(2011). Measuring Well-Being and Progress. Social Indicators Research, v104 n1 p47-65 Oct. Well-being is becoming a concept which is more and more involved in any world development consideration. A large amount of work is being carried out to study measurements of well-being, including a more holistic vision on the development and welfare of a country. This paper proposes an idea of well-being and progress being in equilibrium with each other. This is distant from the two extreme positions: poor \but\ happy, and rich \then\ happy; too romantic the first, and reductive the second. After a short explanation on the meaning of Objective and Subjective well-being, we show some interesting relations between economic and social variables, and we propose a new index to measure the well-being and progress of the countries: the \Well-being & Progress Index\ (WIP). It includes several aspects of well-being and progress, like human rights, economic well-being, equality, education, research, quality of urban environment, ecological behaviours, subjective well-being, longevity, and… [Direct]
(1989). Human Rights in Education for Citizenship. Just as human rights belong equally to all human beings and the role of government is to secure those rights, education in regard to human rights belongs in the core of civic education and the role of that education is to develop within the student a reasoned commitment to human rights. The writers of human rights documents throughout history have realized that the surest sanctuary for human rights is not in public documents, but in the minds of the people. There are three challenges for civic education about human rights. (1) A challenge of conceptualization exists, i.e., defining human rights, examining and appraising alternative positions about their meaning. As societies evolve, what citizens perceive as \new\ rights and interpretations evolve from \old\ rights and interpretations. (2) There is the challenge of analyzing the value conflicts in human rights documents. The paradoxical problem of human rights and freedom, or how to conjoin majority rule and minority rights to… [PDF]
(1988). Intervention and Human Rights. Social Science Record, v25 n1 p8-9 Spr. Defends the right of nations to criticize human rights violations within other nations. Pointing out that the human rights protections cannot be left to domestic jurisdiction, Goldberg cites numerous treaties and declarations which make human rights protection a matter of international law. (GEA)…
(1994). Human Rights Education: The Promise of the Third Millennium?. The 20th century could be characterized as the "Age of Rights." Never before has there been such progress and interest in human rights standards. To ensure this progress, human rights education (HRE) needs to look at the world history of the struggles for rights and against tyranny and injustice. The notions of HRE originated in the text of the Universal Declaration of Human Rights. This paper chronicles the history and current state of human rights education. Details of human rights education in the context of the 1974 UNESCO Recommendation, the 1993 UNESCO Montreal Recommendation, the Vienna Declaration, and the Draft Plan of Action for the United Nations Decade for HRE: 1995-2005 are explored. The fundamentals of human rights education cannot be legislated in advance, but must emerge through regular and persistent review by human rights educators. The necessary critiques of human rights pronouncements and the tasks ahead in improving and spreading human rights education… [PDF]
(2000). The Human Rights Education Handbook: Effective Practices for Learning, Action, and Change. Human Rights Education Series, Topic Book. Conveying the "common language of humanity" is the whole purpose of human rights education. Concerned citizens need to understand and embrace the fundamental principles of human dignity and equality and accept the personal responsibility to defend the rights of all people. This handbook is intended to help people who care about human rights to become effective educators, able to share both their passion and their knowledge. To further human rights education in its many forms, the handbook lays out the basics: why, for whom, what, where, who, and how. It draws on the experience of educators and organizations, illustrating their effective practices and distilling their accumulated insights. The handbook is designed to be used as a ready reference and tool: easy to read, easy to use, easy to photocopy. Each chapter can stand alone. The handbook is divided into the following parts: "Introduction"; "Part 1: An Introduction to Human Rights Education";…
(2005). Using Transformative Learning as a Model for Human Rights Education: A Case Study of the Canadian Human Rights Foundation's International Human Rights Training Program. Intercultural Education, v16 n2 p171-186 May. This paper examines the essential practices and conditions for fostering transformative learning using the Canadian Human Rights Foundation's \International Human Rights Training Program\ as a case study. It suggests that the program's participants challenge their own values and assumptions about human rights, their work and their society through critical reflection. Consequently, it argues that if human rights educators are to contribute to the transformative education of others, it is necessary for them to understand the theoretical and practical underpinnings of the learning process associated with human rights education…. [Direct]
(2010). What Is on Our Children's Minds? An Analysis of Children's Writings as Reflections of Group-Specific Socialisation Practices. Educational Studies, v36 n1 p73-84 Feb. In the present study it has been examined how children's creative writing tasks may contribute to teachers' understanding of children's values. Writings of 300 elementary school children about what they would do if they were the boss of The Netherlands were obtained and seemed to reflect different types of values. Most children were concerned with charity. Also, writings concerned materialist values and socio-political topics, such as human rights, power and tolerance. Analyses of group-specific differences showed girls to write more about charity and health when compared to boys. Children from low socio-economic backgrounds wrote less about environmental issues compared to children from middle and high socio-economic backgrounds. Children from ethnic minority backgrounds who wrote more about obtaining goods for themselves and less about environmental issues than Dutch-origin children. In addition, age differences were found in line with an increase in social and moral development…. [Direct]
(2010). Decent Work and Its Implications for Careers. Australian Journal of Career Development, v19 n1 p36-44 Aut. The principle of decent work was first espoused in the 1948 Universal Declaration of Human Rights. Since 1999 the International Labour Organisation has operated according to a Decent Work Agenda and in recent times the movement towards the provision of decent work as a means of improving the quality of life has gathered momentum. Decent work is relevant to career development worldwide and embodies: a reasonable income; equal opportunities; safe working conditions; trade union representation; and a social safety net. Evidence is provided that decent work is not necessarily a feature of employment or career development across various countries. In a time of workplace fragmentation there are pay differentials in favour of workers under collective bargaining; working hours are longer than stipulated; overtime is not compensated; or there is work-related physical and mental stress. This paper explores the concept of decent work and its implications for career development. (Contains 1… [Direct]
(2010). Support Workers within Learning/Intellectual Disability Services Perception of Their Role, Training and Support Needs. British Journal of Learning Disabilities, v38 n4 p310-318 Dec. This study explores the perceptions of support workers working with adults with learning/intellectual disabilities, training and support needs. Data was collected by focus group (n = 3) and semi-structured interviews (n = 5). Participants saw their key role as maximising quality of life, identified \Trial and error\ as the main mode of skill development for new staff and experienced stress as a result of conflict between their beliefs and demands of the service. Participants recognised their responsibility to model good and challenge poor practice; however, poor communication and assertiveness skills affected their ability to do this. A preference for more on site supervision to provide leadership was indicated. Training by the community learning disability team was highly regarded; however, there were indications that carers found this difficult to put into practice. It is suggested that development of personal skills and relating training to human rights and person-centred planning… [Direct]
(1998). Teaching Strategy: Using the Human Rights Poster. Update on Law-Related Education, v22 n3 p50-53 Fall. Describes a lesson focusing on a human-rights poster that provides visual reinforcement of the second article of the Universal Declaration of Human Rights that enforces freedom from discrimination. Presents students with examples of human-rights situations to assist them in understanding that all people are entitled to human rights. (CMK)…
(1981). Possible Contributions of International Organizations to Safeguarding Human Rights. This paper discusses ways in which international organizations have in the past and can continue in the future to foster social, economic, and cultural rights on a global scale. Involvement of international organizations such as the United Nations in the realm of human rights expanded after the second world war. Examples of contributions to the protection of human rights since the 1940's include drafting the Charter of the United Nations and the Universal Declaration of Human Rights, and creating international organizations such as the United Nations Economic and Social Council, the International Labour Organisation, the Council of Europe, and Commission on Human Rights, the Commission on Status of Women, and the Sub-commission on Prevention of Discrimination and Protection of Minorities. Although each of these organizations and declarations has had at least some positive impact on human rights, there continue to be many human rights violations due to the fact that the principles…
(2010). Peace Education, ESD and the Earth Charter: Interconnections and Synergies. Journal of Education for Sustainable Development, v4 n2 p167-180 Sep. This article provides a review of how the values and principles of the Earth Charter initiative relate to two specific innovative movements of educational transformation, namely peace education and education for sustainable development (ESD). The interconnections and synergies between these movements and the Earth Charter are highlighted. Conceptual and pedagogical implications are drawn for implementing all three initiatives in ways that mutually strengthen and enhance their shared vision and mission to build a world infused with values of nonviolence, justice, respect, reconciliation and sustainability. However, they also share various commonalities of purpose, understanding of the root causes of conflicts and peacelessness and optimal strategies for building peace at all levels of life. Drawing on a holistic multidimensional framework of building a culture of peace, the article provides exemplars of how peace education, ESD and the Earth Charter empower members of all societies to… [Direct]
(1984). Teaching and Learning about Human Rights. What a human rights course should consist of, i.e., the objectives, course content, teaching methods, and evaluation techniques, are discussed. Human rights education must foster attitudes of tolerance and respect, provide knowledge about human rights, and develop students' awareness of how to translate human rights into social and political reality. The major concepts to be taught should include rights, duties, obligations, and responsibilities. Three essential documents for teaching a human rights course are the United Nations Declaration of Human Rights, the European Social Charter, and the European Convention on Human Rights. Stories of individuals should also be used. Teaching methods can include teacher exposition, classroom discussion, student projects, drama and role-play, games and simulations, and practical activities. The school itself must also respect the rights of the students. Evaluation of knowledge and skills gained from a human rights course can be done through…
(1992). An African Perspective on Human Rights. Update on Law-Related Education, v16 n3 p40-47 Fall. Presents a series of classroom activities comparing differing views of human rights in the United Nations Universal Declaration of Human Rights and the African Charter on Human and People's Rights. Includes excerpts from the African Charter on Human and People's Rights and the full text of the Universal Declaration of Human Rights. (CFR)…
(1994). Human Rights and China. Lesson Units. This curriculum unit presents lessons based on information and ideas gained from a 1994 Fulbright-Hays Summer Seminar Abroad Program in the People's Republic of China. This series of three lessons is created as an introduction to Model United Nations types of activities for high school students. Lesson 1, "What are Human Rights?" deals with concepts and definitions of human rights. Lesson 2, "Chinese and American Concepts of Human Rights," enables students to compare the human rights perspectives of China and the USA, with the lesson culminating in forums where students role-play advocates of differing positions on human rights issues. Lesson 3, "Multilateral Human Rights Forums," provides ideas for additional interactive situations for further consideration of human rights and other important political topics. An extensive section of appendices follows the lessons and provides teachers the necessary materials with which to conduct the lessons. (EH)… [PDF]