Landorf, Hilary; Pineda, Martha Fernanda (2007). Learning History through the Universal Declaration of Human Rights. Social Education, v71 n6 p322-325 Oct. Although adolescent students often do not have knowledge of specific laws, they usually have a keen sense of justice and fairness. In this article, the author discusses the Universal Declaration of Human Rights (UDHR) as a powerful tool to channel students' sense of fairness into visible actions. Adopted in December 1948 by the General Assembly of the United Nations, the UDHR is an instrument that can help students anchor the universality of human rights both in their daily lives and in their study of history. By using the content of the UDHR as a blueprint to examine historical issues, students are given the opportunity to discover the universal values that are at the core of this internationally recognized \declaration.\ Students can also explore, through the eyes of others, how people from different cultures articulate universal rights within their own contexts, and when and why nations drift from universal rights in their policymaking or in practice. Students want, need, and can… [Direct]

Shiman, David A. (1999). Teaching Human Rights: A Teaching Guide for Middle and High School Educators. This curriculum guide incorporates three dimensions of human rights education: teaching about human rights, teaching against human rights violations, and teaching for the creation of a world in which all human beings are treated with justice and dignity. The book is based upon the United Nations' Universal Declaration of Human Rights (UDHR). Utilizing the rights categories suggested by the UDHR, this book fills gaps in existing human rights curricula and offers new ways of teaching human rights. Activities are presented that encourage and challenge students to make comparisons across cultures, examine their own societies, and reflect on their own lives. Examples are given from the people's Republic of China, Kenya, and the United States, as well as "generic" human rights that can be utilized regardless of the part of the world being studied. Included is a crossword puzzle, a collection of poetry, a compilation of editorial cartoons, and a variety of activities that require…

Fok, Shui Che (2001). Meeting the Challenge of Human Rights Education: The Case of Hong Kong. Asia Pacific Education Review, v2 n1 p56-65 Jul. Discusses the status of human-rights education in Hong Kong, including efforts to implement the United Nations Decade for Human Rights Education. Calls for focus on human rights as part of efforts to reform the education curriculum in Hong Kong. (Contains 37 references.) (PKP)…

Nyquist, Corinne (1981). Human Rights and Citizenship: A Community Resource Manual. Foreign Area Materials Center Occasional Publication 27. Human Rights Week (December 10-17) has been proclaimed by the U.S. President for a number of years because Bill of Rights Day (December 15) and Human Rights Day (December 10) are observed within a week's period. This comprehensive survey of resources for the study of human rights contains books, films, filmstrips, organizations, and learning activities. Section 1 provides contact groups for obtaining pamphlets and posters for publicizing Human Rights Week. Section 2 presents over 30 non-governmental and governmental U.S.-based organizations that may provide material and publications in the international human rights field. People and groups in the community who may be used as resources are described in section 3. Section 4 describes an exhibit relating human rights and gives instructions for setting up the exhibit. Section 5 outlines learning strategies that may be used in a classroom setting or in a community group. Section 6 is an annotated bibliography of the 10 most wanted books… [PDF]

(1968). Illiteracy and Human Rights; Published on the Occasion of the International Year for Human Rights, 1968. Contained in this document are extracts from an address by the Director-General of the United Nations Educational, Scientific, and Cultural Organization at the International Conference on Human Rights organized at Teheran by the United Nations; a paper presented at the World Assembly for Human Rights (Montreal, 22-27 March 1968); and the text of resolution IV adopted by the Second Committee of the International Conference on Human Rights (Teheran, 22 April – 13 May 1968). Illiteracy is viewed as a major obstacle to the effective enjoyment of such human rights as the equality of marriage partners, participation in government and in cultural life, and economic security and opportunity. (ly)…

Kates, Robert W. (1978). Human Issues in Human Rights. Science, 201, 4355, 502-6, Aug 78. Presents the report of the National Academy of Sciences' Committee in Human Rights which seeks to ease the plight of individual scientists, engineers, and medical personnel suffering severe repression. Case studies of instances of negligence of human rights are provided. (CP)…

Roman, Leslie G. (2009). Go Figure! Public Pedagogies, Invisible Impairments and the Performative Paradoxes of Visibility as Veracity. International Journal of Inclusive Education, v13 n7 p677-698 Nov. This article asks how public pedagogical texts mobilise particular meanings about whose bodies/minds matter or figure? How do they articulate particular affective investments, desires, and values related to our everyday understanding of invisible and visible impairments, and the ways in which discourses of \normalcy\ are taught? The author examines three examples of public pedagogy or media campaigns to educate the public about particular invisible impairments experienced predominantly by women. It theorises how women with invisible impairments are seen to lack veracity in Western visual cultures that both equate and privilege the visible with truthfulness and authenticity. The paper considers, after Agamben, the \zones of exception\ created by the in/visible hierarchy for disability rights claims and human rights struggles for women with invisible impairments. (Contains 1 table and 4 notes.)… [Direct]

Carrim, Nazir; Keet, Andre (2005). Infusing Human Rights into the Curriculum: The Case of the South African Revised National Curriculum Statement. Perspectives in Education, v23 n2 p1-12 Jun. This article reflects on experiences of attempting to infuse human rights in the South African Revised National Curriculum Statement (RNCS). Using our experiences as members of Human Rights and Inclusivity Group (HRIWG), one of the curriculum development structures set up for the RNCS, and focusing particularly on the Learning Area of Mathematics, we argue that human rights in the curriculum amount to a minimum infusion in the RNCS. We explain what we mean by minimum infusion and its links with the Bernsteinian concept of \integration\, as well as what minimum and maximum infusion mean in relation to human rights (in) education. We argue that the minimum infusion of human rights in the RNCS is influenced by three critical factors: difficulties in redefining disciplinary boundaries; assessing human rights knowledge, skills, values and attitudes; and, fundamental contradictions related to developing a culture based on human rights within rampant processes of a capitalist global… [Direct]

Carrim, Nazir; Keet, Andre (2005). Infusing Human Rights into the Curriculum: The Case of the South African Revised National Curriculum Statement. Perspectives in Education, v23 n2 p99-110 Jun. This article reflects on experiences of attempting to infuse human rights in the South African Revised National Curriculum Statement (RNCS). Using our experiences as members of Human Rights and Inclusivity Group (HRIWG), one of the curriculum development structures set up for the RNCS, and focusing particularly on the Learning Area of Mathematics, we argue that human rights in the curriculum amount to a "minimum infusion" in the RNCS. We explain what we mean by "minimum infusion" and its links with the Bernsteinian concept of "integration", as well as what "minimum and maximum infusion" mean in relation to human rights (in) education. We argue that the "minimum infusion" of human rights in the RNCS is influenced by three critical factors: difficulties in redefining disciplinary boundaries; assessing human rights knowledge, skills, values and attitudes; and, fundamental contradictions related to developing a culture based on human… [Direct]

O'Brien, Ed (1999). We "Must" Integrate Human Rights into the Social Studies. Social Education, v63 n3 p171-75 Apr. Asserts that educators need to teach about human rights issues, such as social and economic rights, in the social studies curriculum because these issues are disregarded throughout the country. Defines human rights, discusses the importance of the Universal Declaration of Human Rights (UDHR), and provides two lessons. (CMK)…

(2000). Fifty Years of the European Convention on Human Rights. This booklet is intended as the nongovernmental organization's (NGO's) contribution to the celebration of the 50th anniversary of the European Convention on Human Rights (ECHR). Its aim is to bear witness to the commitment of the NGOs having consultative status with the Council of Europe, and to all that they have done to make known, put into practice, and develop the definitions and guarantees of human rights offered by the Convention. The booklet is divided into two parts. Part 1 contains: "Introduction"; "The Council of Europe and Human Rights"; "The Council of Europe and Non-Governmental Organisations (NGOs)"; "The Council of Europe and the European Convention on Human Rights"; "The European Court of Human Rights"; "Other Human Rights Instruments"; "Intergovernmental Activities in the Field of Human Rights"; "The Steering Committee for Equality between Women and Men"; "The Results of Fifty…

Mittal, Anuradha (1998). Perspective: Economic Human Rights: The Time Has Come!. Update on Law-Related Education, v22 n3 p12-13 Fall. Maintains that the high poverty levels in the United States implies that the goals of the Universal Declaration of Human Rights (UDHR) have not yet transformed the reality of U.S. citizens. Describes the national campaign called "Economic Human Rights: The Time Has Come!" that combats the violations of basic human rights like poverty. (CMK)…

Liasidou, Anastasia (2008). Critical Discourse Analysis and Inclusive Educational Policies: The Power to Exclude. Journal of Education Policy, v23 n5 p483-500 Sep. The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitating the linguistic and, by implication, conceptual reinstatement of inclusion as a notion that unequivocally advocates the protection of the human rights of children with special educational needs (SEN). In the first section, the article concentrates on the theoretical perspectives of CDA within the context of inclusive education policymaking. For illustration purposes, CDA is used here to expose the power/knowledge grid and its subjugating attributes, enshrined in two official legislative documents. The aim is to answer the following… [Direct]

Mohr, James M. (2009). Hate Studies: Toward Jesuit Leadership on Curriculum Development. Catholic Education: A Journal of Inquiry and Practice, v13 n1 p97-114 Sep. This paper examines how the academic study of hate can be understood through Catholic social justice teachings with an emphasis on the Jesuit commitment to faith and justice to allow for a critical reflection on the relationship between theory and practice. To make the connections between social justice and the study of hate, the paper begins with a description of Hate Studies and a brief overview of the Jesuit conception of social justice as it relates to higher education. Following these descriptions it is explained how Jesuits can influence the development of a curriculum for Hate Studies. This influence is reflected through the five key processes of promoting justice, human dignity, and human rights; integrating faith, scholarship, and activism; involving Catholic colleges and universities with contemporary issues; engaging in reflective practice; and transforming culture…. [PDF]

Edwards, Roland M. (2012). The Effectiveness of International Military Education and Training on Foreign Democracies: A Correlational Study. ProQuest LLC, Ed.D. Dissertation, University of Phoenix. The purpose for conducting the quantitative correlational study was to determine if international military education and training (IMET) courses affect the civil-military perceptions of foreign students. The secondary purpose for conducting the correlational study was to determine if there was a relationship between Africans and Western Hemispheric students' perceptions of how civilian control of the military influenced their understanding of democracy in the United States, international human rights standards, and their professional development. The analyses of the data revealed there were statistically significant relationships between the dependent and independent variables to conclude foreign students value IMET. Because of the value foreign students placed on IMET training, the civil-military perceptions of foreign students were affected by IMET training. The significance of the outcome of the study to leadership filled the gap in the literature regarding measures of… [Direct]

(1975). A Guide for Improving Public School Practices in Human Rights. The guide contains ideas, materials, and suggested practices for teachers and administrators in dealing with human rights issues. It is organized into six parts. Part I discusses the human rights concept, its importance in Western democratic society, its legal bases, racism, and school responsibility. Part II outlines the responsibilities of administrative leadership for appropriate human rights education. Topics include the role of state and educational organizations, and obstacles the school administrator must overcome. Part III deals with methods for increasing teacher competency in human rights. The chapter includes a model for workshops or study groups. Part IV presents material for the study of individual human rights, provides check lists for evaluating human rights behavior, and includes case studies. Part V deals with curriculum development. Topics include social studies and language arts improvement, the study of controversial issues, equality of the sexes in curriculum…

Wilson, Des (1992). Teaching Human Rights in Nigerian Schools: A Multimedia Approach. Social Education, v56 n4 p227-28 Apr-May. Discusses the use of multimedia for teaching human rights in Nigerian schools. Describes the curriculum as almost completely monocultural. Argues that human rights education must be approached within traditional interests and based on what people already know. Urges the demystification of rights. Warns that human rights reflect a Eurocentric outlook and can be misused. (DK)…

Tarrow, Norma Bernstein, Ed. (1987). Human Rights and Education. Comparative & International Education Series, Volume 3. This book discusses the relationship between human rights and education. Education is discussed both within the context of human rights, and as the ultimate sanction and guarantee of all human rights. Part 1, "Education as a Human Right," is comprised of the following chapters: (1) "Human Rights and Education: An Overview" (D. R. Ray; N. B. Tarrow); (2) "Rights of Access and Equal Opportunity: Focus on Sub-Saharan Africa" (W. M. Rideout, Jr.); (3) "The Right to Education Free from Discrimination: The Case of India and Saudi Arabia" (R. Ghosh and A. Attieh); (4) "Exceptional Abilities and Educational Rights: Concern for the Handicapped and Gifted in Britain, China and Indonesia" (R. M. Thomas); (5) "The Right to Literacy" (L. J. Limage); (6) "The Right to Education for Multicultural Development: Canada and Israel" (V. L. Masemann; Y. Iram); (7) "The Right to Education for Employment and Mobility: Norway and…

Andina, Marina (2007). Education in Emergencies: Standards for Human Rights and Development. Current Issues in Comparative Education, v9 n2 p6-19 Sum. This article provides an analysis of how the Minimum Standards for Education in Emergencies (MSEE) were created and rationalized, drawing on the framework of world society theorists. Using content analysis, the MSEE, regional standards and website materials were analyzed to determine how the regional documents were reconciled at the international level and how the discourses of human rights and human capital were incorporated and added into the Minimum Standards. Findings suggest that the process of creating and rationalizing the MSEE fits within a predetermined script for international level agreements. In addition, the changes in discourse from the regional to the international level reflect the pervasiveness of global norms and their importance in providing legitimacy to international standards. (Contains 3 tables and 4 notes.)… [PDF]

Brown, George L. (1973). Politicians, Poor People and Human Rights. Journal of Intergroup Relations, 2, 3, 47-58, Spr 73. The human rights movement appears obsolete in America, and human rights workers seem to be marking time as they are forced to wait on a climate more conducive to action. (DM)…

(1973). A Revised Guide for Improving Teacher Education in Human Rights. This document serves as a guide for teacher education institutions and programs designed to prepare educators for meeting their responsibilities in the area of human rights and human relations. This second edition of the guide represents a substantial modification of the original guide, and includes many activities, experiences, and suggestions from individuals and representative institutions who have been actively involved in implementation efforts to improve their teacher education programs in the areas of human rights. The book is divided into five parts, which describe the foundations of a human rights program, and the kind of leadership needed to implement a program, individual and institutional practices developed for actually dealing with human rights issues, and strategies for the implementation of human rights education programs into public school systems. An extensive bibliography of both print and audiovisual materials is appended. (LB)…

Aksu, G√∂khan; Koruklu, Nermin (2015). Determination the Effects of Vocational High School Students' Logical and Critical Thinking Skills on Mathematics Success. Eurasian Journal of Educational Research, n59 p181-206. Problem Statement: One of the main goals of education is to nurture individuals who know and improve themselves; who is well educated and have scientific perspective; who have developed communal coherency level; who are active, democratic and respectful to human rights. At the present time, according to an up to date mentality in mathematics education which is agreed on, the idea of learning mathematics by doing and experiencing rather than learning pure mathematical knowledge has come into prominence. In this process, there are many significant skills such as how to generate mathematical formulas, how to reach generalizations, how to reason will be developed Purpose of the Study: In this study the direct and indirect relationships between Mathematics success of vocational high school students and their attitudes towards the course, critical thinking tendencies and logical thinking skills were analyzed. Method: The research was conducted with 479 first grade students who study at… [PDF]

Nikitin, Anatoly F. (1992). Teaching Human Rights in the Former USSR during Perestroika. Social Education, v56 n4 p231 Apr-May. Discusses the changing concept of human rights and important freedoms as the Soviet Union moved away from Communism toward democracy. Describes steps that have been taken in human rights education by various nongovernmental organizations. Suggests that the first priority is to educate children about human rights and, in so doing, develop the spirit of toleration. (DK)…

Long, Neyda H. (1999). Diversity, Human Rights, and Curriculum in Canada. Although a discussion of human rights is perhaps the most important topic of any social studies curriculum, such discussions are absent from even those curriculum topics where they would seem most appropriate. While the foundational principles of human rights are basic in all cultures throughout history, these basics are seldom taught. This paper seeks to create an awareness of the history and fundamental issues of human rights, and reviews how school curricula in New Brunswick (Canada) reflect human rights controversies. The first section of the paper outlines the basic concepts of natural law and positive law and argues that human rights are based on a universal conceptualization of the human essence. The second section discusses the debate between universalism and the epistemological relativism and anthropological relativism. The last section stresses the importance of helping students comprehend the rights and duties of citizenship. (Contains 14 references.) (BT)… [PDF]

Bajaj, Monisha (2004). Human Rights Education and Student Self-Conception in the Dominican Republic. Journal of Peace Education, v1 n1 p21-36 Mar. In 2001, a 3-month course in human rights based on critical inquiry was offered to 8th graders in a slum area of Santo Domingo. The students' attitudes, behaviors and knowledge of human rights principles were measured before and after the course. The curriculum focused on international principles and entrenched local problems such as discrimination against Haitian migrants, police brutality, violence against women and exploitation of child labor in free trade zones. This paper will discuss the field of human rights education, the study's findings about the nature of student response to the course and its impact on student identity, solidarity with victims of human rights abuses and self-confidence as a result of human rights education. (Contains 1 figure, 1 table and 9 notes.)… [Direct]

Wilks, Judith (2010). Child-Friendly Cities: A Place for Active Citizenship in Geographical and Environmental Education. International Research in Geographical and Environmental Education, v19 n1 p25-38 Feb. This research was designed to investigate innovative practices associated with child-friendly cities initiatives in the United Kingdom and Italy and how civics and citizenship initiatives are being applied into practical programmes of exploration and learning in geography and environmental education. The Child-Friendly Cities Initiative (CFCI) of the United Nations Children's Fund was launched in 1996 at the UN Conference on Human Settlement (Habitat II). At this conference it was declared that the well-being of children is the key indicator of a healthy habitat, a democratic society and good governance committed to children's rights. The CFCI was closely allied to the 1990 UN Convention on the Rights of the Child, in which the right of children and young people to participate in the life and decision-making of their communities became a human right. Child-friendly cities initiatives have provided a framework and a myriad of programmes in which to create ways for children and young… [Direct]

Barrett, Angeline M.; Tikly, Leon (2011). Social Justice, Capabilities and the Quality of Education in Low Income Countries. International Journal of Educational Development, v31 n1 p3-14 Jan. The paper sets out a theoretical approach for understanding the quality of education in low income countries from a social justice perspective. The paper outlines and critiques the two dominant approaches that currently frame the debate about education quality, namely, the human capital and human rights approaches. Drawing principally on the ideas of Nancy Fraser and Amyarta Sen the paper then sets out an alternative approach based on a theory of social justice and of capabilities. The paper develops an overall understanding of how education quality can be understood in relation to the extent to which it fosters key capabilities that individuals, communities and society in general have reason to value. It then analyses three inter-related dimensions of the quality of education from a social justice perspective. Each dimension is considered in relation to contemporary policy debates and research including the work of EdQual. The first dimension, that of inclusion draws attention to… [Direct]

Gearon, Liam (2008). Freedom from Repression: Some Thoughts on Totalitarianism for Religious, Spiritual and Citizenship/Human Rights Education. International Journal of Children's Spirituality, v13 n1 p5-14 Feb. The article attempts to outline the beginning of a wider interdisciplinary exploration of the relationship between a number of fields that appear initially incongruent and unconnected, but which, on closer examination, are integrally related. Taking totalitarianism as a conceptual core, the article begins by defining some of the historical and political parameters of both moderate liberalism, broadly understood, and the extremes of totalitarian repression and control. The article applies and develops this analysis to religious, spiritual and human rights education. While remaining at the level of a philosophical prompt for discussion and further elaboration and curriculum application pedagogically, the article closes by using the literary form of the novel as an example of how totalitarianism has been both portrayed and resisted, and as an implicit warning about the dangers of over-politicizing either religion or spirituality. (Contains 1 note.)… [Direct]

Carter, George E. (1980). Ethnicity and Human Rights: An Organizational and Individual Perspective. Despite the Universal Declaration of Human Rights adopted by the United Nations in 1948, the issue of the human rights of ethnic minority groups is widely ignored in the United States–both in policy and as an issue worthy of examination. In this country and abroad, violations of human rights continue to take place regularly; minority group members are denied many of the basic rights, such as the right to health, to food, to clothing and housing, to free expression, and to self determination. At present, there are three major organizations that address the concern for ethnicity and human rights worldwide: the Anti-Slavery Society, the Minority Rights Group, and Amnesty International. In addition, the United Nations Commission on Human Rights and its subcommission on slavery and native peoples deserves mention. As the social and demographic trends of urbanization and urban decay threaten the very existence of ethnic minority populations, it is imperative that more individuals and…

Banks, Dennis N. (2001). What Is the State of Human Rights Education in K-12 Schools in the United States in 2000? A Preliminary Look at the National Survey of Human Rights Education. Simply put, human rights education is learning that develops the knowledge, skills, and values of human rights. Growing consensus around the world recognizes education for and about human rights as essential. It can contribute to the building of free, just, and peaceful societies. Human rights education also is increasingly recognized as an effective strategy to prevent human rights abuses. Starting in April 2000, surveys, which were developed through consultation with human rights educators across the nation, were mailed to a select sample of 120 knowledgeable persons in state education, asking them to respond to questions about the level of inclusion of human rights topics within their state policies. This initial analysis of data is based on surveys returned from all 50 states. The first survey question asked whether the respondent's state had statewide mandates, standards, guidelines, or proficiencies for human rights education. The only data reviewed here are from those states… [PDF]