entitled. The general rule is that children are afforded the same basic rights as adults, but, because they are especially vulnerable, they require special rights to protect them and to meet their…

Marples, Roger (2005). Against Faith Schools: A Philosophical Argument for Children's Rights. International Journal of Children's Spirituality, v10 n2 p133-147 Aug. In spite of the fact that the Universal Declaration of Human Rights grants parents the right to an education in conformity with their own religious convictions, this paper argues that parents should have no such rights. It also tries to demonstrate that religious and cultural minorities have no rights to establish faith schools and that it is a child's right in trust, to autonomous well-being, which trumps any such claims. Faith schools, it is argued, represent a real and serious threat to children's autonomy, especially their emotional autonomy. As such, they are incompatible with the aims of education required by a liberal democracy. (Contains 16 notes.)… [Direct]

(1998). Indigenous Affairs = Asuntos Indigenas, 1998. Indigenous Affairs, n1-4. This document contains the four 1998 English-language issues of Indigenous Affairs and the four corresponding issues in Spanish. These periodicals provide a resource on the history, current conditions, and struggles for self-determination and human rights of indigenous peoples around the world. The first issue is a theme issue on the indigenous peoples and nations of the Pacific and includes general articles on decolonization, self-determination, and the indigenous rights movement in the Pacific, as well as articles on specific Pacific Island nations. General articles in other issues discuss the research needed to promote effective activist strategies, the "second wave" of colonialism in a rapidly changing world, protection for indigenous cultural knowledge, and the principle and process of self-determination. Articles on the United States and Canada examine the history of colonialism, land issues, and indigenous rights in Hawaii, and the history of Innu resistance to…

(2006). Designing Training Programmes for EIU and ESD: A Trainer's Guide. UNESCO Bangkok The training guide is based on a TOT (Training of Trainer) workshop conducted in September 2005 in Chiangmai, Thailand jointly by Asia Pacific Centre of Education for International Understanding (APCEIU) and UNESCO's Asia Pacific Programme of Educational Innovation for Development (APEID). The publication provides a comprehensive guide to trainers of teachers on education for international understanding (EIU) and education for sustainable development (ESD). This guide is structured to enable the reader to plan, organize and conduct a training workshop using EIU and ESD as the conceptual and content focus. It is divided into three sections: (1) concepts and themes; (2) process; and (3) pedagogy. Also explained is the concept of EIU and ESD and how the two link to other global social topics such as social justice, human rights, peace and equity. [This guide was also produced by UNESCO's Asia-Pacific Centre of Education for International Understanding.]… [PDF]

Kaminsky, James S. (2006). Paul Goodman, 30 Years Later: \Growing Up Absurd\; \Compulsory Mis-Education, and The Community of Scholars\; and \The New Reformation\–A Retrospective. Teachers College Record, v108 n7 p1339-1361 Jul. This article is a retrospective account of the legacy of Paul Goodman's major educational works: \Growing Up Absurd\; \Compulsory Mis-education, and The Community of Scholars\; and \The New Reformation.\ It is argued here that what remains of interest in Goodman's work is to be found in the tropes and the anarchic Zeitgeist of his work. The legacy of Goodman's educational writing is its art and the nostalgic romantic humanism that holds together its various educational tropes. Goodman's contribution to educational thought was the awakening that he brought to some elements of America's mythology–that is, freedom, liberty, individuality, and human rights. Although many of the recommendations for education in his books seem more than somewhat out of touch with today's educational issues, Goodman's texts still assert a romantic anarchic humanism coloring an educational counterstory that is a refreshing alternative to the politically correct educational agendas of conservatives and… [Direct]

Ahmad, Iftikhar (2006). Teaching Government in Social Studies: Political Scientists' Contributions to Citizenship Education. Social Studies, v97 n1 p8-15 Jan-Feb. In this article, the author presents an appraisal of the two contending perspectives on political scientists' approach to citizenship education in social studies: John Dewey's critique of political scientists' vision of citizenship education and a consideration of the educational implications of the APSA's activities in precollegiate citizenship education programs. The first argument presents a sanguine view of political scientists' contributions, suggesting that political scientists promoted the teaching of government in schools to prepare good citizens. The second argument questions the compatibility of political science and citizenship education. Proponents of the second argument contend that because the intellectual mission of political science has been essentially limited to academic and empirical research, it is not feasible for its practitioners to achieve any beneficial results in a normative activity such as citizenship education, which includes the teaching of democratic… [Direct]

Olszewski, Bernard (2006). Critical Intellectual Inquiry at Catholic Colleges. Academe, v92 n1 p30-32 Jan-Feb. In this article, the author, a professor and an academic administrator at a Catholic college, discusses the topics of academic freedom and intellectual debate within the context of Catholic schools operating under guidelines of the Vatican document "Ex Corde Ecclesiae." Under these guidelines, there are fundamental moral questions that are not open for debate. Positions on issues such as reproductive rights, extramarital sexual relations, and same-sex marriage are clearly defined in the teaching of the Catholic church; to be Catholic is fundamentally to uphold these positions. Still, even with this caveat, the Catholic intellectual tradition invites debate, discussion, and exploration regarding these matters and others, such as capital punishment, human rights, and global peace and justice. In the classroom, opposing views can be aired, dialogue can be initiated, and discussion can be encouraged so that students can understand the church's positions and be better prepared…

Enslin, Penny; Tjiattas, Mary (2006). Educating for a Just World without Gender. Theory and Research in Education, v4 n1 p41-68. In this article we examine Okin's ideal of a \gender-free society\ and its relations to central educational values and practices. We suggest that this ideal pervades her work on the family, culture and, more recently, her focus on the developing world, and gives her liberal feminist stance its radical bite. We contrast this ideal with the more standard notion of gender-neutrality (non-discrimination) and argue that Okin's more demanding concept (going beyond equal access to positions, benefits and opportunities as currently defined, to insist on the critical overhauling of the systems that determine them) far better accords with requirements of justice. We then go on to explore the contribution to a \gender-free society\ of construing women's rights as human rights which Okin saw as crucial to countering threats against gender equality from competing claims of both multiculturalists and economic development theorists. We consider implications for education (including schooling)… [Direct]

Erni, Christian, Ed. (1997). The Indigenous World, 1996-97 = El Mundo Indigena, 1996-97. This annual publication (published separately in English and Spanish) examines political, legal, social, and educational issues concerning indigenous peoples around the world during 1996-97. Part I highlights news events and ongoing situations in specific countries. In North America, these include threats of proposed oil drilling on sacred sites of the Blackfeet Nation and associated wilderness environment, the Leonard Peltier case, international boycotts of lumber and oil companies threatening the proposed Lubicon Cree territory in Alberta, the choice of an Ojibwa activist as 1996 Vice-Presidential candidate of the U.S. Green Party, intrusion of mining activities on the sacred sites of the Western Shoshone, and conflicts between the National Park Service and the Timbisha Shoshone and other tribes. Other sections cover the Arctic, Mexico and Central America, South America, the Pacific and Australia, East Asia, Southeast Asia, South Asia, and Africa. Indigenous issues in these…

Flaherty, Sean L. (1994). School of the Americas: At War With Democracy? Study Guide. Episode #804. America's Defense Monitor, Educational TV for the Classroom. This program examines the 50-year practice of the U.S. training of Latin American soldiers at the School of the Americas. Originally designed as a jungle warfare training center in the 1950s, the program evolved into a Cold War program to promote stability and democracy in Latin America. Human rights abuses have been charged against these elite trained soldiers. The study guide offers questions to use before viewing the video, questions to follow the video, classroom activities to focus student thinking on the problem, topics for further research, and a list of 13 resources. (EH)… [PDF]

Sass, Charles R. (1995). Talking Peace with Jimmy Carter. Teacher's Guide. This guide accompanies a videotape designed to provide students with insights on former president Jimmy Carter's views on peace and mediation. Activities emphasize key ideas relating to conflict resolution and human rights issues. Each activity uses student handouts and can be completed in one to three class periods. Activities include: (1) "What is 'Peace'?"; (2) "The Causes of Conflict"; (3) "Viewing the Video"; and (4) "You Be the Mediator." Additional suggestions are offered, as wall as background information, quotations about peace, statements about conflict, a viewer's guide, and mediation scenarios. (EH)…

Walford, Geoffrey (2004). When Tradition Meets Modern Law: Changing the Role of the Oxford University Proctors. Research in Education, v72 p103-114 Nov. This article discusses the changes in statutes that were necessary to ensure that the duties and responsibilities of the ancient post of proctor at Oxford University were brought into line with the Human Rights Act 1998. As there is no other university with a similarly powerful proctorial system, the changes in legislation may seem to be of only local interest. In fact the process of change led to a reconsideration of the benefits of an independent body to deal with certain aspects of student affairs, and other universities might benefit from the development of such a body…. [Direct]

(1984). Position Statements on Programmatic Issues: A Position Statement of the Association for Retarded Citizens. The position statement of the Association for Retarded Citizens (ARC) addresses issues in the design and delivery of programs for persons with mental retardation. An introductory section presents basic principles and philosophies underlying services, including integration, human rights, equal rights, normalization, and the developmental model. Then, specific issues are examined and positions of the ARC set forth: (1) rights of people who are mentally retarded; (2) the concept of least possible restriction; (3) work and employment related activities (productivity, work activity centers and sheltered workshops, and wages); (4) residential opportunities (in-home and out-of-home care); (5) guardianship; (6) behavior management; and (7) quality assurance. (CL)…

Thurston, Carol M. (1976). Trends in Media Criticism and Accountability in Western Europe: Growing Pressure from Consumers. This paper examines efforts in Western Europe to monitor and guide the performance of the mass media. The evidence indicates that consumers are increasing their efforts to let the media know their wants and needs; these efforts include complaints to national press councils and action in special-interest groups. Local and federal governments have responded to public opinion by creating press councils or by modifying existing councils, appointing ombudspersons, and establishing codes of ethics or independent regulatory agencies. The report concludes with the hope that these developments will soon lead to a balance among press rights, human rights, and information needs, without the loss of any of these rights. (RL)…

Littlebear, Richard (2004). One Man, Two Languages: Confessions of a Freedom-Loving Bilingual. Tribal College Journal of American Indian Higher Education, v15 n3 p10-12 Spr. When the movement for "English Only" began some years ago, the author told participants at a bilingual education workshop that he was against it. He was rendered momentarily mute because he had thought that the English Only proponents could not curtail the freedom of expression guaranteed by the U.S. Constitution. The way he understood them, the framers of the Constitution guaranteed freedom of expression. He has often questioned the direction this country takes in regards to civil rights, human rights, and especially the freedom to express ourselves. The ideals propounded in the Declaration of Independence, the Constitution, and the Bill of Rights are excellent…. [Direct]

Segal, Robert M., Ed. (1972). Advocacy for the Legal and Human Rights of the Mentally Retarded. Nine presentations from a conference on advocacy of the legal and human rights of the mentally handicapped are given. Robert Segal considers parents and professionals to be the primary advocates for the retarded, while Virginia Nordin examines the implications of recent court cases for the retarded's right to legal process and redress. The right to dignity is discussed by Marjorie Kirkland, and William Cruickshank suggests that the right not to be negatively labelled is important for the retarded. The right to financial assistance is presented by Mary Wagner. Lynwood Beekman recommends action at the local, county, and state levels to insure the right to education for the handicapped. Lorraine Beebe delineates the right to community services such as appropriate physical and mental health care. Inadequate finances and staff are seen by Lawrence Turtond to result in a failure to provide the retarded with the right to adequate treatment in state institutions. Robert Burt considers… [PDF]

de Neufville, Judith Innes (1981). Social Indicators of Basic Needs: Quantitative Data for Human Rights Policy. Developing social indicators of basic human needs involves (1) recognizing the problems in selection, (2) identifying the criteria for making selections, (3) choosing which basic needs to cover, and (4) selecting the indicators. The social indicators are to help formulate U.S. foreign policy and will be used by the State Department's Bureau of Human Rights in its annual country reports to Congress. Problems in selecting indicators of adequate living standards include data accuracy, data comparability across diverse cultures, appropriateness of the measures to U.S. policy, and proper interpretation of the indicators when making policy. In light of these problems, ten criteria were developed for the selection and presentation of the indicators. Education, health, nutrition, and income emerged as the basic needs to cover. Within these limits, the Bureau selected 12 social indicators, including infant mortality rate, population growth rate, primary school enrollment rate, household… [PDF]

Streib, Victor; Walters, David R. (1976). Emerging Human and Legal Rights of Children. Behavioral Disorders, 2, 1, 16-21, Aug 76. Available from: EC 090 474. Alternatives to institutionalization of delinquent children are viewed in terms of growing concern for children's human and legal rights. (SBH)…

Lotz-Sisikta, Heila; Schudel, Ingrid (2007). Exploring the Practical Adequacy of the Normative Framework Guiding South Africa's National Curriculum Statement. Environmental Education Research, v13 n2 p245-263 Apr. This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to socio-political and socio-ecological histories in post-apartheid curriculum transformation processes. The article critically considers the process of working with a normative framework in the defining of environmental education teaching and learning interactions, and seeks not only to explore the policy discourse critically, but also to explore what it is about the world that makes it work in different ways. Drawing on Sayer's perspectives on the possibilities of enabling "situated universalism" as a form of normative theory, and case-based data from a teacher professional development programme in the Makana District (where the authors live… [Direct]

Ward, Jane (2007). Can We Make a Difference?. Adults Learning, v18 n7 p23-25 Mar. In this article, the author reports from the World Social Forum, the annual gathering of campaigning groups and activists who believe that "another world is possible." The theme of the seventh forum, "People's struggles, people's alternatives," united 50,000 people from diverse cultures and backgrounds who gathered in Nairobi believing not only that another world is possible, but also that it is extremely desirable. The questions at the heart of all this activity concerned building a just and equitable world where there are no obscene extremes of wealth and poverty or abuses of human rights. Nevertheless, there is a fire raging though adult learning. Utilitarian skills training has taken hold as the dominant discourse, and learning for wider purposes has been pushed to the margins. There are many things that adult educators can do to make an alternative world of adult learning possible. They can develop learning practices across the range of adult learning… [Direct]

Limage, Leslie J. (2007). Organizational Challenges to International Cooperation for Literacy in UNESCO. Comparative Education, v43 n3 p451-468 Aug. The absolute priority given by UNESCO to the promotion of universal literacy is understood as a key policy driver shaping the Organization since its inception in 1946. Grounded in human rights, the commitment has taken concrete form in many and diverse ways, but it is as a shaper of ideas that UNESCO's overall contribution is best judged. In particular, the Organization has persisted in its dual approach to universal literacy through both universal primary education and literacy learning opportunities through formal provision and non-formal learning opportunities for adults and out-of-school youth. Although the latter strategy receded somewhat in prominence in the decade following the World Conference on Education for All (1990), recent years have seen an invigorated and broadly supported multi-pronged approach to literacy emerge in the donor community, if not in UNESCO itself. A major policy shift in 2006 to abandon systematic and programmatic concern for literacy at UNESCO… [Direct]

Stanistreet, Paul (2007). Breaking the Chains. Adults Learning, v18 n7 p28-31 Mar. In 1792 more than 350,000 people in Britain signed a petition calling for an end to the slave trade. It was, writes historian Adam Hochschild in his book "Bury the Chains," "the first time in history that a large number of people became outraged, and stayed outraged for many years, over someone else's rights". In 1807–after 15 years of obstruction by the House of Lords–Parliament finally passed a bill abolishing a trade which, at its peak, saw 80,000 slaves trafficked from Africa to the New World each year. The trade, as is well known, was appallingly cruel. Men, women and children, marched mercilessly from their villages to ports hundreds of miles away, would be crammed into the holds of slave ships, where they might remain for months on end. Many would die of smallpox or dysentery before reaching land. Those who survived spent the remainder of their unnaturally short lives in bondage, vital cogs in a global economy that relied on forced labour. In this… [Direct]

Pember, Mary Annette (2007). A Painful Remembrance. Diverse: Issues in Higher Education, v24 n21 p24-27 Nov. Many in Indian country have expressed that the trauma from the boarding school experience continues to terrorize the hearts of American Indians. Although much has been written about this history that looms so large in the North American indigenous experience, it remains an obscure topic in mainstream America. Dr. Eulynda J. Toledo, a member of the Dine tribe and project director of a grant from the National Institute for Disability Research and Rehabilitation, is working to bring attention to the "intergenerational trauma" of the boarding school era through the recently founded Boarding School Healing Project. Toledo and her colleagues maintain that many of the social ills plaguing current generations of American Indians, including sexual abuse, child abuse, violence towards women and substance abuse can be traced to the generations of abuse experienced at Indian boarding schools. Toledo describes intergenerational trauma as posttraumatic stress disorder that has been… [Direct]

Dalbera, Claude, Ed.; Friboulet, Jean-Jacques, Ed.; Liechti, Valerie, Ed.; Meyer-Bisch, Patrice, Ed.; Niamego, Anatole, Ed. (2006). Measuring the Right to Education. UNESCO Institute for Lifelong Learning (NJ3) Amartya Sen defined development as the creation of capabilities or capacities. One of the crucial capacities is basic education. With no access to writing, reading and numeracy, people are unable to fight against poverty and to build their lives in the current global environment. In this perspective, the right to education cannot be conceived only in a subsidiary or ancillary way. The realisation of the right to education is an essential pre-condition for human dignity and for development. But how does one measure this reality? This book presents a methodology for observation and analysis that is informed by an array of indicators designed to measure the four capacities of the educational system: acceptability, adaptability, availability and accessability. This innovative methodology has been developed in a partnership between the Interdisciplinary Institute for Ethics and Human Rights (IIEHR) at the University of Fribourg in Switzerland and the Association for the promotion of… [Direct]

Greene, Alanda (1997). Rights to Responsibility. Multiple Approaches to Developing Character and Community. This book contains lessons that teach students about rights and responsibilities through activities designed to develop character and community. Students are encouraged to learn about the concepts of human rights and responsibilities, and being environmentally responsible citizens. The book employs a variety of learning strategies, allowing for many ways to respond to learning, process information; and express understanding. Research into how the brain works and how learning is best enhanced was used to provide learners with a variety of ways to internalize knowledge. Suggestions for how to facilitate cooperative learning, using personal and reflective journals, and conducting brainstorming activities are provided. A 31-item bibliography concludes the document. (RJC)…

Reynaldo A. Morales Cardenas (2020). Transnational Interactions and Integrations of Indigenous Knowledge Systems and Western Science: A Cross-Case Synthesis of Informed and Consented Educational and Policy Interventions on Biodiversity Conservation and Genetic Resource Management. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This dissertation examines how Indigenous Knowledge (IK) and Traditional Knowledge (TK) systems interact with Western Scientific Knowledge (WSK) in contemporary efforts to reintroduce traditional agro ecosystems and build transnational collaborations among Indigenous Peoples and Local Communities (IPLCs). I focus on the role of education, broadly defined, in establishing political and practical conditions that foster equitable integration of knowledge systems in accordance with international treaties and binding agreements around biodiversity conservation and sustainable development. The context for this work is the rapidly evolving policy discourse of Indigenous Peoples' territorial, human, environmental and intellectual property rights, and the set of principles that are emerging from this discourse. Central among these is the principle of Free, Prior, and Informed Consent (FPIC). The case studies presented herein trace how transactional models of education and scientific research… [Direct]

Hussey, Michael (2014). "Records of Rights": A New Exhibit at the National Archives in Washington, D.C. Social Education, v78 n1 p25-28 Jan-Feb. America's founding documents–the Declaration of Independence, the Constitution, and the Bill of Rights–are icons of human liberty. But the ideals enshrined in those documents did not initially apply to all Americans. They were, in the words of Martin Luther King, Jr., "a promissory note to which every American was to fall heir." "Records of Rights," a new permanent exhibition at the National Archives in Washington, D.C, allows visitors to explore how generations of Americans discussed and debated how to fulfill this promise of freedom. "Records of Rights" showcases original and facsimile National Archives documents and uses an innovative interactive experience to illustrate Americans' struggles to define rights related to citizenship, free speech, voting, and equal opportunity. "Records of Rights" opened on December 11, 2013, in the David M. Rubenstein Gallery at the National Archives Building in Washington, D.C. In this article,… [Direct]

Cleveland, Harlan (1980). Renewing the Boundless Resource. A lecture on the critical issues of the 1970s from the vantage point of changing attitudes was presented at the 1979 annual meeting of the American Association of State Colleges and Universities. The review summarizes how the public's basic attitudes toward government, world interdependence, technology, and economic equity, for example, changed policies toward defense, the environment, economic growth, and international affairs. The shift in some important attitudes are attributed to the effect of formal or informal education. A primary task for higher education is shown to be the use of modern technology to meet human needs and purposes. Disarmament, human rights, and world resources are also discussed. (SW)…