(1999). A Compilation of Federal Education Laws: Volume III–Higher Education, as Amended through December 1999. Prepared for the Use of the Committee on Education and the Workforce of the U.S. House of Representatives, Serial No. 106-B, and for the Use of the Committee on Health, Education, Labor, and Pensions of the United States Senate, S. Prt. 106-30. One Hundred Sixth Congress, First Session. [Committee Print]. This compilation of Federal Education Laws pertaining to higher education presents the full text of each statute. Statutes are organized in four sections: (1) general higher education programs; (2) Native American higher education; (3) National Science Foundation; and (4) assistance to specified institutions. The following is a unified listing of the statutes included: Act of March 2, 1867 (Howard University); Bankhead-Jones Act; Calvin Coolidge Memorial Foundation; Claiborne Pell Institute for International Relations and Public Policy Act; Edmund S. Muskie Foundation; Education Amendments of 1972, Land-Grant Status for the College of the Virgin Islands and the University of Guam; Education Amendments of 1980, Title XIII, Parts G and I; Education Amendments of 1980, Title XIII, Part H (Miscellaneous Provisions); First Morrill Act; George Bush School of Government and Public Service Act; Grants to Eisenhower College and to Samuel Rayburn Library; Harry S. Truman Memorial Scholarship… [PDF]

Howe, Tasha R. (2004). Lessons Learned From Political Violence and Genocide in Teaching a Psychology of Peace: An Interview With Linda Woolf. Teaching of Psychology, v31 n2 p149-153 May. Tasha R. Howe got her BA in psychology from the University of California at Santa Barbara. She received her MA and PhD in developmental psychology from the University of California, Riverside. After doing an NIMH-sponsored postdoctoral fellowship in developmental psychopathology at Vanderbilt University, she served as assistant professor of psychology at Transylvania University in Lexington, Kentucky. Currently as assistant professor of psychology at Humboldt State University in California, Dr. Howe specializes in child abuse, family violence, developmental psychopathology, community violence, and ecological factors affecting normal and atypical child development. She teaches a wide variety of courses, including human development, the history of psychology, family violence, assessment and treatment of child abuse and neglect, children's cognitive development, and developmental psychopathology. She is married and has two sons, ages 6 and 1.Linda M. Woolf is the Coordinator of…

Ignasi Rib√≥ (2024). From Global Citizenship to Anthropocene Denizenship: The Challenge to Education for Sustainable Development. Critical Studies in Education, v65 n1 p75-92. This article connects instrumental, emancipatory, and critical approaches to Education for Sustainable Development (ESD) with the different cultural responses or grand narratives of the Anthropocene: eco-modernist, eco-catastrophist, and eco-socialist. The tensions between these different approaches are explained by ESD's reliance on the ideals of citizenship and the global, which are also at the heart of the Global Citizenship Education (GCE) curriculum. It is argued that the Anthropocene puts into question both ideals, by forcing us to recognise that humans and nonhumans are denizens with limited rights and expanded obligations, all interconnected with each other through the multiple and complex relations of living-together or cohabitation. In this context, ESD needs to move beyond the humanist and liberal ideal of education as a way to form active and engaged citizens able to deal with the global environmental crisis and pursue instead a posthumanist curriculum for Anthropocene… [Direct]

Annan, Kofi A. (2001). We the Children: Meeting the Promises of the World Summit for Children. This abridged version of the Secretary-General's report to the United Nations General Assembly's Special Session on Children details the achievements of the 1990 World Summit for Children. Nearly 150 countries provided national progress reports of their implementation of goals set forth in the Summit and the 1989 Convention on the Rights of the Child. The first part of the report, First Call for Children, provides an overview of successes throughout the 1990s and areas of continued concern. The Secretary-General acknowledges net progress for children, despite unfinished business and new challenges. Some areas of disappointment are the growth of HIV/AIDS and the enlarged gap in per capita income between industrialized and developing countries. Failure to achieve many goals of the Summit can be attributed to insufficient financial commitment from developing countries and donors. The second and largest part of the report details progress in implementing the World Summit declaration….

Doughty, Howard A. (2005). The Technological Imperative: Information Systems and Racial Profiling from Nazi Germany to the War on Terror. College Quarterly, v8 n4 Fall. Both parts of the author's past–a concern with terrorism and with the education of future agents of the state who will be expected to curb, if not to eliminate, it–contribute to what he wants to say in this essay. He seeks to make six points: (1) Racial profiling is not a discrete issue but an instance of a more pervasive racism that is evident in the overzealousness of law enforcement, the discrimination inherent in the criminal justice system and the stratagems of the so-called "war on terror"; (2) The issue of racism is also connected to historical, legal and political events which cannot easily be isolated and which confound efforts to make it into an issue of clear ideological distinctions between right-wing and left-wing politics; (3) Much of the debate over racial profiling is compromised because it takes place within an ideological context of hegemonic liberalism which begets false and futile attempts to balance civil liberties with security; (4) To overcome this… [PDF]

Platt, John (1973). What's Ahead for 1990?. National Elementary Principal, 52, 4, 19-27, Jan 73. New patterns of politics, rights, and human relations are surveyed in this article about life in the future. Discusses ways in which technological advancement is changing education, work, and public health. The dilemma between planning and decentralization in government is also considered. (DN)…

(1984). The Black Experience. Proceedings of the Symposium on Racial Justice and Education toward Excellence: Education, Race and Justice (Albany, New York, February 1, 1984). Provided in this document are the proceedings of a symposium for educators, legislators, and religious leaders who met to share views on racial justice and education. Included are these presentations: (1) Willard A. Genrich, Chancellor of the New York State Board of Regents, proposing a discussion of what the agenda of racial justice in the 1980s ought to be; (2) Dr. Alonzo A. Crim, Superintendant of the Atlanta Public Schools, discussing his city's programs for involving businesses, churches, and other community members in the education process; (3) Bishop Howard J. Hubbard, of Albany, New York, describing the Catholic Church's efforts to increase black enrollment in its schools, and its advocacy against racism in the public forum; (4) H. Carl McCall, Commissioner of New York State Division of Human Rights, citing increased effectiveness of the public school system as a vehicle for the upward mobility of blacks and calling for more public spending to be targeted at black education;…

Field, Clark G. (1992). Mediation of Civil Rights Complaints: Win/Win. Journal of Intergroup Relations, v18 n4 p34-40 Win 1991-92. Mediation can be an efficient and appropriate process for resolving civil rights complaints. A survey of 36 human relations and civil rights offices in 10 states confirms that mediation is too seldom used, although there is interest in mediation practices. Problem areas in mediation are discussed. (SLD)…

(1998). Education Is a Human Right. EI Barometer on Human and Trade Union Rights in the Education Sector, 1998. This report focuses on the extent to which the right to education is available to children, young people, and adults and the extent to which educators enjoy fundamental human and trade union rights set out in the major international deliberations and conventions. The report seeks to acknowledge the contributions of teachers and education support staff. For each country where Education International has members, the report examines these issues and also highlights the extent of child labor. The appendix presents information on the United Nations Convention on the Rights of the Child and various International Labor Organization Conventions related to child labor and labor rights (e.g., collective bargaining, equal pay, employment discrimination, minimum age, and indigenous and tribal peoples). (SM)… [PDF]

Montgomery, John D., Ed. (1997). Values in Education: Social Capital Formation in Asia and the Pacific. Social capital creates or reinforces the mutual trust that binds people together. Some of the traditional human values in Asia and the cultural changes Asians face in order to survive in an era of globalization are presented in this collection of essays. The chapters emphasize the strong influence of values on education, the role of education in building social capital, and the necessity of expanding social capital in order to enhance human potential. In chapter 1 ("Defining Values"), John M. Heffron reviews the historical antecedents of some current philosophical interpretations of values relating to education and development. In chapter 2 ("Are Asian Values Different?"), John D. Montgomery looks at whether these values differ as regards fundamental issues. In chapter 3 ("Diffusion of Values and the Pacific Rim"), Nathan Glazer presents comparative cultural and historical evidence identifying core values in the Pacific Rim. In chapter 4…

Hill, David A. (1981). Curricular Implications of a National Survey of Global Understanding. This paper discusses a national survey undertaken in 1980 to determine the attitudes and knowledge about world affairs of 3,000 randomly selected undergraduate students. The purpose of the survey was to provide information to aid educational decision makers as they strengthen the international perspective of the undergraduate curriculum. The specific purpose of this document is to inform geographers about the scope and nature of the geography-related content contained in the survey. Because approximately 75% of the survey content was based on information currently taught in college geography courses (i.e., environment, food, health, international monetary and trade relations, population, energy, racial and ethnic issues, human rights, war and armaments, arts and culture, religion, relations among states, and distribution of natural characteristics), the author believed that geography educators would be particularly interested in the survey results. Findings from analysis of…

Donoso, Patricio; Gajardo, Marcela (1989). World Perspective Case Descriptions on Educational Programs for Adults: Chile. This document contains two case studies of adult education programs in Chile. Both case studies begin with a "face sheet" on which is recorded basic information about the program and the description. The first case study, prepared by Patricio Donoso, reports on Centro El Canelo de Nos, an inservice center for educators who work with Chile's most underprivileged social groups. The center's programs (Peasant Agriculture, Popular Technology, Peasant Woman, Program for Peace and Human Rights, Training and Legal Support to Peasant Organizations, Research and Systematization, Training, Communications, and the Administration Program) are each described in one page or less. The network of similar centers with which the center cooperates is next described, and a detailed description of the Program of Systematization concludes the case study. The second case study, in the form of a 1983 article by Marcela Gajardo published in the periodical "Prospects," describes an…

(1978). The Report of the Advisory Committee on Shareholder Responsibility with Respect to South Africa Shareholder Responsibility. Issues pertinent to Harvard University's holdings in companies with operations in South Africa are examined in this report to determine if Harvard should adopt any changes in its investment policy regarding U.S. companies in South Africa. The history of U.S. involvement in the South African economy is reviewed and both U.S. and South African regulations governing these business relationships are explained. South Africa's apartheid system is discussed and initiatives taken by Harvard relative to this situation are outlined. It is noted that current Harvard policy prohibits the University from investing in South African corporations or corporations that have a majority of their operations in South Africa. Harvard's relationship with companies conducting a minority of their operations in South Africa are examined. It is recommended that American corporate interests reassess their impact on South African society taking into account the fundamental human rights question raised by the…

Moro, Leben Nelson (2002). Refugee Education in a Changing Global Climate: The Case of Sudanese in Egypt. Sudanese refugees in Egypt, who settled primarily in Cairo, encounter serious problems, both legal and economic, in accessing education. Refugees are legally barred from work and from sending their children to government schools and, hence, live in a precarious state. Often, such refugees perceive resettlement in a third country as the only remedy to their predicaments as long as war and massive human rights violations in their country continue. The poor state of the economy has seriously undermined the ability of the Egyptian state to provide social services to its burgeoning population and has negatively influenced its policies and stance towards refugees. This paper critically examines the situation of education for Sudanese refugees forced to operate in the informal economy due to legal and economic reasons. The paper argues that negative consequences of globalization, particularly the rise in numbers of poor people, further marginalized the position of Sudanese refugees in… [PDF]

Palmeri, Anthony J. (1993). Orality, Literacy, and Malcolm X. In his autobiography, Malcolm X wrote that he did not become fully literate until he went to prison in the 1940s. Literacy profoundly changed Malcolm's life–his progression from street talker, to spokesman for the Nation of Islam, to independent spokesman for human rights, is related to changes in his consciousness brought on by literacy. When he lived on the streets of New York, hustling for a living, Malcolm relied on oral communication. One scholar argues that part of the resistance to white racism and domination was the creation by Blacks of a fast-paced, improvisational language that contrasted sharply with the passive stereotyping of the tongue-tied "sambo." Malcolm never lost his "street talker" skills, but literacy was central to his later development. In prison, he became frustrated with his inability to read or write well, and he began to take advantage of the prison library. As Malcolm read and discovered the enormous injustices done to Blacks, and… [PDF]

Benegar, John (1978). Teaching Writing Skills: Global Issues. Skills Series, Volume 3. Social studies and language arts teachers can use these self-contained activities to teach writing skills to students in grades 6-12. Some of the activities have a global approach requiring students to write about topics such as human rights and cultural differences. Information provided for each activity includes an introduction, objectives, time required, materials needed, and teaching methods. The guide is organized into 13 sections which comprise half of the publication. The other half contains student handouts. Section I is an introduction. Section II contains an activity which helps students explore some of the reasons for the use of writing. Students are presented with 17 writing motivators in the activity presented in section III. The activity in section IV contains ten suggestions for improving writing in the social studies. Twenty five ways to stimulate creative writing, such as make a comic book, write words to a piece of music, or keep a journal are presented in section…

(2005). Guidelines for Inclusion: Ensuring Access to Education for All. United Nations Educational, Scientific and Cultural Organization (UNESCO) These guidelines were created by UNESCO to assist countries in making National Plans for Education more inclusive, recognizing that there was a lack of guidelines to assist in this important process. This document thus provides guidelines and concepts for rendering National Education Plans / Education for All (EFA) more inclusive, with the objective of ensuring access and quality education for ALL learners. It is intended to systematize how excluded children are planned for in education. It begins with a brief introduction, which provides a historical perspective on the origins of inclusion and describes the shift from integration towards inclusion. It is then divided into three main parts. The first provides a theoretical framework. It defines inclusion, explains how it is founded in a human rights approach and how it relates to factors such as quality and cost-effectiveness. The second part looks at more practical changes at the school level. It outlines the key elements in the… [PDF]

Mishler, Elliot G.; Steinitz, Vicky (2001). Solidarity Work: Researchers in the Struggle for Social Justice. The role of researchers in the struggle for social justice was explored, focusing on some of the dilemmas faced by researchers doing solidarity work. Solidarity work is negotiating ways to combine different interests to make research findings useful and relevant to political aims. People doing solidarity work describe themselves as activity scholars or researchers, and advocacy is the most common form of solidarity work. Two examples of solidarity work in the context of welfare reform are described in which the aim was to undermine stereotypes of poor women on welfare and to document false and misleading claims in government and media reports about the positive effects of proposed welfare laws and regulations. Another example was a human rights welfare monitoring project to evaluate the effects of the new welfare policies passed in Massachusetts. This project illustrated the difficulties in empowering welfare recipients and in mobilizing low-income people. Another example is an… [PDF]

MacDonald, Fiona; Smith, Debra (2021). Educating the Children of Returning Foreign Fighters: Fear as the Antithesis of Inclusive Education. International Journal of Inclusive Education, v25 n2 p224-238. The emergence and subsequent decline of the so-called Islamic State of Iraq and Syria provides new challenges for Western governments facing the return of foreign fighters and their families to home soil. This article focuses on the children of returned foreign fighters and more specifically on the international responsibility to provide all children, particularly those most vulnerable and in need, with an education. A critical discourse analysis of public debates surrounding the return of the children of Australian foreign fighters illustrates the tension that exists between the rights of children, citizenship and a nation's capacity to overcome a culture of fear. We argue that we are currently witnessing the emergence of a new type of human being; a particularly insidious and dangerous form of 'child citizen refugee'. The paper employs fear as a symptom of modern life and Arendt's poignant lesson of exclusion and persecution to investigate why the children of returning foreign… [Direct]

Merryfield, Merry, Ed.; Remy, Richard C., Ed. (1995). Teaching about International Conflict and Peace. This book is designed to help social studies educators better understand international conflict management as they learn about instructional methods and begin to teach. The book brings together current scholarship on major topics in the management of international conflict and methods for teaching that are especially important in globally-oriented social studies education. International topics and instructional methods have been selected that are critical for preparing secondary social studies teachers for globally-oriented curriculum innovations in an era of school reform and restructuring. Divided into two parts, part 1, \Linking Content, Methods, and Educational Goals,\ explains the relationships between substantive content about international conflict management and exemplary teaching practice in secondary social studies classrooms. Chapters in part 1 include: (1) \Choosing Content and Methods for Teaching about International Conflict and Peace\ (Merry M. Merryfield; Richard C….

(1997). CNN Newsroom Classroom Guides. January 1-31, 1997. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of January, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: U.S. House of Representatives prepares for ethics battle, diplomatic immunity, IRA (Irish Republican Army) attack in Belfast, Ireland, Newt Gingrich re-elected Speaker of the U.S. House of Representatives, Boris Yeltsin hospitalized, and two pipe bombs explode in Tel Aviv, Israel (January 6-10); five years after the "Earth Summit," the goals of that meeting have yet to be met, letter bombs are mailed to London and United Nations offices of Al-Hayat, an Arab-language newspaper, Israel and the PLO (Palestine Liberation Organization) reach an agreement on the future of Hebron, a study of latex gloves raises concern in the medical community, and two explosions damage a family planning clinic in Atlanta, Georgia…

Branson, Margaret Stimmann (1989). International and Citizenship Education: Need and Nexus. Two major efforts to redirect the school curriculum that are currently of special concern, not only to educators but to the general citizenry as well, are citizenship education and international or global education. Both deal with the development of competent and responsible citizens whose perspectives, knowledge, and skills will enable them to participate more effectively in local, state, national, and international affairs. Scholars have called for a new, less ethnocentric vision of U.S. history designed to provide a world-historical perspective, a perspective that will cultivate a sense of individual identification with the triumphs and tribulations of humanity as a whole. Due to the role which the United States plays in world affairs, U.S. citizenship is a passport to relevance in world affairs. This call for an expanded view of citizenship education is echoed by professional societies and the National Governors Association. There is, however, debate on the goals and contents of… [PDF]

Wieler, Edith E. (1987). Multicultural Education Theory, Policy, Practice & Issues: A Literature Review. This report summarizes literature that is pertinent to multicultural education, primarily in Canada, and to a lesser extent in the United States, Great Britain, and Australia. The purpose of the report is to: (1) clarify terms related to multiculturalism; (2) identify the ideological premises of multiculturalism and their implications for education; (3) review policies on multiculturalism; (4) summarize educational responses to multiculturalism; (5) review the major issues and concerns in multicultural education; and (6) provide a list of sources for further reference. Chapter 1, "Introduction," provides the following information: (1) parameters of the study; (2) sources of information; (3) context; and (4) definitions of multiculturalism, multicultural education, and ethnicity. It contains a glossary of key terms and a list of 13 sources. Chapter 2, "Foundations of Multicultural Education," provides the following information: (1) legislative foundations; (2)…

Tucker, Jan L. (1982). Our Global Future: Implications for Social Studies Education in the United States. The purpose of this paper is to probe the relationship between the emerging global context of life for citizens in the United States and the further development of the field of social studies. The paper first examines the concept of the world problematique, described as the sudden realization of the world as a global system with complex problems and no apparent solutions. There is a global revolution of rising expectations worldwide which contains both hope and despair. The hope springs mainly from within developing nations, where the majority of people are striving to attain a minimal level of physical and psychological security. Typically, the despair emanates from those in the already industrialized nations who see an inevitable clash between modernization and the reality of finite resources, and who may also believe that the only conceivable solutions to this dilemma will destroy the political, social, and cultural freedoms known in the industrialized nations of the West. For…

(1976). Jews in America: Contributions to America, Relationship to Homeland, Integration into American Life, Retention of Ethnicity in America. Ethnic Heritage in America: Curriculum Materials in Elementary School Social Studies on Greeks, Jews, Lithuanians, Ukrainians. This ethnic heritage unit is about Jews in the United States. The first section presents basic facts, such as a map of Israel, map of Eastern Europe, facts about Israel, a bibliography about Jews, and a list of Jewish organizations in the United States. The second section discusses early Jewish settlement in North America, Jewish contributions to the discovery of America, Jewish life in the colonies, Jewish holidays, and Jewish traditions of Passover, Bar Mitzvah and Bat Mitzvah, and circumcision. A third section presents background information concerning immigration, the revolutionary war, immigration from Central Europe in the early 19th century, Jews on both sides of the civil war, and Jewish contributions to the American labor movement, as well as the Yiddish theater and newspapers as a bridge between two worlds. Cultural patterns in Europe and USSR are discussed in another section in light of some 20th century Jews who contributed to American life, Jewish historical… [PDF]

Rassool, Naz (2004). Exploring the Construction of Social Class in Educational Discourse: The Rational Order of the Nation State versus Global Uncertainties. Pedagogy, Culture and Society, v12 n1 p121-139. This article aims to create intellectual space in which issues of social inequality and education can be analyzed and discussed in relation to the multifaceted and multi-levelled complexities of the modern world. It is divided into three sections. Section One locates the concept of social class in the context of the modern nation state during the period after the Second World War. Focusing particularly on the impact of "Fordism" on social organization and cultural relations, it revisits the articulation of social justice issues in the United Kingdom, and the structures put into place at the time to alleviate educational and social inequalities. Section Two problematizes the traditional concept of social class in relation to economic, technological and sociocultural changes that have taken place around the world since the mid-1980s. In particular, it charts some of the changes to the international labour market and global patterns of consumption, and their collective impact… [Direct]

Nicholls, Christine (2005). Death by a Thousand Cuts: Indigenous Language Bilingual Education Programmes in the Northern Territory of Australia, 1972-1998. International Journal of Bilingual Education & Bilingualism, v8 n2-3 p160-177. The Northern Territory's bilingual education programmes, in which local Australian Aboriginal languages and English were used side by side in a minority of Aboriginal primary schools in remote northern Australia, came into being in 1973 under the broader federal government policy imprimatur of "self-determination" for Indigenous Australians. These programmes enjoyed considerable support from Indigenous Australian communities, until 1998 when the Northern Territory Government passed legislation to axe these programmes. This ran counter to the articulated wishes of the overwhelming majority of Aboriginal community members and Aboriginal school staff in affected communities. The authorities' stated reason for the closure of these programmes was that of the putative "poor standards in English literacy" in bilingual schools, in comparison with English-only Aboriginal schools, although no evidence has ever been proffered to support such a claim. Since the official… [Direct]

Walton, Gerald (2006). British Columbia. Journal of Gay & Lesbian Issues in Education, v3 n4 p97-100. The province of British Columbia has a dubious history where support for lesbian, gay, bisexual, and transgendered (LGBT) issues in education is concerned. Most notable is the Surrey School Board's decision in 1997 to ban three picture books for children that depict families with two moms or two dads. The North Vancouver School Board has also generated public controversy. In 2004, a brief kiss between two women in a student drama production raised the ire of some parents and staff, resulting in its removal from the play. In a separate case, the BC Supreme Court quashed a 2002 ruling of the BC Human Rights Tribunal that awarded $4,000 to Azmi Jubran, a former student, who sued the Board for not providing adequate protection against years of homophobic bullying and harassment by his peers ("Jubran v. Board of Trustees," 2002). The message from these cases is clear: LGBT students, and those targeted with homophobic violence, need support and resources from their schools. The… [Direct]

Brouwer, Susanne; Karad√∂ller, Dilay Z.; Manhardt, Francie; Mulder, Kimberley; S√ºmer, Beyza; √ñzy√ºrek, Asli (2020). Iconicity in Spatial Language Guides Visual Attention: A Comparison between Signers' and Speakers' Eye Gaze during Message Preparation. Journal of Experimental Psychology: Learning, Memory, and Cognition, v46 n9 p1735-1753 Sep. To talk about space, spoken languages rely on arbitrary and categorical forms (e.g., left, right). In sign languages, however, the visual-spatial modality allows for iconic encodings (motivated form-meaning mappings) of space in which form and location of the hands bear resemblance to the objects and spatial relations depicted. We assessed whether the iconic encodings in sign languages guide visual attention to spatial relations differently than spatial encodings in spoken languages during message preparation at the sentence level. Using a visual world production eye-tracking paradigm, we compared 20 deaf native signers of Sign-Language-of-the-Netherlands and 20 Dutch speakers' visual attention to describe left versus right configurations of objects (e.g., "pen is to the left/right of cup"). Participants viewed 4-picture displays in which each picture contained the same 2 objects but in different spatial relations (lateral [left/right], sagittal [front/behind], topological… [Direct]

Anne Collier; James O'Higgins Norman; Tijana Milosevic (2023). Leveraging Dignity Theory to Understand Bullying, Cyberbullying, and Children's Rights. International Journal of Bullying Prevention, v5 n2 p108-120. This article outlines how dignity theory could be used to better understand bullying behaviors. Dignity is defined here as the inherent worth of every human being and it allows us to trace the motivations behind bullying behaviors to broader social values that are rarely the primary focus of bullying research, as well as prevention and intervention efforts. In this manner, the theory could elucidate the cultural patterns which contribute to not only child bullying and cyberbullying, but to workplace bullying, and to similar abusive behaviors among adults. We give special attention to cyberbullying and illustrate how dignity theory can clarify why this behavior is not only about online safety but about relational issues, which are reflective of social values. We argue that seeing cyberbullying through the lens of online safety can limit the scope of artificial intelligence-based solutions whose development is gaining momentum at this time. We provide suggestions about dignity-based… [Direct]