Jacobson, Jodi L. (1990). The Global Politics of Abortion. Worldwatch Paper 97. Locating the issue of abortion in a global public policy context, with the array of public health, human rights, and social questions that are implicated, is the aim of this paper. Abortion laws around the world have been liberalized since the 1950s, with a resultant decrease in abortion-related mortality among women. The proportion of the world's population, governed by laws that permit abortion on medical or broader social and economic grounds, is 75 percent (nearly 4 billion people). In addition to women living in those countries that have resisted liberalization of their abortion laws, many women have restricted access to abortion, even those in countries in which abortion is technically legal. There are a number of reasons for this, including a lack of government or public commitment to provide or fund services, lack of trained specialists, administrative roadblocks, a woman's ability to pay, and a lack of truthful information about legal rights and services. Abortion rates… [PDF]

Malley-Morrison, Kathleen; Patterson, Marcus (2006). A Cognitive-Ecological Approach to Elder Abuse in Five Cultures: Human Rights and Education. Educational Gerontology, v32 n1 p73-82 Jan. The population of the world is aging rapidly?a development that the World Health Organization (2004) has labeled as ?a demographic revolution.? According to its statistics, there are currently 600 million people in the world over the age of 60, a figure that will double by 2025 and double again by 2050. Within this age group, the numbers of the ?oldest old? (people over 80) are increasing the most rapidly. With these dramatic changes, there is an escalating need for education around issues related to aging. Cross-culturally, elders are one of four groups (along with children, women, and individuals with disabilities) found to be consistently vulnerable to family violence (Levesque, 2002). While cross-cultural research on domestic violence and abuse generally has expanded, elder abuse, as a subtype of domestic violence, remains poorly understood cross-culturally. All of the authors in this issue mentioned that a dearth of research on elder abuse within the populations they sampled was… [Direct]

Gottlieb, Stephen S. (1991). A High School Student's Bill of Rights. Teaching Resources in the ERIC Database (TRIED) Series. Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans focuses on teaching high school students their Constitutional rights and responsibilities. The 40 lesson plans in the book cover the courts and basic rights, the rights of criminal suspects, the rights of minors and education law, and individual freedom at school and in the working world. The book includes an activities chart which indicates the focus and types of activities (such as class discussion, creative writing, critical reading, role playing, group activities, etc.) found in the various lessons. The United States Bill of Rights, The Northwest Ordinance of 1787, and the United Nations Universal Declaration of Human Rights are attached. (RS)… [PDF]

Degazon-Johnson, Roli (2002). Challenges of Citizenship Education in Small States–Issues of Context vs. Content. A Background Paper Prepared for the Pan-Commonwealth Project on Heritage, Multiculturalism and Citizenship. Ten years ago in the Harare Declaration, heads of government from across the British Commonwealth committed to upholding critical commonwealth-held values. While initially focusing on Human Rights Education, the Commonwealth Secretariat set about enabling member governments to promote greater awareness, education, and training supporting democracy, human rights, and respect for individual freedoms. In 2002, the Commonwealth Secretariat's Education Department undertook a deeper level of study of the education institutions which, through their programs, are seeking to further this initiative and to assess lessons learned and to determine the future. The Ministries of Education of two Caribbean small states, Trinidad and Tobago and Guyana, both with issues of multiculturalism, diversity, and ethnicity high on the political agenda, have supported a Secretariat-driven initiative to enable information gathering on citizenship education in school-based and non-formal education forums…. [PDF]

Stradling, Robert (2000). Conference on "The Initial and In-Service Training of History Teachers in South East Europe" (Athens, Greece, September 28-30, 2000). The Stability Pact for South Eastern Europe was adopted by the Ministers of Foreign Affairs of the European Union in Cologne (Germany). They were subsequently endorsed by 40 partner countries and international organizations which undertook to strengthen the countries of Southeastern Europe in their efforts to foster peace, democracy, respect for human rights and economic prosperity to achieve stability in the whole region. Three working tables were established: (1) "Democratization and Human Rights"; (2) "Economic Reconstruction"; and (3) "Security Issues." The conference, organized jointly by the Council of Europe and the Ministry of National Education and Religious Affairs in Greece, was the first of a planned series of activities and projects on the training of history teachers in the region. It was initiated under the framework for action of working table 1 of the Stability Pact. The conference report is divided into eight sections: (1)…

Adams, Clayton; And Others (1985). Teaching about the Holocaust and Genocide. The Human Rights Series, Volume II. Designed to assist secondary school social studies, English, and humanities teachers as they teach about the Nazi Holocaust, the second of two volumes serves as a continuing introduction to the concept of human rights. Building on the first volume, which dealt with the roots of intolerance and persecution and precursors of the Holocaust, this volume focuses primarily on the Nazi Holocaust and its implications for our future. Because the guide is not a textbook, but rather a collection of materials and activities about the Holocaust and other examples of genocide, the learning activities are not arranged in a developmental order and may be taught in any sequence. This second volume, beginning with Unit III, examines anti-Semitism–traditional, religious, and racial; Nazi thought; the Nazi rise to power; "The Final Solution"; perpetrators and victims; responses by individual institutions and nations; and judgment, justice, and survivors. Unit IV, "Implications for Our…

Perotti, Antonio (1991). Action to Combat Intolerance and Xenophobia in the Activities of the Council of Europe's Council for Cultural Co-operation, 1969-1989. This report surveys the steps taken by the Council of Europe's Council for Cultural Cooperation (CDCC) to combat the increasing problem of intolerance and xenophobia in Western Europe. The outbreak of xenophobic sentiment is attributed to two facts: large immigrant communities from outside Europe have settled permanently in Europe, and there has been a mass influx of political refugees from the Asian countries. The paper suggests that immigration is not the sole explanation. The rise in intolerance is occurring at a time when the European countries are undergoing crises in urban development, education, culture, and economics. The changing ethnic composition of Europe is surveyed as are the forces that help to maintain cultural identities and those that are useful in changing cultural identities. In order to confront the needs of an ethnically diverse continent, the CDCC has proposed three main lines of thrust for educational and cultural systems: (1) the cognitive knowledge to be…

Roman, Leslie G. (2004). States of Insecurity: Cold War Memory, "Global Citizenship" and Its Discontents. Discourse: Studies in the Cultural Politics of Education, v25 n2 p231-259. This article situates the dominant discourses of "global citizenship" employed in North American universities to internationalize the curricula, drawing in part on evidence from one Pacific northwestern Canadian university in the post-September-11 context of recent restrictive immigration policies, anti-terrorist measures and evocative Cold War memories. Far from weakening the Canadian nation-state or jettisoning neoliberalism, it argues that authoritarian post-Fordism constitutes a supra-juridical state that offers fewer social services but governs with more entrepreneurship through its globalization, immigration and "national security" policies. The article shows how the post-September-11 changes to Canada's immigration and refugee legislation from 1978 to 2001, write evocative fears about "terrorists" and "invading immigrants" on the national body politic. These changes provide literal and metaphorical transnational, economic and socio-legal… [Direct]

Okano, Kaori H. (2006). The Global-Local Interface in Multicultural Education Policies in Japan. Comparative Education, v42 n4 p473-491 Nov. This paper examines interactions between the global and the local in the context of Japanese mainstream schooling, by focusing on the development of local government policies to manage diversity in schools. This paper reveals how local governments developed education policies in interaction with grassroots professional groups, activists and schools, and by selectively incorporating national policies. These local policies are multicultural education policies but differ in two significant ways. The first is their predominant concern with human rights education, leaving celebration of cultural diversity as a marginal consideration, and the other is the official use of the term "foreigners" in the title of these policies; both of which reflect the pre-existing local context. The paper demonstrates that new immigrants do not unilaterally impact on supposedly ethnically homogeneous Japanese classrooms, but that the pre-existing local contexts (national, local and institutional)… [Direct]

Kuehner, Trudy (2006). Islam, Islamism, and Democratic Values. Footnotes. Volume 11, Number 4. Foreign Policy Research Institute On May 6-7, 2006 FPRI's Marvin Wachman Fund for International Education hosted 44 teachers from 16 states across the country for a weekend of discussion on teaching about Islam. Speakers were drawn from the disciplines of religious studies, anthropology, political science, history, law, and journalism. The institute, held in Bryn Mawr, Pa., was made possible by a grant from the Annenberg Foundation. Walter McDougall opened the conference with remarks on the U.S. democratization effort in Iraq, noting similarities to Reconstruction in the Confederate South. Sessions included; (1) Islam vs. Islamism (S. Abdallah Schleifer); (2) Islam and Politics in Historical Perspective (David Cook); (3) Asian and Arab Islam (Robert Hefner); (4) Islam in Europe: Integration and Counterterrorism (Jytte Klausen); (5) Iraq's Democratic Prospects (Kanan Makiya); (6) Islam, Law, and Human Rights (David Forte); (7) Islam, Democracy, and the West (Fawaz Gerges.) Barry Rubin spoke of the tension between… [PDF]

Subreenduth, Sharon (2006). "Why, Why Are We Not Allowed Even…?": A De/Colonizing Narrative of Complicity and Resistance in Post/Apartheid South Africa. International Journal of Qualitative Studies in Education (QSE), v19 n5 p617-638 Sep-Oct. South Africa is poised at a critical moment in its de/colonizing efforts. Engulfed in laudable anti-apartheid policies and legislation, South Africa has created a strong base for addressing colonial and apartheid legacies of racial, economic and political oppression. Despite these efforts, education continues to be a complex and contested terrain as the new ideology of human rights and social justice for "all" is negotiated, challenged and imagined. What is imperative at this historical juncture is an analysis of how de/colonizing efforts are translated in key educational environments. I present this analysis through the interplay of the de/colonizing narrative of complicity and resistance of Gugu, a Black South African teacher. Contextualized within both historic-political and contemporary educational discourse, rhetoric and legislation, Gugu's narrative offers a space to examine the complex and contradictory roles apartheid and post/apartheid education play in engendering… [Direct]

Cates, Kip A.; Jacobs, George (2006). Global Issues Projects in the English Language Classroom. Online Submission This chapter will focus on the design and implementation of content-based classroom ESL/EFL projects built around "global issue" topics linked to themes such as peace, human rights and the environment. It will explain how second language project work designed from a global education perspective aims both at the development of language skills and at the promotion of global awareness, international understanding and social responsibility. The chapter will outline the features of a global education approach to foreign language teaching, discuss key factors to consider in designing ESL/EFL project work around world problems and social issues, and describe examples from different parts of the world of global issues project work by second language students. This content was published in: G. H. Beckett & P. C. Miller (Eds.), "Project-based second and foreign language education: Past, present, and future" (pp. 167-180). Greenwich, CN: Information Age Publishing, 2006.]… [PDF]

Noel Gough (2024). Exercising the Imagination: Ecofeminist Science Fictions as Object-Oriented Thought Experiments in Education. Gender and Education, v36 n4 p345-361. This essay offers a rationale for deploying ecofeminist science fiction stories as object-oriented thought experiments in science and environmental education, with particular reference to developments in genetics and evolutionary biology, and their implications for human (and more-than-human) reproduction and kinship in the period following the determination of the double helical structure of DNA by scientists affiliated with Cambridge University's Cavendish Laboratory in 1953, and the impact of subsequent gene-centric discourses on the biological sciences and the wider culture. The utility and defensibility of this approach is exemplified by reference to two science fiction novels by the late Naomi Mitchison that foreground and anticipate implications of genetic sciences for matters of concern to ecofeminists, including reproductive rights and responsibilities, population control, human relations with the more-than-human, and problematizing gendered (and other) binaries in everyday… [Direct]

Youn, Gahyun (1996). Do Human Rights Exist for Korean Gay Men and Lesbians?. All talk of sex was taboo in Korean society until the middle of this century. Only during the last decade has sexuality been a topic of discussion, but still the discourse was dominated by traditional male views regarding sex. Today, the number of homosexuals living openly is growing, and active debate about homosexuality in Korea is now emerging. The current state of homosexual human rights is explored through the following topics: "Homosexuality in the Korean Historical Record"; "Contemporary Homosexual Community in Korea"; "Social Activism on Homosexuals' Rights"; "Homosexuals and the Law"; "Homosexuality and the Mass Media"; and "Academic Activity." This paper includes results of surveys which sampled the number of gays in a given population and polled the attitudes of Korean psychologists towards homosexuals. Most Koreans seem to accept that the historical silence is evaporating and that homosexuality is becoming… [PDF]

Shilha, Marianne M. (2000). A Curriculum Unit on Human Rights of the Mayas of Guatemala. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Mexico and Guatemala). This curriculum unit is intended for upper-level high school students. The unit aims for students to gain a basic understanding of the history of Mayan human rights in Guatemala and of the present situation in Guatemala. The unit uses a variety of media and teaching techniques. It lists 30 questions which are to be completed after reading the introductory chapter to "Unfinished Conquest: The Guatemalan Tragedy" by Victor Perera (the chapter is attached). The unit includes information about tourism, Guatemalan customs, and its arts and crafts. In another activity students view and discuss the 1983 film "El Norte." Other activities include translating from Spanish to English a children's picture book; viewing slides about daily life in Guatemala; listening to a tape of one of the 21 Maya languages; and reading and discussing two poems by Humberto Ak'abal, an indigenous Guatemalan poet. (Contains several vocabulary sections and cites seven sources.) (BT)… [PDF]

Hart, Elinor, Ed. (1967). As the Child Reads: The Treatment of Minorities in Textbooks and Other Teaching Materials. Conference Report, National NEA-PR&R Conference on Civil and Human Rights in Education (Washington, D. C., February 8-10, 1967). The conference on \The Treatment of Minorities in Textbooks and Other Teaching Materials\ was held on February 8-10, 1967 in Washington, D.C. It was sponsored by the National Education Association and the Committee on Civil and Human Rights of Educators of the Commission on Professional Rights and Responsibilities. Attending the conference were educators, publishers, government officials, and civil rights leaders. This conference report gives abridged speeches and reports on the panel discussion, workshops, and follow-up activity. Speeches and reports cover criteria for textbook selection; the roles of educators, publishers, government, and civil rights groups in providing multi-ethnic teaching materials; learning materials and minorities; integrated textbooks and the invisible Negro; treatment of religious groups in public and private school texts; the preparation of inservice teachers on the use of multi-ethnic texts; and the mass media and minority treatment. Also given are the… [PDF]

Beedy, Jeffrey P.; Perkins, Daniel F.; Spangler, Kathy J.; Wicks, Anne (2007). Intermediaries Supporting Sports-Based Youth Development Programs. New Directions for Youth Development, n115 p107-118 Fall. The authors describe intermediary organizations whose aim is to provide technical assistance to sports organizations about infusing a youth development emphasis into their programming. Team-Up for Youth, Sports PLUS Global, and the National Recreation and Park Association are the three organizations highlighted in this article. Team-Up for Youth's mission is to pioneer innovative strategies to support the healthy development of youth by strengthening and expanding afterschool sports and physical activity programs. Team-Up works with youth sports providers, policymakers and public officials, and staff and students at colleges and universities in the San Francisco Bay Area. It concentrates on five areas: training and education, coaching corps, grant making, public policy, and knowledge creating and sharing. Sports PLUS Global is an international organization that delivers educational training to communities using sports to promote human development, social change, and human rights. It… [Direct]

Blumer, Nadine (2015). Expanding Museum Spaces: Networks of Difficult Knowledge at and beyond the Canadian Museum for Human Rights. Review of Education, Pedagogy & Cultural Studies, v37 n2-3 p125-146. Analysis of how histories of violence are represented and received in cultural institutions such as museums and memorials is frequently framed in terms of conflict and hierarchies or competitions of suffering. In this article the author proposes a framework that imagines the broader and interconnected networks in which museum narratives and ideas about historical violence are represented and debated. The "networked" framework described here provides new ways of understanding how social conflicts such as "competitions of victimhood" play out in multiple and mutually reinforcing arenas…. [Direct]

Rosenthal, Nina Ribak (1987). Religious Freedom: A Human Rights Concern for Counselors. As minority groups, civil rights activists, and legislators push for cultural pluralism to replace the melting pot concept, the school counselor's role expands to include advocating and defending human rights. This study investigated religious practices in public schools, the perceptions of teachers regarding such practices, and the existence and use of guidelines related to religious-related activities. Teachers (N=93) who were enrolled in university education courses at California State University, Stanislaus, completed a questionnaire by indicating whether or not each of 20 specific events occurred in their schools and whether they thought such events should occur. Four additional items assessed whether teachers had guidelines regarding appropriate religious-related activities, whether they followed such guidelines, and whether they would follow such guidelines if developed. The results indicated that, although a majority of respondents wanted more religious-related activities,…

Batelaan, Pieter; Coomans, Fons (1995). The International Basis for Intercultural Education Including Anti-Racist and Human Rights Education. Many international documents, building on the philosophy and contents of the Universal Declaration of Human Rights of the United Nations, support this declaration's standards and stress teaching and education as effective ways to make these standards reality. The two papers in this document describe and analyze some international documents for their implications for intercultural education. The first paper, "The Legal Character of International Documents on Intercultural Education," by Fons Coomans describes the legal character of international documents on intercultural education and explores whether they have legal standing with governments and their value at grass-roots level for students and teachers. In general terms, these documents are not enforceable against states, but they have great value as yardsticks and guidelines. The second paper, "The Implications of International Documents on Intercultural Education," by Pieter Batelaan, discusses obligations… [PDF]

Lo Bianco, Joseph (1999). Globalisation: Frame Word for Education and Training, Human Capital and Human Development/Rights. Language Australia Research Policy and Practice Papers. This booklet discusses some consequences of internationalization for national training systems from the standpoint of the following two broad approaches often taken by international organizations: (1) the human capital ideology, which assumes human capital is an appropriate basis for education policy; and (2) the human rights and human development ideology, which asserts that education is best conceived in humanistic terms rather than in terms of the instrumentalism espoused by human capital ideology. The booklet is divided into four parts. Part 1 considers the three main ways international organization impact on national education systems and explains why it is important for applied linguists, literacy experts, and human capital economists to engage in "professional conversation." Part 2 focuses on the following three topics: the concepts of internationalization and globalization; nations and the global economy as entities on a collision course; and the concept of the… [PDF]

(2001). Education International Policy Resolutions: 1995, 1998, and 2001. Education International (EI) convened its affiliates worldwide on the occasion of its third World Congress in Jomtien, Thailand in July 2001. EI is a worldwide trade union organization of education personnel, whose 25 million members represent all sectors of education from preschool to university, 311 national trade unions and associations in 159 countries and territories. At the 2001 World Congress, the EI member organizations stated their wish that EI continue to mobilize teachers, trade unionists, and the international community around issues such as the right to quality public education for all human beings, controlled globalization, greater social justice and better cooperation among people. This document contains a comprehensive presentation of resolutions adopted by EI. This includes resolutions passed at the 1995 World Congress held in Harare, Zimbabwe, the 1998 World Congress held in Washington, D.C., and the 2001 World Congress held in Jomtien, Thailand. Following the EI… [PDF]

Grover, Sonja (2005). Challenging Statutory Limitations on Children's Education Rights: A Re-Examination of the Canadian Supreme Court Decision in "Auton". Education and the Law, v17 n1-2 p43-52 Mar. The 2004 Supreme Court of Canada decision in "Auton" concerns the right of autistic children to access services held by their parents to be essential to their children's ability to participate as members of a democratic society. It is argued that the child's right to have his or her basic developmental needs met is a constitutionally protected one. Having those developmental needs met engages both education and health rights. In "Auton" the parents had sought funding for the service at issue from the Ministry of Health, the Ministry of Children and Families (which dealt with mental health services and other particular support programs for the families of disabled children) as well as from the Ministry of Education. The case raises central questions regarding the very nature of education and the constitutionality of a discretionary power of government to set out statutory limitations upon fundamental human rights including education rights. (Contains 4 notes.)… [Direct]

Brooks, Sean, Ed.; Knowles, Alison, Ed. (1995). Education for Action. Undergraduate and Graduate Programs That Focus on Social Change. Expanded Third Edition. This book provides a comprehensive guide to graduate and undergraduate programs focusing on social change that are recommended by Food First, a non-profit research and education center with a mission of empowering citizens to address the root causes of hunger, poverty, and environmental decline. Listings provide the name and address of the institution; degrees offered; telephone, fax, and electronic mail information; a brief description of the programs offered; courses; key faculty; and admissions information. Listings include programs in agriculture, anthropology, area studies, development/international relations, economics, education, environment, ethnic studies, geography, history, human rights, law, peace studies, political science, public health/nutrition, sociology, urban planning, and women's studies. (MDM)…

Brenes, Abelardo; Ito, Takehiko (1994). Peace Education: Perspectives from Costa Rica and Japan. Peace Education Miniprints No. 62. This publication explores the views of two present members of the International Peace Research Association: Abelardo Brenes and Takehiko Ito. Brenes and Ito answer 13 questions related to peace education issues in their individual interviews. Abelardo Brenes is a professor at the University of Costa Rica and a consultant to the University for Peace, and has coordinated the Central American Program for the Promotion of Human Rights and Peace Education. Takehiko Ito is an associate professor at Wako University in Tokyo (Japan), chairperson of the Committee on Research of Peace and Disarmament Education of the Japanese Scientists Association, and secretary of Japanese Psychologists for Peace. (Author/CK)… [PDF]

(1993). Peace, Security, and International Conflict Management. Bibliography. This annotated bibliography presents information about 106 documents on issues of peace, security, and international conflict management. The items appear under the subheadings of: (1) "Arms Control, Disarmament, and Proliferation"; (2) "Causes and Nature of International Conflicts"; (3) "Conflict Management, Diplomacy, and Negotiations"; (4) "Human Rights and Ethnic and Religious Conflicts"; (5) "International Law and International Order"; (6) "International Organizations and Transnationalism"; (7) "Other Approaches and Overviews"; (8) "Religion and Ethics"; and (9) "Ready Reference and Bibliographies." A foreword, an introduction, author index, and title index also are included. (SG)… [PDF]

Peelle, Judith; Rogers, Joy J. (1983). Assuring the Rights of the Severely Handicapped. One way of monitoring the effects of ethical and legal issues concerning severely handicapped students is establishing an additional level of review in the public schools. The Human Rights Committee (HRC) in one district, composed of multidisciplinary professional and community staff, has reviewed 56 individual behavior management programs considered too restrictive for approval by staff conference alone. The increase in number of behavior programs involving restraints and aversives after the HRC's establishment may be explained by the admission of more severely behavior disordered students in the public school setting and the provision for more in-depth discussion of treatments before they were instituted. (CL)…

Coleman, Gina (1982). An Annotated Guide to Current Periodicals in the Third World Resource Centre. Current journals, newspapers, and national newsletters focusing on specific areas or topics in the field of development are described. Part 1 consists of an alphabetical list by title of the periodicals included. Part 2 is an annotated listing under broad subject headings: communication, countries and regions, demography, economic and social development, economic policy and planning, education, environment and natural resources, ethnic groups, food and nutrition, human rights, international cooperation, international development, international relations, and technology. Information provided for each entry includes the full title, place of publication, name of publisher, subscription rates for 1982, and a brief description. A directory of publishers is appended. (RM)…

Hoyle, John R.; McMurrin, Lee R. (1982). Preparing Leaders to Anticipate and Manage the Future: Part II: Critical Challenges for Leaders Who Anticipate and Manage the Future. Six major areas considered most likely to present stern challenges to educational leaders in the final years of the 20th century are: (1) changing demographics, (2) economics, (3) technology, (4) occupational and vocational education, (5) human rights, and (6) family structure. Relying on major reports, current periodicals, and personal experiences, the authors of this monograph identify key information about the six areas and stress the extent to which each area is and will be a challenge to educational leaders. The challenges are first described from a general perspective in each of the six areas and then linked to the urban school district of Milwaukee (Wisconsin). (MLF)… [PDF]

(1976). Equal Educational Opportunity for Asians and Pacific Islanders in the United States. This report of the Fourteenth National NEA Conference on Civil and Human Rights in Education focuses on equal educational opportunity for Asians and Pacific Islanders. Included in the document are various summaries of interest group input sessions. These were concerned with the following topics: 1) violence in the schools, 2) curriculum and instructional materials, 3) employment and its implications for education, 4) community organization, and 5) bilingual and multicultural education. Also included are an address on the educational process, and an address on the Southeast Asian Refugee Program. A listing of some events and dates of significance to Asians and Pacific Islanders in the U.S. is included. (Author/AM)… [PDF]