Guimaraes-Iosif, Ranilce; Shultz, Lynette (2012). Citizenship Education and the Promise of Democracy: A Study of UNESCO Associated Schools in Brazil and Canada. Education, Citizenship and Social Justice, v7 n3 p241-254 Nov. With current manifestations of globalization creating local problems, including widening equity gaps, increased environmental destruction and burgeoning poverty, many policymakers, civil society, organizations and educators are seeking models of education that promise social justice and a democratic public sphere that reflects more than democracy of and for elites. This study of UNESCO Associated Schools, located in Brazil and Canada, identified how educators negotiate contradictory global agendas and employ UNESCO ideals of a peaceful world, human rights and democracy, and a healthy environment to create a platform for citizenship education. While there is no package of liberation and transformational education that comes with being a UNESCO Associated School, there is encouraging evidence that educators are working in creative and critical ways to educate toward more engaged citizens who are capable of contributing to a strengthened public sphere. This article compares the… [Direct]

Bentley, Kristina (2011). Learning through Doing: Suggesting a Deliberative Approach to Children's Political Participation and Citizenship. Perspectives in Education, v29 n1 p46-54 Mar. The paper focuses on the issue of children's political participation and considers the idea of political participation understood as a human right. Contingently it considers the question of children as agents or potential political actors, as well as the assumed limitations of their role. The paper begins by offering an outline of how children's rights have come to be considered in the international context as enshrined in the United Nations Convention on the Rights of the Child (CRC), and the idealized concept of childhood that is implicit in this convention. The paper then proposes some alternative approaches to understanding childhood and children's status, with a view to proposing a more nuanced approach to their political participation that neither treats them as passive recipients of duties towards them, nor as the voiceless possessions of groups or families. This is followed by an account of the emerging debate about deliberative democracy as a more substantive approach to… [Direct]

Amadi, Martha Nkechinyere (2012). Policies and Initiatives: Reforming Teacher Education in Nigeria. Bulgarian Comparative Education Society, Paper presented at the Annual Meeting of the Bulgarian Comparative Education Society (10th, Kyustendil, Bulgaria, Jun 12-15, 2012). Much discussion surrounding educational policy currently is international in character. Governments, policy makers, stakeholders and many international organizations of both developed and developing countries have become concerned with how policies, practices, and outcomes in one country can be compared with those in other countries. Comparative Education, as a subject of study, is more often found at the post-graduate than at the under-graduate level of university studies. Time is allocated for the introduction of the subject of Comparative Education. The field of Comparative Education is introduced in its historical perspective, and students learn about the few chosen foreign educational systems and institutions. In the teacher training programmes there is hardly any space and time left for the specific issues with which Comparative Education is also concerned, such as minority education, education of women, economics and politics of education, cross-cultural education, and others…. [PDF]

Mock, Karen R. (1998). 1998–Human Rights Year. Canadian Social Studies, v32 n2 p39-40 Win. Promotes teaching human rights at every educational level in conjunction with the United Nations-declared Human Rights Year. Provides World Wide Web addresses for resources on human rights and the Human Rights Year, including the United Nations and Amnesty International. Summarizes UN-suggested guidelines for human rights commemoration celebrations. (DSK)…

Gupta, Meghna; Ross, Loretta J. (1998). Bringing Human Rights Home: Human Rights Education for the 21st Century. Social Education, v62 n6 p377-80 Oct. Discusses the purpose and focus of human-rights education. Traces the definition of human rights, emphasizing the role of the United Nations Declaration of Human Rights (UDHR). Compares the U.S. record on human rights against the UDHR. Suggests that human-rights education is limited, and offers ideas for improvement (DSK)…

Skervin, Hyacinth (2010). Cultural Sites of Meaning: Challenges and Pitfalls for Gender-Based Research. Education Inquiry, v1 n4 p329-345. This article classifies four constructs of feminist identity and focuses on the role and implication of these identities in an educational field research project which aims to empower girls in diverse school communities in South Africa through human rights education. The subject is explored by examining specific genres of knowledge and inquiry in feminist epistemology and educational philosophy and interrogating the implication when juxtaposed in the research process and outcomes. A central argument in this discourse is that both the researcher and subject participants experience gender, activism and consciousness in such a way as can be linked to type within the given classification. The conclusions of the article challenge the dominant construction of gender and power in the research process and outcomes and argue in light of the impact on the validity and theoretical development of the research project…. [Direct]

Shiohata, Mariko (2010). Exploring the Literacy Environment: A Case Study from Urban Senegal. Comparative Education Review, v54 n2 p243-269 May. The low literacy rates in developing countries have been repeatedly problematized as a major constraint to socioeconomic development by education planners and policy makers. In the 1950s and 1960s, the dominant rationale for literacy development was one of promoting economic growth. In more recent years, by contrast, literacy has increasingly come to be recognized as a human right, contributing to political participation, gender equality, and so forth. Another issue concerning literacy, frequently overlooked, is that people in low-income countries are often deprived of reading and writing materials–even dictionaries in their own languages. Resources are generally very scarce. This article presents a research which explores the literacy environment in an urban Senegalese context by presenting a comparative perspective on the distribution, the types, and the quality of literacy materials such as books and posters. (Contains 4 tables and 11 footnotes.)… [Direct]

van Dijk, Lutz; van Driel, Barry (2010). Diverse Classrooms–Opportunities and Challenges. Intercultural Education, v21 suppl 1 pS1-S5. In April 2009, the Anne Frank House in Amsterdam invited more than 30 experts in the field of Holocaust education from a dozen countries for a three-day seminar to share their thoughts and experiences to provide insight into the kinds of opportunities and challenges educators might face in the future when teaching about the Holocaust in diverse classrooms and other diverse contexts. This article presents a number of questions which highlighted the discussion of new successful ways of teaching the Holocaust. In the authors' opinion, the themes highlighted in this supplemental issue of \Intercultural Education\ will help educational professionals in the fields of, for instance, Holocaust education, human rights education, citizenship education and intercultural/multicultural education gain insight into how teaching about the Holocaust and related issues can help them to see how their disciplines are interconnected…. [Direct]

van der Walt, Johannes L. (2011). Religion in Education in South Africa: Was Social Justice Served?. South African Journal of Education, v31 n3 p381-393. The promulgation of South African policy regarding the place of religion in public education was delayed until 2003, after a lively debate. The National Policy on Religion in Education effectively banned confessional, sectarian religion from public schools, but allowed for the teaching of Religion Studies as an academic subject and for religious observances, on condition that these were offered in a fair and equitable manner. Given the nature of the debate around religion and education in South Africa, it can be asked whether the state has served social justice through this Policy. A discussion of human rights, social justice, morality and the role of the state leads to the conclusion that although the state never actually mentioned the philosophical or moral driving forces behind the Policy, it is most likely that it applied tenets of secularism, value-plurality, pragmatic political expediency and modus "Vivendi." This was probably the best route for the state to follow… [PDF]

Bhat, Bilal Ahmad (2016). Teachers' Perception towards Total Quality Management in Secondary Schools. Online Submission, EDUCARE: International Journal for Educational Studies v9 n1 p41-48 Aug. Quality has been the goal of human beings right from the beginning of life. It has been the driving force for all human endeavors. Quality is also the inspiration for human being to move from better to the best available option. The highest demanding and desirable need of the every hour remains the quality in every sphere. The world has been made for human being and teacher is the person, who deals with humans to mould him. There is a need to assess the perception towards quality. The purpose of this paper is to present the perception of Secondary School teachers of Kulgam district in Jammu and Kashmir, India, regarding TQM (Total Quality Management) in education. It is an attempt to get perception of Secondary School teachers and to understand how these perceptions vary by demographic variables, such as subject specialization (Arts and Sciences) and gender. For this, data were collected from 200 high school teachers from Kulgam district in Jammu and Kashmir on the J.J. Bonstingle… [PDF]

Little, Angela W. (2010). Access to Elementary Education in India: Politics, Policies and Progress. CREATE Pathways to Access. Research Monograph No. 44. Online Submission This monograph examines progress in, and policies for, access to elementary education over the past 60 years, the role played by political factors in the process of policy formulation and implementation and the drivers and inhibitors of the implementation of reforms in elementary education in recent years in India. Drawing on interviews and documentary sources, the monograph analyses the growth in central direction and international support for elementary education alongside the parallel and at times countervailing trend towards decentralisation and community participation. It outlines the tensions between agendas focused on expansion, quality improvement, human rights and economic development that led to the legal enactment in 2009 of the Right to Education. Overall, political will is found to be an important driver of progress while corruption, resistance by vested interests and the general condition of poverty in rural areas are among the key inhibitors. (Contains 10 footnotes and… [PDF]

Cowan, Paula; Maitles, Henry (2011). '"We Saw Inhumanity Close up." What Is Gained by School Students from Scotland Visiting Auschwitz?. Journal of Curriculum Studies, v43 n2 p163-184. As the education for citizenship agenda continues to impact on schools in the UK and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government introducing its Lessons From Auschwitz (LFA) project for students and teachers in Scotland, this article focuses on the Scottish context and investigates the school processes by which students are chosen to participate in the LFA project, the impact the LFA project has on student personal growth, and the range of follow-up activities in their schools and communities. The methodology employed online questionnaires and face-to-face interviews which were designed to ascertain student perceptions of the LFA project and the impact that this project had on student participants, their schools, and their communities. Findings demonstrate that the student cohort were highly academic students who took their responsibilities on return to their schools very seriously and organized a wide range of events, both in their schools… [Direct]

Amedu, Amos Nnaemeka; Eseadi, Chiedu; Victor-Aigbodion, Vera (2022). Information-Seeking Behaviour of Parents of Students with NDD: A Case Study of Parents of Students with Intellectual Disability. Online Submission, International Journal of Early Childhood Special Education (INT-JECSE) v14 n5 p7959-7966. Information is extremely vital for human existence, however, searching for the right information at a particular point in time is quite challenging. In the context of this research, information-seeking behaviour of parents entails the kind of behaviour that parents exhibit in order to have access to the required information for their child with intellectual disability (ID). There is a paucity of literature with respect to information-seeking behaviour of parents of children with ID. The present study intends to close this lacuna by exploring the information-seeking behaviour of parents of students with ID in the Nigerian context. Through a qualitative research approach, six (6) participants who were selected using a purposive sampling technique were studied. The instrument for data collection was a semi-structured interview. Three themes emerged from the data analysis. The study showed that information-seeking behaviour of parents of students with ID is characterised by consulting… [PDF]

Goddard, J. Tim (2015). A Tangled Path: Negotiating Leadership for, in, of, and with Diverse Communities. Leadership and Policy in Schools, v14 n1 p1-11. This article addresses issues of educational leadership in postcolonial and post-conflict environments. The focus relates to large-scale testing protocols, diversity in schools, asset-based community development, and communications technology. The article highlights the importance of context to the tenets of social justice, equitable human experience, and the right of all to have a meaningful and productive life. This article was originally presented as a keynote talk to the joint conference of the Canadian Association for the Study of Educational Administration and the Commonwealth Council for Educational Administration and Management…. [Direct]

Abdul Qahar Sarwari; Hamedi Mohd Adnan (2023). Analysis of Discourses in the Islamic World about the Ban upon Women's Education by the Taliban in Afghanistan. Issues in Educational Research, v33 n3 p1148-1160. The women's education ban in Afghanistan is a vital issue for people in the country and also a challenging issue for the Islamic world. The researcher used critical discourse analysis to analyse the mediated discourses in the Islamic world regarding the women's education ban in Afghanistan. An online search was applied by using key terms and headings such as "girls deprived from education in Afghanistan"; "women education ban in Afghanistan"; "women education bans by the Taliban in Afghanistan"; and "the ongoing discourses in the Islamic world regarding the women education ban in Afghanistan". A total of 62 articles were recorded, and after the exclusion of duplicated and irrelevant articles, 20 news articles were selected, reviewed, coded, and analysed. The Foucauldian viewpoint was adopted to consider the relationship between discourse and power, and the three-dimensional model of Fairclough (1993) was applied to guide the critical discourse… [Direct]

Millard, Lyman (2019). Pathways to Success: Towpath Trail High School Gives Students the Tools to Build a Better Future. Thomas B. Fordham Institute According to a recent What Works Clearinghouse review, the most effective dropout-prevention strategy is to directly connect schoolwork to students' career aspirations. Towpath Trail High School in Akron is a real life embodiment of that strategy. Author Lyman Millard of the Bloomwell Group offers a fascinating look at a school that engages at-risk young people through career and technical education. He also gives us a look into the lives of three students. One young woman–a refugee from the war-torn Middle East–found a new home at Towpath Trail. She has thrived there and now dreams of becoming a heart surgeon. This is the story–the human face–of dropout prevention done right…. [PDF]

Batterbury, Sarah C. E. (2012). Language Justice for Sign Language Peoples: The UN Convention on the Rights of Persons with Disabilities. Language Policy, v11 n3 p253-272 Aug. Sign Language Peoples (SLPs) across the world have developed their own languages and visuo-gestural-tactile cultures embodying their collective sense of Deafhood (Ladd 2003). Despite this, most nation-states treat their respective SLPs as disabled individuals, favoring disability benefits, cochlear implants, and mainstream education over language policies fostering native sign languages. This paper argues that sign language policy is necessary for language justice. Based on interviews with SLPs and policy makers in the UK, this paper argues that ideally sign language policy requires a shift in policy discourse away from a disability construction to one recognizing the minority language status of SLPs. However minority language policy support for the formulation of sign language policies hitherto has been very limited. Conversely, the UN Convention on the Rights of Persons with Disabilities (CRPD) (UN 2007) offers the best hope for sign language policy notwithstanding its disability… [Direct]

Sepehr Vakil (2016). Learning, Identity, and Power: Tensions and Possibilities in Equity-Oriented Computer Science Education. ProQuest LLC, Ph.D. Dissertation, University of California, Berkeley. Computer science is rapidly emerging as a distinct feature of K-12 public education in the United States. Calls to expand computer science education are often linked to equity and diversity concerns around expanding access to girls and historically underrepresented students of color. In this dissertation, I argue that in addition to expanding access to the field, equity-oriented researchers and educators must also attend to how dominant discourses and ideologies are shaping the character of computer science education. Through a mixed-methods study combining ethnographic and social design experiment approaches, I examine (a) the current state of computer science education at a large, racially diverse high school in the San Francisco Bay Area, and (b) possibilities and tensions for computer science learning rooted in critical pedagogy and social justice traditions. The dissertation is organized as three distinct articles. Chapter 2 reviews extant literature in the field and advances a… [Direct]

Brown, Randel D.; Pirtle, Trace (2008). Beliefs of Professional and Family Caregivers about the Sexuality of Individuals with Intellectual Disabilities: Examining Beliefs Using a Q-Methodology Approach. Sex Education: Sexuality, Society and Learning, v8 n1 p59-75 Feb. This investigation described the perceptions of involved adults concerning the sexuality of individuals with intellectual disabilities. Participants completed a Q-sort with a concourse of 36 items. Analysis produced four different belief systems: advocates, supporters, regulators, and humanists. These belief systems describe the respondents' views on sex education, birth control methods, and sexual participation concerning individuals with intellectual disabilities. The representative respondents of the advocates can be described as strong supporters of human rights for the individual with intellectual disabilities. The typical respondent for the supporters can be described as an ardent supporter of sex education for the individual with intellectual disabilities. The regulators were similar to the supporters by showing strong favoritism toward educating individuals with intellectual disabilities concerning sex. However, in contrast the regulators also supported extensive birth… [Direct]

Smith, Rhona K. M. (2007). Religion and Education: A Human Rights Dilemma Illustrated by the Recent "Headscarf Cases". Globalisation, Societies and Education, v5 n3 p303-314 Nov. Education and religion are indelibly linked: cultural precepts underpin education policies within the formal State education system, while education has a clear role to play in promoting tolerance. Clashes between religious beliefs and secular education pose problems for states as the current array of jurisprudence, particularly on Islamic dress in educational institutes, corroborates. This article will discuss the "headscarf cases" in an international context, seeking guidance on reconciling human rights and cultural diversity. In traditional legal style, resolution is often on a case-by-case basis in light of all the circumstances of each case. A stronger human rights approach by international and regional bodies would guide states as to the balance between religion and education, but it appears that political considerations will continue to characterise this debate…. [Direct]

Flowers, Nancy, Ed. (1998). Human Rights Here and Now: Celebrating the Universal Declaration of Human Rights. Although December 10, 1998, marked the 50th anniversary of the United Nations' Universal Declaration of Human Rights (UDHR), most people living in the United States remain unaware of this document, the foundation stone of all human rights. Intended for use by both community groups and teachers in elementary and secondary schools, this educational resource addresses that lack of knowledge by providing background information, ideas for taking action, and interactive exercises to help people learn about the human rights guaranteed in the UDHR. The resource constitutes a "starter kit" for human rights education: background information on human rights history, principles, and issues; strategies for teaching human rights; 15 activities for a wide variety of age groups from kindergarten through adult groups; and essential human rights documents. Following an introduction, the resource is divided into the following sections: (1) "Human Rights Fundamentals"; (2) "The…

Dyer, Caroline (2010). Education and Social (In)Justice for Mobile Groups: Re-Framing Rights and Educational Inclusion for Indian Pastoralist Children. Educational Review, v62 n3 p301-313 Aug. Social exclusion is not random, but concentrated in already marginalised groups and often related to the "frozen accidents" of particular forms of thinking about education and development that come to dominate policy and strategies for service provision. This paper examines how accessing the recently enacted right to education raises a range of justice concerns for mobile, and particularly transhumant pastoralist, children in India. It argues that provision of formal education reflects institutionalised patterns of economic discrimination and status inequality that deny such children what Nancy Fraser terms "participatory parity". The policy norm of habitation-based provision fails to fulfill the rights criteria of making schooling available and accessible, while the colonial criminalisation of mobility leaves an enduring legacy of discrimination. Formal education is complex and contradictory in relation to both moral dimensions of the human right and its… [Direct]

Munene, Ishmael I.; Ruto, Sara J. (2010). The Right to Education for Children in Domestic Labour: Empirical Evidence from Kenya. International Review of Education, v56 n1 p127-147 Feb. Since 1948, various UN conventions have recognised basic education as a human right. Yet this right continues to be denied to many child labourers across the world. This articles draws on the results of a study examining how children in domestic labour in Kenya access and participate in education. Three issues were explored: (1) the correlates of child domestic labourers; (2) their working conditions and contexts; and (3) the right to education. Interviews and group discussions held in one city and two rural districts elicited data from 91 child domestic labourers and 84 adults. The results indicated that child labour was both poverty-induced and adult-initiated, and that children worked in hazardous environments characterised by economic exploitation. Most did not attend school; those who did had to contend with a rigid school structure and an authoritarian class environment. Children in domestic labour often skipped school, and their participation in classes was low…. [Direct]

(2009). An NSTA Position Statement: International Science Education and the National Science Teachers Association. National Science Teachers Association (NJ1) The National Science Teachers Association (NSTA) encourages and promotes international science education because it has the ability to improve the teaching and learning of science, as well as to \empower people, improve their quality of life, and increase their capacity to participate in the decision-making processes leading to social, cultural, and economic policies,\ as stated in UNESCO's (United Nations Educational, Scientific and Cultural Organization's) human rights education mandate (UNESCO 2009). NSTA believes that international science education should be a priority for all science educators. To embrace international science education, NSTA offers several declarations. These declarations are presented in this paper…. [PDF]

Arantes, Valeria; Araujo, Ulisses (2009). The Ethics and Citizenship Program: A Brazilian Experience in Moral Education. Journal of Moral Education, v38 n4 p489-511 Dec. This article describes the Ethics and Citizenship Program, a moral education project developed by the Brazilian government to promote education in ethics and citizenship in Brazilian fundamental and middle schools through four key themes: ethics, democratic coexistence, human rights and social inclusion. Some findings from a research project that investigated whether such a program did in fact promote the ethical and citizenship awareness of participating students are outlined. As an introduction to the paper's main concerns, the Brazilian socioeconomic context is characterised, followed by a description of the historical background of moral education in Brazil. (Contains 3 tables and 8 notes.)… [Direct]

Russo, Charles J., Ed. (2011). The Legal Rights of Students with Disabilities: International Perspectives. Rowman & Littlefield Publishers, Inc. Since 1948 when the United Nations adopted the Universal Declaration of Human Rights, all students have been declared the right to education. The rights of disabled students have not been explicitly addressed, however, and each country has developed their own rules and regulations. Although similarities exist among the different countries, differences are evident, especially in both the extent and acknowledgment of these rights. "The Legal Rights of Students with Disabilities: International Perspectives" examines the rights of disabled students in ten diverse countries on six continents. Written by leading experts in education law, this volume provides comparative insights to help meet the educational needs of disabled students. The book also offers strategies to manage the legal and educational complexities associated with special education. Following an introduction entitled: "Rights Like No Other: Protections for Students with Disabilities in International… [Direct]

Croft, Alison; Morley, Louise (2011). Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania. Research in Comparative and International Education, v6 n4 p383-399. Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty–especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project "Widening Participation in Higher Education in Ghana and Tanzania: developing an… [Direct]

Beck, Brittney Leigh (2016). Better Learned than Legislated: Increasing Queer Institutional Power at the University of Florida, 1982-1995. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). Fruitfully grappling with the complexity of contemporary issues of social justice in education requires intimate knowledge of their historical roots. This historical case study, anchored by the oral histories of queer activists, is designed to reveal the complex inner-workings of a queer rights movement amongst faculty, staff, and students in an a large public institution of higher education during a critical juncture in queer acceptance on campus, offering insight into how queer people and allies maneuvered within largely homophobic higher education institutions to incrementally change both minds and laws. This paper is of both historical and modern significance as queer people continue to struggle to claim and maintain their civil rights and human dignities both on and off college campuses…. [Direct]

Hemphill, Sheryl, Ed.; Towl, Patty, Ed. (2016). Locked Out: Understanding and Tackling School Exclusion in Australia and Aotearoa New Zealand. New Zealand Council for Educational Research Schools work continually to keep students with challenging and difficult behaviour engaged in education. The message of this book is that more can and needs to be done. The audience of this book includes all those who work with excluded children: school, health and justice personnel; school trustees, parents and community workers. School exclusion is a world-wide practice that disproportionately affects children from groups identified as at-risk. These students come from low-income backgrounds, are indigenous Australians, Maori and Pasifika students and many have disabilities. Being excluded from school is linked to low school achievement and youth offending, so keeping young people in school is crucial to the health of our communities. This is the first book to describe school exclusion practices in the local context in Australia and Aotearoa New Zealand. It presents accessible, locally based research and includes the voices of excluded students, their parents and those who speak… [Direct]

Danhoff, Kristin Lindsay (2012). A Survey of Graduate Social Work Educators: Teaching Perspectives and Classroom Environments. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Social work educators have the challenging task of preparing students to be ethically, morally, and socially responsible professionals. As professionals in the 21st Century, social workers are faced with ever increasing complexity and change. Teaching philosophies are at the foundation of what educators do in the classroom. Research about teaching perspectives in social work education is limited. The purpose of this descriptive, survey study is to better understand the teaching perspectives of graduate social work educators when teaching human rights, social and economic justice (HRSEJ) content and the actions educators reported taking to create their classroom environment. The current study is a quantitative, online survey design. Two separate instruments were combined into one online survey hosted on SurveyGizmo. The two instruments were the Teaching Perspectives Inventory (TPI) and a newly developed Classroom Environment Scale (CES). The 45-item TPI had 5-point Likert scales… [Direct]